Week 6 has two main requirements: your reflection and the Technology-Enhanced Learning project.

1 Technology-Enhanced Classroom Reflection

For this reflection you’ll be thinking about your past! (Oooooo…?)

  1. Read the materials in this module.
  2. Reflect upon your past as a student and all the lessons you’ve participated in. Now think about the ones that were in some way technology-driven. Which was your favorite? Do you remember one that blew your mind? How about one that failed miserably? Consider (but feel free to include more than):
    1. What were the content and context?
    2. What made it so memorable? Be specific.
    3. If it was a positive experience, what aspects of the lesson/instruction would you emulate? If it was negative, what would you avoid or have changed?
  3. Aim for the standard reflection rubric requirements but feel free to go over the length minimum, as always.

Remember to put the content of your Slack post in the Reflection: Technology-Enhanced Learning dropbox.

1.1 Evaluation

This rubric1 is used in reference to reflections you’ll be posting in Slack based on the readings and class discussions. Note that the different areas are graded slightly differently (with length being clearly segmented, mechanics being all-or-nothing, and the rest being fluid). Some assignments might have specific requirements that supercede these, so pay close attention.

Criteria Score (points vary from 0-2)
Length 500 words or more
Meaning Post provides explanation, explication, and examples to develop ideas.
Focus Stays on topic (or strays when appropriate), develops a clear statement or asks a clear question, written with audience in mind.
Support Provides at least two external resources to back up statements or contrast ideas. Does not mention references without citing/linking. Proper APA citations
Mechanics No grammatical or spelling errors. Proper sentence structure. Easy to read. (2 pts., all or nothing)

2 Technology-Enhanced Lesson Plan Project

2.1 Introduction

Instructional plans (units, lessons, etc.) are designed to guide instruction. They explain in detail how a subject or a topic is taught to learners. For this assignment you will develop an instructional or training plan that utilizes technology at the core of the instructional strategy. (“Students will email the assignment to the instructor” would not suffice.) The technologies you can choose from include those discussed in this class and those not discussed, whatever you feel best supports your plan. The topic you will be instructing on is also of your own choosing. Pick something you feel comfortable teaching. This could include a training session, professional development, a remedial course, or even something designed for self-paced study, but must include some instruction (ie, you in front of a class or video conference, guiding learners). Templates are provided below to assist in this.


2.2 Steps to Completion

Your lesson/instructional plan should include—as described in class—a learning theory to scaffold your design (remember module 1?), an instructional design model to inform delivery, and clear learning objectives and outcomes. Support for this assignment comes from your Module 6 readings, so if you’re jumping into this and something seems unfamiliar, go back and make sure you didn’t miss something.

This is an opportunity for you to create your dream lesson from your dream course, taught in your dream classroom, using your dream methodology, your dream everything. However, be sure to consider the administrative aspects: how will you deal with attendance, late assignments, medical excuses, military deployment, incompletes, etc? So, having class in the International Space Station is probably not going to work.

2.2.1 The Lesson Plan Part

Your task is to design a technology-enhanced lesson plan that can be implemented in a (future) course of your choosing. Dream big but be realistic. Pick something you love.

  1. Determine a topic on which you want to create a lesson plan.
  2. Review the learning theories, learning objectives/outcomes, and instructional design models shared in Modules 1 and 6 materials.
  3. In great detail, complete a lesson plan template (like the one below but not necessarily the one below if you want to use a different one or expand on it) that includes the tasks listed here and to the specifications of the rubric at the end of this document.
    1. If you are unsure at any point about what should appear in any of the categorize do not hesitate to ask in Slack.
    2. If you are not planning on going into teaching, DM your instructor and discuss creating a Training Plan, instead.

Submit a well-formatted PDF to the D2L dropbox by the due date. Also, if you wish to share your plan with your classmates, share the PDF in the #etcv411-modules Slack channel. This is not required, however.

Your review should address at least all the items below in the Lesson Plan Template.

2.2.2 Lesson Plan Template

This is only a template. Feel free to edit the format/appearance or even choose another template, but make sure it at least covers the topics included in this one. Be detailed in your answers. Remember that this is just one lesson, not the syllabus or schedule for an entire course.

Here’s a partially completed example:

Section Your content
Instructor name Dr. Algernop Krieger
Additional instructional or other personnel needed (if any) Pigly I and Pigly II
Identified certification for instructional or other personnel (if any) Absolutely none.
Setting or environment for instruction (classroom, Skype, museum, etc.) “Traditional” classroom
Instructor to student ratio 1:10
Lesson title Avoiding Fraudulent Scientific Studies: A Case Study of “Cuckoo for Coca Puffs?”
Identified equipment requirements Laptops, presentation computer, clickers.
Grade level Undergraduate
Subject area Research methodology
Length of session 4 hours
508 considerations or other special considerations Screenreader software must be installed on computers to ensure ADA compliance for vision-impaired students.
URL or PDF of standards used http://www.iste.org/standards/for-computer-science-educators
Learning objectives2
Technologies used
Other technologies considered
Materials used
Related websites
Plan for instruction3
Explain technology choices4
What makes these technologies likely to help your students achieve the learning objectives of the lesson?
How will student performance be assessed?

2.2.3 Submission

Submit a well-formatted post or link to a Google Document to the #etcv411-modules channel in Slack and to the Module 6 Project D2L dropbox by the due-date in D2L.


2.3 Evaluation

Gateway requirements: your plan is detailed enough to be carried out by a substitute or TA. If it feels “phoned in” it will not be graded.

Note: you may receive 0 points in any category below for simply not addressing it.

2.3.1 Rubric

1 point 3 points 5 points
Organization Lesson plan does not flow in a naturally organized manner Topics jump around, possibly. Clear organization that walks the reader through the plan, and does not stray off topic.
Formatting Format is visually unappealing or haphazard. Formatting is obviously attempted but may be broken or ineffective in places. Post is formatted well both visually and spatially. It is enjoyable to look at.
Learning Objectives Objectives are vague or do not match topic/level of course. Objectives could be made more specific or match standards better. Objectives are SMART.
Teachability Lesson is too broad, too narrow, or is lacking core necessities. Lesson could be taught by someone with experience teaching in that field. Lesson contains enough direction and material that nearly anyone could teach it, given the required materials.
Materials Materials included are lacking depth or quality. Materials are mediocre, possibly good but too few. Materials used in lesson are many, varied, and of high quality.

You can download this page as a PDF.


  1. Adapted from Charles Youngs’ Rubric to a Blog.

  2. Phrase your learning objectives using active verbs chosen from Bloom’s Taxonomy. Include a specific behavior tied to the lesson that students should be able to perform.

  3. Present your plan in sequential narrative format. Include details about how instruction will be carried out, and how technology will be used.

  4. What makes these technologies likely to help your students achieve the learning objectives of the lesson? If applicable, why are these technologies preferable to a more traditional way of teaching this material?

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