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Dana Huff
2 March 2009

You have been asked by your school administration to design a distance learning course for a subject that you are teaching. You will be working with another teacher from a nearby county to design a lesson for students in both of your classes. Applying what you have learned in this chapter, create a lesson plan for this distance learning course, keeping in mind the requirements of students in both locations. Use the ASSURE model as a guide.


For the purposes of this assignment, I have chosen to create a distance learning lesson for a Writing Seminar course I teach. The lesson plan will involve the use of a wiki to collaborate on writing and obtain feedback and offer feedback through peer editing. My school contains only one Writing Seminar course for tenth graders, and for the purposes of this assignment, I will assume the other school also has only one class, making in-school collaboration impossible.



The students are all tenth grade students (students aged 15-16 years old). My own students are in the College Prep 2 track, which is a college preparatory level that is taken at a somewhat slower pace and perhaps with different materials than the traditional college prep track. In addition, students in this track level take a Writing Seminar course designed to help them improve writing skills. The students in the other class would be in the same grade and have similar competencies.


Prior to participating in the lesson, students in both groups should be proficient with word processing software and e-mail. They should also know how to write a narrative composition.


The students in my class tend to have some learning difficulties, including issues such as ADD and weaker language arts skills. They prefer to learn in a variety of styles and tend to be concrete sequential thinkers.


  • Given a computer with Internet access, the tenth grade student will compose a narrative essay achieving an overall rubric rating of 3.5 on a 4.0 scale.
  • Given a computer with Internet access, the tenth grade student will evaluate the writing of peers in a distance learning situation and offer feedback.
  • Given a computer with Internet access, the tenth grade student will revise, edit, and proofread his or her writing based on feedback obtained from peers in a distance learning situation.
  • Given a computer with Internet access, the tenth grade student will demonstrate digital citizenship skills when working with students in a distance learning environment, including advocating and practicing safe, legal, and responsible use of information and technology and exhibiting a positive attitude toward using technology that supports collaboration, learning, and productivity.


  • 4: Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
  • 5: Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
  • 6: Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
  • 12: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).


  • ELA10W1 The student produces writing that establishes an appropriate organizational
    structure, sets a context and engages the reader, maintains a coherent focus throughout,
    and signals closure.
  • ELA10W2 The student demonstrates competence in a variety of genres.
  • ELA10W3 The student uses research and technology to support writing.
  • ELA10W4 The student practices both timed and process writing and, when applicable,
    uses the writing process to develop, revise, and evaluate writing.
  • ELA10C1 The student demonstrates understanding and control of the rules of the English
    language, realizing that usage involves the appropriate application of conventions and
    grammar in both written and spoken formats.
  • ELA10C2 The student demonstrates understanding of manuscript form, realizing that
    different forms of writing require different formats.
  • ELA10LSV2 The student formulates reasoned judgments about written and oral
    communication in various media genres. The student delivers focused, coherent, and
    polished presentations that convey a clear and distinct perspective, demonstrate solid
    reasoning, and combine traditional rhetorical strategies of narration, exposition,
    persuasion, and description.


  • 2: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
  • 4: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
  • 5: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
  • 6: Students demonstrate a sound understanding of technology concepts, systems, and operations.



The learning will take place in asynchronous distance learning setting so that the other course will not be fettered by my school's unusual rotating block schedule.

Student-centered strategies include cooperative learning, including guidelines for working together and a platform (a wiki) that enables collaboration across distance.

Teacher-centered strategies include demonstration of use of the wiki through a video tutorial (Common Craft video "Wikis in Plain English" on YouTube). This video will allow students in both locations to receive the same instruction.


Students will use a collaborative wiki created for the purposes of the lesson using the service Wikispaces, which provides ad-free wikis for educational purposes.

Students will also receive instruction on the use of wikis through the Common Craft tutorial video "Wikis in Plain English."

Both tools will allow students in a distance learning situation to create compositions that align with standards, objectives, and outcomes. The information in the video is accurate and current and contains age-appropriate language. The interest level for both the video and the wiki will be high because students are using different tools than they might normally use to write compositions. The technical quality of both the video and the wiki are high. The video and the wiki are both easy to use for students and teachers. The ad-free wiki is bias-free, and the video can be embedded in the wiki to avoid display of ads or links to videos that introduce bias or inappropriate language. The video needs no user guide, and a user guide is available for the wiki.



I have previewed both the video and wiki and learned how to use them so that I can help students in either location use the materials.


I have practiced with the technology enough that I am proficient in its use and can help students if they come upon a stumbling block. Aside from that preparation, the only preparation that needs to be done is minimal: students will need to log in to their computers, open a Web browser, and point the browser to the URL of the wiki.


Before we use the wiki for composition, I will enable students to practice by creating a personal wiki page that includes pictures and links to their interests. I will secure use of the computer lab for posting compositions to the wiki. I will embed the video in the wiki and ask that students view it prior to class in order to prepare for using the wiki.


Students will view the video and use the wiki to post their compositions. Once compositions are posted from both groups of students, students will be paired with a partner in the other location and the students will provide feedback on the compositions. Students will use the feedback to improve their compositions.


Learners must engage with the technology in order to share their compositions and they must work collaboratively with a partner from the other location in order to revise and edit their compositions and provide feedback to others.

The use of wiki technology will enable students to collaborate with a new group of students outside their own class and practice their composition skills.

I will provide feedback through the use of wiki comments to learners in both locations. I will also provide verbal feedback to students in my location while a facilitator or teacher in the other location does the same for his or her students in that location.


I will use a rubric to evaluate the final composition. Students must achieve a 3.5 on a 4.0 rubric. Should they not reach this level of performance, they will revise their composition again based on feedback from me.

After the lesson, I will take stock and determine where any problems might have arisen (such as use of technology, problems with engagement, inappropriate communication among students).

Should I determine that discrepancies between objectives and outcomes exist, I will revise the lesson plan to address these areas.


Georgia Department of Education. (2005-2006). Georgia performance standards for English language arts: Grade 9 ELA standards. Retrieved February 16, 2009 from http://www.georgiastandards.org/english.aspx.

ISTE (2007). ISTE's educational technology standards for students. Retrieved February 16, 2009 from http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm.

NCTE (1998-2009). NCTE/IRA standards for the English language arts. Retrieved February 16, 2009 from http://www.ncte.org/standards.

Smaldino, S. E., Lowther, D. L., & Russell, J.D. (2008). Instructional technology and media for learning (9th ed.). Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.