Design Choices

  1. Selected relevant information,
  2. Organized information into a coherent structure
  3. Choose ‘Verdana’ as the typeface. Rated one of the most legible fonts.
  4. Font size choice of 9pt and larger.
  5. High contrast between font color and background.
  6. Used different header sizes to show titles and categories.
  7. Used a bulleted list for examples.
  8. Used callouts to bring attention to the examples.

Writing a Lab Report

Experiments are an essential part of science. Their purpose is to better understand a concept or to discover new information. Presenting the findings of the experiment is done through a lab report that outlines how the experiment worked and what the results were. There are strict guidelines for the presentation of a lab report. In this course, you will be using a simplified version.


A hypothesis is an educated guess. You state what you think will happen in the experiment. It is always written in an If … then…. format.


  • If I raise the temperature of a cup of water, then the amount of sugar that can be dissolved in it will be increased.
  • If the water faucet is opened, then the amount of water flowing will increase.


Submit photos of you conducting the experiment. You can put them into your lab report or you can submit them separately. Make sure they are labeled as to what you are doing when the photo is taken. Sometimes questions are asked in this section. When this occurs, note the procedure step number next to your answer.


Present the data for your experiment in a neatly organized manner. Data is typically presented in table format. Graphs often form part of of the data presentation.


Answer all questions in full sentences. Make sure that your answers are clearly stated.


This is written as a small paragraph that will answer the Purpose of the experiment. First, state whether or not your hypothesis was correct. Support this with the results or actual data.


Our hypothesis was incorrect. Red and blue paint did not make white paint. Our results showed that red and blue paint made purple paint.

aprohoroff on January 22, 2017

Intro Video

Hello everyone. Sorry for the late introduction. I’ve done text/picture intro’s before so I thought I’d try using one of the tools that Keith recommended to us in this course, VoiceThread. I did this in one take while sitting on my bed (it was the quietest place in my house at the time). I tried to insert the embed code that VoiceThread gave me so the video would play in my post but WordPress wouldn’t do it. I guess you need to use one of the 5 sites that are associated with WordPress to be able to embed video.


aprohoroff on November 30, 2016

Hello everyone. I just realized that I only posted my assignment to Moodle and not to my blog. It’s a continuation from the previous assignment where we put together a lesson on plagiarism. I ended up building the lesson in Weebly.  Please take a look at it if you want and feel free to use it if you have the need.

aprohoroff on November 4, 2016

Plagiarism Lesson Plan – Mr. P.



This lesson plan is designed for creating an online lesson about plagiarism and is to be delivered in a DL setting. Students will work individually on this lesson and at their own pace. Ideally, I would use this lesson at the beginning of the year so that when the time comes for students to do projects, they already know about plagiarism. It is not meant to be a lesson that requires a lot of writing but rather a quick activity to cover the topic. Students will cover the information through web sties, online videos and interactive online activities. Assessments will be sent directly to the teacher electronically.

By the end of the lesson, students will:

  1. Know what plagiarism is and it’s different forms.
  2. Be able to spot plagiarism.
  3. Know the consequences of plagiarism.
  4. Be able to find resources on how to properly do citations and avoid plagiarizing.​

Grade Level:

This lesson can be used for learners aged 13 and up. Students need to have access to an email account as well as be able to use YouTube. Both of which require users to be at least 13 years old.


  • Access to a computer and internet connection
  • Email account
  • A link given to the students by their teacher taking them to a lesson connected to their teacher.


As an introduction to plagiarism, have students read the following web page and watch the following video clip. The site gives a good definition of what plagiarism is and the video goes over the different types of plagiarism.


There’s a graphic that comes from the video above that can also be found in a paper at the below web address. From that graphic I will make a online matching quiz using Google forms. This quiz will assess how well they know the 10 types of plagiarism.

  2. Google form still needs to be created.

Then play a tutorial video on plagiarism that can be found below. It does a good job looking at different fictional student situations and reinforces what they have already learned earlier in this lesson.


3 interactive online lessons/tutorials can be played next.

  1.  The first interactive lesson covers: Why it’s essential to start your research early, the difference between paraphrasing and quoting and how to do them both properly & when to cite, what to cite, and how to cite.
  2. The next 2 lessons cover spotting plagiarism. Students will go over original sources and student work and decide if plagiarism has taken place. There are references to how to properly cite sources in these lessons as well.

Review the consequences. Many of them came up during the lesson video and some come from the University of Mississippi Library site.

    1. Failure of assignment.
    2. Redo assignment.
    3. Extra work.
    4. Grade reduction
    5. Failure in the course.
    6. Academic Probation.
    7. Suspension or Expulsion from School.
    8. It can destroy your reputation.
    9. Can also destroy your professional and academic reputation.
    10. Legal Repercussions.
    11. Monetary Repercussions.

Carry out the final assessment that comes from TED-Ed. 

Note to Teachers: In order to use the assessment piece at the end of the lesson, you will need to set up a teacher TED account so you can track the TED-Ed lesson with your students. Once you have an account you will be able to access the TED-Ed lesson to create your own class. While logged in to TED, search for “The punishable perils of plagiarism”. Click on the lesson an then the orange Customize This Lesson button to the right of the video. Then click on the Publish button and your lesson will be created and a link will be given to you that you can share with your students that they can use when they get to the end of the lesson. You will be able to track their activity as well as manage discussions and feedback.

Note to Students: When they get to the end of the lesson they will need to answer a few questions and send them to their teacher. To do this they will need to create a student TED account. Use the above registration page link. When they get to this part of the lesson make sure the students use the link that the teacher created and gave to them.



​Acadia University. (2008). Vaughan Memorial Library : Tutorials : Plagiarism. Retrieved from

Huseman D’Annunzio, M. (2013, June 14). The punishable perils of plagiarism – Melissa Huseman D’Annunzio [Video file]. Retrieved from

Huseman D’Annunzio, M. (n.d.). The punishable perils of plagiarism – Melissa Huseman D’Annunzio | TED-Ed. Retrieved from

iParadigms. (2014). What is Plagiarism? — – Best Practices for Ensuring Originality in Written Work. Retrieved from

iParadigms. (2012). WHITE PAPER The Plagiarism Spectrum. Retrieved from

​Turnitin. (2015). 6 Consequences of Plagiarism. Retrieved from

The University of Southern Mississippi. (n.d.). What is Plagiarism?. Retrieved from

University of Mississippi Libraries. (2015, August 20). Plagiarism Tutorial [Video file]. Retrieved from

WriteCheckVideos. (2012, November 16). 10 Types of Plagiarism [Video file]. Retrieved from



Hello everyone. Here is the evaluation of our media tool (YouTube). Please read our evaluation and comment on anything you would like. We’ve got a few questions to get things going. We also posted the questions into individual replies so the conversation can be semi-organized.

  1. How often do you use YouTube in your classes?
  2. On average, how long does it take you to find a good useable video on YouTube?
  3. Do you have any tips to finding good YouTube videos?
  4. Any favorite subscriptions? Channels? authors?
  5. Do you have a Youtube channel? Why or why not?
  6. In what ways could you use the channel for your classes?
  7. Any other tips on how to use YouTube in your classes?

Don’t feel like you have to post to the areas created below. Use the Reply area at the bottom to make a unique post if you prefer.


Thank You in advance for your time,

Angela, Louise & Sasha



Wikimedia Commons. (2011, November 9). Logo Youtube. Retrieved from

aprohoroff on October 17, 2016

I know this post is a bit late but I feel that it’s appropriate for me to talk about my experience with social bookmarking now. When we first covered this in this course it was completely new to me. I’ve always wanted a way to easily have my bookmarks follow me. Being a TOC for most of my week, I’m on all sorts of different computers in various schools and classrooms and there have been many times where I would wish I had my home laptop with me so I could share a site that would be perfect for what was going on in class. Now, I can do this.

I found myself using both Diigo and Google Bookmarks. Diigo definitely has more options and as such can be used in many ways in the classroom, but because of all these extra features I find it too busy for me to use on a day to day basis for my own needs. My need at the moment is to quickly and easily bookmark sites I want to use or visit again in the future. I find that Google Bookmark works best for me with this task. I’ve been using Google Apps more and more recently and I always have my Gmail account open, so it makes the most sense to me to just use another one of Google’s fine apps. Also, I don’t need to create another login and password to use it. It’s ready to go once I got my Gmail open. There are also a couple spots in Google Bookmark to add labels and notes to your bookmark. I’ve been doing a lot of that recently being enrolled in the EDDL program. We cover so much useful material and others in the class share many other excellent sites that I need a place to quickly store them to use another day. I still baffled that I never knew about social bookmarking earlier, especially about Google Bookmark. I would have made my life a lot easier.

aprohoroff on October 15, 2016


For this assignment on evaluating online resources, I choose to use the criteria that was given to us in class plus I added few extra areas. I broke the categories down a bit further into a series of questions which I got from a University of Maryland web page. I would also like to note that there is an excellent PDF document that can be downloaded and used to evaluate websites (one of the good finds during this assignment). For any future website evaluations I think I’ll be using it because it does a quick, easy and comprehensive overview. I recommend that everyone checks it out. I wanted to get all my evaluations on one easy to read document so I went with an Excel spreadsheet and tried to keep it simple, download it and open in your desktop version of Excel for best results. Here’s a PDF version of it also.

I came at this evaluation from a Science teacher perspective. I was looking specifically for free high school science resources. Overall I’d say that all of the sites I evaluated can be very useful in supporting a classroom lesson, unit or entire course. I would of use a combination of resources from the various sites and also keep my eyes open for content from other places. The sites I looked at  were YouTube, MIT + K12 Videos, Bozeman Science, Khan Academy, PBS Learning Media, Curriki, OER Commons and cK-12. YouTube by far has the most videos but it sometimes takes a while to find the perfect one to supplement your lesson. I guess that could be partly due to the shear volume of videos out there. It is also interesting to note that out of all the sites, YouTube was the only one that had advertising. The MIT site had some information about the site but to search through the content you had to go to their PBS Learning Media page. There are just over 3000 high quality engaging science videos. The PBS Learning Media site has a very easy to use search tool and offers many different resource types that you can use in the classroom. Bozeman Science has videos all done by the site’s founder. Some sections have more content than others. I would say that out of all the sites, this one has the least amount of content. I like how well organized the Khan Academy site is and the brief summaries they have for each section or video. You can watch individual videos or take a class that guides you through your learning. As far as the science videos go, I’d say they are better for the senior grades but you can find videos for the lower grades as well. Curriki has around 79,000 science resources and has a very simple search option. They have a large number of different media types to choose from as well. OER Commons is another simple to use site with many media options.  CK-12 has a simple graphical touch to its search. They have different types of content and group it all together by topic creating mini lessons for you.

One of the things that I didn’t evaluate for, which I noticed a lot of these sites had, was the social/community aspect to them. Interacting with others and collaborating is a feature that can be useful and shouldn’t be overlooked when creating content. You really appreciate what a  simple easy to use search option does for you when you’re looking for content and the time you save because of it. I’ve gotten just a taste of what these sites can offer to me and I can spend many more hours looking through them. It’s good to know that there are many place to turn to for free engaging high school science content.



Bozeman Science. (n.d.). Retrieved October 14, 2016, from
CK-12 Foundation. (n.d.). Retrieved October 14, 2016, from
Curriki. (n.d.). Retrieved October 14, 2016, from
ER Commons: Discover. Share. Create. (n.d.). Retrieved October 14, 2016, from
Evaluating Web Sites. (n.d.). Retrieved October 14, 2016, from
Khan Academy. (n.d.). Retrieved October 14, 2016, from
MIT K12 Videos. (n.d.). Retrieved October 14, 2016, from
PBS Learning Media. (n.d.). Retrieved October 14, 2016, from
YouTube. (n.d.). Retrieved October 14, 2016, from
aprohoroff on September 26, 2016

An assignment I came across while doing some TOC work was this. The students were asked to find a site about a photographer they like which includes their online portfolio. They were to describe why they choose that photographer and picked 5 photos to share with the rest of the class. They had to tell us what they liked about those photos. This was done on a Forum assignment found in Moodle. They had to create a link to the site, upload the photos and include all the text that was necessary. After they posted, they were to read what others had posted and then were required to comment on at least 2 other posts.

I think this assignment touches on all 4 building blocks of digital literacy that was described in the “MediaSmarts – Mapping Digital Literacy Policy and Practice in the Canadian Education Landscape” report: Use, Understand, Create and Communicate. They needed to understand the assignment and what was expected from them in the end. They then needed to use a search engine to find the site they liked. They also need to know how to use that particular site, depending on how it was set up, in order to find the pictures they wanted to share.  Then they had to create a post that included all the required elements. Finally, they had to communicate this with their teacher and peers in an online format and setting.



aprohoroff on September 26, 2016

The most recent piece of educational technology that I’ve immersed myself in is Moodle. It’s the Learning Management System (LMS) that our school district uses for our online school. Using it without any experience can be a very daunting task so the first resource I turned to was a course in how to use it. The course was intense (10 weeks long) and provided me with a tonne of information, but after taking it I realized there are a whole bunch of little things that I still need to know about in order to make everything run smoothly. This is where the other helpful resources will come into play. My co-workers will be the number one place to turn to for help with an immediate question. We all are in the same large room so it’s easy to bounce ideas or question off one another. There is a lot of experience in that room and most often the problem can be solved immediately. My instructor for the course is now also a resource that I can turn to she also is the support person for our district. There is also a very large community of Moodle users out there and I’ve been spending a lot of time on the site. There are forums that you can subscribe to to stay up to date on information in that area. You can search for answers to question you may have. It provides excellent detail to carry out specific tasks and processes. There is also a link to, which is a site that connects you with free courses and content shared by Moodle users all over the world. YouTube is another good resource to get help, they sometimes can take a long time to get through, but they give you a visual option in getting help. And of course I can’t forget Google. Doing a search there usually ends up with a lot of information I can go through as well.



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aprohoroff on September 26, 2016

While it’s difficult for me to comment on the state of technology use in my field in BC, I can comment on what I’ve seen in my school district. We have come a long way in my mind. About 3 years a go our district did a a massive technology overhaul with the hopes of moving forward and being capable to provide 21st Century learning to our students. Before the change, most classrooms just had a stand alone computer, sometimes it was connected to a projector. Usually a teacher who used that technology would have to fight long and hard to get one in their room. It was very rare to see a Smart board. These stand alone computers were not connected to a network and I found that the tech guys were spending a lot of time bouncing from room to room working on individual issues. As a TOC, unless the teacher left me the log-in information to get onto the computer, I wouldn’t be able to use it and would have to do my attendance the old-fashioned way… on paper. Schools did have computer labs that they could access but it was very hard to plan lessons that used online technology because you wouldn’t know if you would be able to use the lab for an extended period of time.

After the tech roll-out, I feel that we teachers and our students are better equipped to use technology for education. There are new machines throughout our district that can handle the processing power that is required to run programs smoothly and quickly. The computers/laptops are all connected to a network and now any teacher or student can log on to any machine and bring up their settings files. This alone has broken down many barriers/excuses to not using technology. Now when you log on to a machine, you’ll have access to all the programs that are loaded into the network. Many more classrooms now either have a Smart board or a projector. There are many more laptop cart in the schools, but it still doesn’t solve the problem or having access to a computer whenever you need one. I would like to see every classroom have a laptop cart. If this was in place, I could see a lot more teacher planning lessons that use technology.

I would like to comment on a couple of things that were mentioned in the “Connected to Learn: Teachers Experiences with Networked Technologies in the Classroom” article. I really enjoyed reading all the various stats about the use and type of use of various technologies in schools. The article mentioned that 70% of teacher have used online videos to deliver online content. I can only see this number growing because if you want to be up to date on what our students are doing, you’ll have to jump into the online video world. They are constantly showing each other videos they’ve found. I think we should use them in our lessons to help grab their attention and present information in another way. It was also mentioned that personal devices that are most likely to be used by students are also the devices that are most likely not to be allowed to be used in class. This is true in our district. Because they are not allowed to connect to the WiFi network, the devices they are bringing with them cannot be used and are ineffective for learning. This needs to change. There’s a lot of computing power not being used that is in the pockets of our students wherever they go. Of course this is something that has to happen at the district level. I’m going to keep my fingers crossed and hope that this happens soon.