As more teachers are using hyperdocs for remote and blended learning, it is helpful to consider how to design a hyperdoc so that it will meet the Triple E's!  Watch the video below to see how Dr. Liz Kolb designs her hyperdocs to meet the three E's.  

Many educators have asked if and how they can use the Triple E Framework to evaluate a remote or virtual lesson with students.  In this video below, Liz shares how a remote lesson for a Middle School art class can be evaluated with the Triple E Framework.

In this remote learning asynchronous 2nd grade lesson, Liz shares how to use the Triple E Framework to evaluate the lesson.  

I am excited to announce (after two years of development with the UofM School of Engineering), the TripleEPLN.org is up and running.  This is an open source platform that allows educators to share their lessons with technology, score them on the Triple E Framework, provide details on each E, and browse other lessons with technology that have been scored on the Triple E Framework.  It if free to create a login and use.  My hope is that this will be a space for educators to share and network about their lessons with technology and learn from others.  If you run into any glitches, please email [email protected].  

​Liz Kolb

In this teaching case, a 5th grade ELA teacher is using some basic technology (PowerPoint and Laptop) in an incredibly effective way.  The teacher has a learning goal of helping students better understand how to visualize when reading.  To do so, she took an article and removed the images, put the images in a PowerPoint, and added a few other maps that were mentioned in the story.  She pulled up the PowerPoint at key moments as the students and teacher discussed what the thought the imagery would look like.  It's a very simple use of tech, but incredibly effective.

Triple E Scoring

• Engagement 6/6:  Students are working together and talking about the article together, and co-viewing the PPT (co-engagement).  The technology is helping bring the students into the learning (not distracting from it).
• Enhancement 2/6:  The PPT helps to add features and supports students using higher-level thinking skills in the discussion.  Now, this could have been done without a PPT (possibly with the images on paper).
• Extension 3/6:  The teacher brought in real world images and maps to help the students better connec the reading to the real world.

Key Instructional Strategies Used:  Discussion in small team, guided instruction with the PowerPoint, predicting, questioning.

11/18:  A Strong Connection between the learning goals and PPT used.