EDIT 704, Spring 2015Instructional Technology Foundations and Theories of LearningKaren E. Gardner

Collaborating on Documents in SharePoint Instructor Guide

Application of Behavior Modeling Methodology

AndInstructor Guide

Collaborating on Documents in SharePointCOLLABORATING ON DOCUMENTS IN SHAREPOINT........................................................................... IBACKGROUND AND INTRODUCTION.....................................................................................................1LEARNING THEORY.................................................................................................................................. 1APPLICATION OF BEHAVIOR MODELING METHODOLOGY.................................................................2

PRESCRIBED CRITICAL STEPS/BEHAVIOR....................................................................................................3CREDIBLE MODEL...................................................................................................................................... 3SKILL PRACTICE EXERCISES....................................................................................................................... 3SPECIFIC FEEDBACK AND SOCIAL REINFORCEMENT.....................................................................................3TRANSFER STRATEGIES............................................................................................................................. 4ON-THE-JOB REINFORCEMENT.................................................................................................................... 4

INSTRUCTOR GUIDE................................................................................................................................. 5PURPOSE.................................................................................................................................................. 5LEARNING PROBLEM.................................................................................................................................. 5AUDIENCE................................................................................................................................................. 5MATERIALS AND RESOURCES..................................................................................................................... 6PREREQUISITES AND ACTIVITIES................................................................................................................. 6SEQUENCE OF INSTRUCTION...................................................................................................................... 7

Module 6 Collaborating on Documents in SharePoint.........................................................................7Course Introduction.......................................................................................................................................7Lesson 1 Editing a Document Offline............................................................................................................7Lesson 2 Editing a Document Online............................................................................................................8Lesson 3 Working with Versions....................................................................................................................9Lesson 4 Sharing a Document......................................................................................................................9Course Summary and Assessment.............................................................................................................10

ASSESSMENT AND TRANSFER................................................................................................................... 10SUMMARY AND CONCLUSION....................................................................................................................11

WORKS CITED......................................................................................................................................... 11COLLABORATING ON DOCUMENTS IN SHAREPOINT JOB-AID........................................................12

LESSON 1 EDITING A DOCUMENT OFFLINE................................................................................................12LESSON 2 EDITING ONLINE......................................................................................................................15LESSON 3 WORKING WITH VERSIONS.......................................................................................................16LESSON 4 SHARING A DOCUMENT............................................................................................................20

MODULE 6 COLLABORATING ON DOCUMENTS IN SHAREPOINT LEARNER LOG SHEET.............22

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Background and Introduction

The National Labor Relations Board (NLRB) employees around 1,500 employees spread out over fifty-two field offices and a headquarters in Washington D.C. The NLRB’s mission is protecting employees’ rights to organize and form unions as well as to adjudicate reports of unfair labor practices (ULPs). In support of this mission the Office of Employee Development (OED) is charged with developing ongoing training initiatives, identify training needs, and support individual career development. With the implementation of SharePoint in the summer of 2015, OED has been tasked to provide in-person instruction as well as online job aids in order to ensure a smooth transition from current processes. After consulting with the Office of the Chief Information Officer (OCIO) as well as stakeholders from various offices, OED has divided the instruction into six different areas:

1. Introduction to SharePoint2. Working with Documents3. Working with Lists4. Using the Site Mailbox5. Creating and Editing Wikis6. Working with Discussion Boards

The instruction in this module is one of five modules under the “Working with Documents” heading. This module is six out of twenty-four modules total. It is expected that each employee will complete all twenty-four modules before being allowed to access SharePoint.

Learning Theory

The acquisition of software skills conforms to the behaviorist model of instructional design in that the learner observes a stimulus, in most cases a prompt on the screen, and then executes an action based on that stimulus (Ertmer & Newby, 2013). In this case of collaborating on a document in SharePoint, the user will prompted to either open the document in Word Online or the desktop version of Word. Depending on the user’s preference and other factors the learner will be conditioned to click on one of two choices.

This model is extended further adding a consequence to the behavior, demonstrating Skinner’s operant conditioning model (Schunk, 2011). For example, once the user makes the decision to either edit the document in Word Online or the desktop version of Word, he/she will be presented with two different interfaces. The behavior has a clear consequence which in turn leads to another stimulus (antecedent). This pattern continues until the user’s objective is completed and they log out of the software.

Several other attributes of software training lend themselves to the behaviorist approach. For one, the results are directly observable and measurable (Ertmer & Newby, 2013). The steps in a software process can be reproduced for anyone to view. The outcomes are measurable in that one can determine whether the user was successful via his/her output. For instance, if the user was to edit a written document by checking the document out, editing it, and then checking it back in, the other users would be able to determine if the first user was

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successful in doing so by viewing the document themselves and seeing if the edits have been made.

Steps in software training are sequential. Without learning the prerequisite skills it is impossible to progress with the learning. If one is unable to upload a document to SharePoint, how would one go about editing a document in SharePoint? This approach is congruent with that of Mastery Learning, a popular behaviorist model. Although there are some key differences from Mastery Learning, instructing new software users often contains several elements such as formative and summative evaluations. In terms of formative evaluation, as stated before if the user is unable to complete a step in the process he/she is unable to advance. Even though this may not be considered a true formative evaluation, it functions as one during the course of the training. Furthermore, the instruction usually culminates in a summative evaluation where the learner must demonstrated that he/she can complete the entire process from beginning to end. Objectives are dictated by the software and communicated by the instructor and either the software or instructor provides feedback as the user works through the process. These steps mimic the steps of Mastery Learning, defining mastery, planning for mastery, teaching for mastery, and grading mastery (Schunk, 2011). The key difference is that much of the objectives, feedback, and instruction are dictated by the software itself rather than the instructor or peers.

The sequential nature of software training also mimics the branching of Programmed Instruction in which based on the user’s choice or decision a new set of choices or decisions are presented (Schunk, 2011). For instance, as stated earlier the user must decide whether to edit the document in Word Online or the desktop version of Word. If he/she choose Work Online, he she will be limited to certain editing choices while the desktop version of Word offers full functionality. If the user would like change the formatting of the document, the process is different in Word Online. It all depends on the user’s initial choice.

Finally, since reinforcement and practice are essential in the acquisition of software skills, the behaviorist model serves as the best possible model for such instruction. A person may be able to comprehend and discuss the software but not actually be able to demonstrate the process without the proper amount of practice and reinforcement. Many people understand the idea of a spreadsheet and can explain its multiple uses. However, only those who actually use a spreadsheet on a frequent basis are able to demonstrate the process of manipulating and editing a spreadsheet. Due to all the reasons outlined in this section, the behaviorist approach has been selected to apply to the instruction of SharePoint for new users.

Application of Behavior Modeling Methodology

The International Society for Performance Management presented a behaviorist methodology comprised of six steps that must be reproduced in order to design and effective training program (2001). Those six steps include: prescribing the critical steps/behavior, basing the training on a credible model, presenting skill practice exercises, providing specific feedback and social reinforcement, outlining the transfer strategy, and ensuring on-the-job reinforcement. This section will outline how the each step in the methodology as well as described the application of the step and appropriateness as it relates to the “Collaborating on Documents in SharePoint” module.

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Prescribed Critical Steps/Behavior

The first step is to define the actual instruction by looking at the process and gathering data from the SME. The instructional designer can then outline the steps in the process including eliminating any unnecessary/noncritical steps and focusing only on those that will result in the desired observable outcome. By breaking the task down into smaller pieces or specific steps, the learner is better able to learn the task in its entirety.

In the case of the current module, this will include breaking down the process for collaborating in SharePoint into distinct steps. These steps can be observed in both the training sequence for the in-person course as well as the job-aid provided to the trainees following the training. This instruction was based on the SME’s outline of the process as well as observations of early adopters completing the process. All of the steps identified have been labeled as essential for the learner to achieve the desired result.

Credible Model

In order for the instruction to be relevant and achieve the desired outcome, the model on which the instruction was based must be credible and accurate. A model that contains steps that are inconsistent with completing the process will confuse the learner and lead to undesired results. As mentioned in the prior section, the instruction for this module was based on the SME’s outline of the process as well as an observation of early adopters. The instructor is part of the early adoption group and will establish him/herself as the credible model during the first part of the training by explaining his/her experience with SharePoint.

Skill Practice Exercises

In order to be able to perform the task and ensure transfer to the job, the learner must be provided with ample opportunity to practice and rehearse the process. Only after repetition without error occurs is the behavior reinforced to a point where it occurs without significant prompts or instruction. The instructor guide is built on guided practice sessions in which the trainee will practice the steps as the instructor is describing them. After the entire process is described and the user has had a chance to go through the process step by step, he/she will have a chance to practice the process several times under guidance of the instructor. Once the user is able to complete the entire process five times without error, he/she will receive credit for completing the course. Additional practice opportunities will be provided by on-the-job assignments.

Specific Feedback and Social Reinforcement

Without the proper feedback, the learner will be unsure if he/she is actually demonstrating the correct behavior. The feedback must be specific and accurate in order to ensure that the improper behavior is identified and eliminated. Learner to learner feedback is more readily accepted than instructor to learner feedback. This module has taken that into account by building in pair exercises in which one learner observes the other completing the process and then vice versa. Other exercises focus on giving the pair a document and task to

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collaborate on. The two must work together and provide feedback in real-time to complete the exercise.

Transfer Strategies

In order to make sure that the learned behaviors are actually applied back in the workplace, it is essential that the instructional design contain some kind of transfer strategy that links the learning with on-the-job performance. In the case of this module, there are two transfer strategies that have been employed. Firstly, the instruction in the module moves from simple to more complex. The trainees are taught the basic process at first. Then they are presented with scenarios of greater complexity as developed through observations of the early adopters and/or the learners’ questions and scenarios are played out and practiced during the class. Secondly, at the end of the training, the learners are asked to come up with a personal assignment that directly utilizes the process to complete immediately upon returning to the workplace.

On-the-job Reinforcement

Directly related to the transfer strategy is on-the-job reinforcement. This step takes transfer to the next logical step in asking the learner to actually apply the new skill in the workplace. This step is crucial since if the learner has no task to which to apply the learning, the learner will quickly forget and/or revert to the prior behavior. In order to ensure that on-the-job reinforcement is occurring, the learners will need to keep a log of outlining the number of times that the process has been employed on the job. This log will be provided to learner’s supervisor.

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Instructor Guide

Purpose

The following instructor guide is in reference to module six of twenty-four in the SharePoint Instructor Manual. This module is only accessible to learners who have demonstrated mastery of module five on uploading and downloading documents. Once the learner demonstrates mastery of this module, he/she is cleared to participate in module seven on creating lists in SharePoint. This module will cover all of the necessary processes in order to effectively collaborate on documents in SharePoint. The objectives in this section include:

1) Check out a document for editing.2) Check a document back in after editing has been completed.3) Edit a document concurrently with another teammate using the online version of the

software.4) Track versioning of a document.5) Restore previous versions of a document.6) Share a document with another teammate.

Learning Problem

In July of 2015 following a move to a new location, OCIO will be implementing a new Unified Communications Plan (UCP) in which current network shared drives will be replaced by a cloud based network server. Current software will be upgraded to Office 365. In addition, the agency intranet will be replaced by SharePoint sites assigned to major functional groups. Each office will also be assigned a SharePoint site which will replace that office’s network drive. These changes occurred to new network bandwidth requirements due to an expanding need for faster network capabilities stemming from implementation of an online case-processing system as well as a greater need for streaming media for training and online videoconferencing purposes. These changes along with an increase of telecommuting employees of 34% over the last year have exacerbated the need from SharePoint training. Furthermore, due to the low technical aptitude and familiarity with software, it has been decided that rather implementing an exclusively online training program that in-person training be implemented to ensure that all employees receive individual attention.

Audience

The NLRB is comprised on around 1,500 employees, 900 of which are labor attorneys or field examiners. The remaining 600 employees work in various support or administrative roles. The two largest age groups in the agency are Baby-Boomers (46%) and Traditionalists (23%) with the remaining divided almost evenly between Gen-X and Millennials. The education level is higher than the average government agency with the majority of employees possessing a college degree and a large percentage of those individuals possessing both or either a post-secondary degree or professional degree. Despite the educational level, the technical skills of current staff are extremely low on average as evidenced by low software proficiency test scores

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and an organizational identified training need for great emphasis on software skill development. The readiness level of employees can be assumed to be low since historically employees are resistant to change and reluctant to learn new skills that will result in a temporary decline in production. The instructor must keep this in mind while presenting the classes and find a way to connect the instruction directly to work assignments, link it to already existing systems or processes, and communicate the long-term benefits.

Materials and Resources

The following are required for each attendee:

Personal laptop with the latest security and software updates installed Collaborating on Document job-aid (emailed to each participant upon registration) Writing utensil for taking notes Internet connection

If the latest software updates are not installed, direct the learner to return to his/her desk and contact the Help Desk to have them installed. He/she will need to reregister for another upcoming session as communicated in the registration email.

If the learner does not have the job-aid, if extra copies are present you may decided to distribute them. If not, instruct the learner to return to his/her office and print the job-aid.

In addition to learner materials, the instructor will also require the following:

Instructor Guide SharePoint Manual (for questions on other modules) Instructor laptop with examples saved Internet connection SmartBoard connection

For any learner or other needs, the Help Desk will be standing by for support.

Prerequisites and Activities

Prior to registering for the course, each learner should have completed the prior modules. Completion criteria should have been submitted to the Course Administrator who should have recorded the learner’s completion of all follow-up assignments. Only once completion criteria have been recorded in the LMS, will the learner have the ability to register for the next module. Therefore, the instructor should not spend any time reviewing the previous modules in detail. If the learner cannot demonstrate the prerequisite skills, the instructor can request that learner retake the prior module and/or complete the follow-up activities again before reregistering for the current module.

Each module consists of three types of activities: 1) Instructor modeling 2) Individual/pair practice 3) Application activity. Each learner must participate in all activities in order to receive a complete status for the module and to receive follow-up activities. Failure to complete any section will warrant taking the module over.

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Sequence of Instruction

Prior to each modules start, the instructor will verify the roster with each individual via email. Once verified, the instructor will send out details regarding the time and location for the class. The learners are expected to arrive 10 minutes prior to the start time to ensure that they have ample time to connect to the intranet and login to the SharePoint training site. Before beginning the instruction, the instructor will verify that everyone is logged in and has intranet access. If a learner is not connected by the class start time, the Help Desk representative on duty will assist the learner. The class will begin on time regardless of whether the user is connected or not for the sake other’s time.

The module is divided into four lessons, each lasting around 15-20 minutes. The four lessons are:

1) Editing a document offline2) Editing a document online3) Working with versions4) Sharing a document

Each lesson will include a demonstration of the topic as well as ample practice. Suggested sub-topics and related subjects have been suggested throughout the course sequence beginning below. The instructor can elect to use these based on remaining time and/or learner questions. The sequence also contains suggested examples to connect the instruction with software with which the learners may be familiar or other analogies that may be useful in explaining concepts.

The instructor should observe the various skill levels of the class and take them into account when assigning groups for the pair activities. Try to ensure that each pair has at least one person who can demonstrate the process confidently to encourage peer instruction and feedback.

Course Sequence: Module 6 Collaborating on Documents in SharePointCourse Introduction

Thank the attendees and introduce yourself Quickly review the process covered in the previous module Solicit preferences about how and when like to edit, issues people

face with versioning, and how people usually share documents. Outline the 6 objectives listed under the “Purpose” section of the

Instructor Guide.

10 minutes

Lesson 1 Editing a Document OfflineActivity TimeProcess Demo and Step Progression: Using “Collaborating on Documents” job-aid go through each step in the process for editing a document offline. Stop after every step so that the learners can follow. Once all steps are completed, instruct each learner to go back to the beginning and go through all the steps again with another document in the Document Libraries using the job-aid for assistance if necessary.

10 minutes

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Course Sequence: Module 6 Collaborating on Documents in SharePointUseful References and Analogies:

Editing a document offline is similar to downloading and email attachment for editing.

Editing a document this way is exactly the same as working off of a shared network drive.

Benefits: Controlling versioning is much simpler as we will see later. SharePoint has an advantage over a network drive in that documents

can be accessed from any computer or mobile device as long as internet connection is available.

Search functions are much easier than email and the document is more secure.

Pair Activity – Collaboration on a Document: The instructor divides the class into pairs. Pairs are instructed to collaborate on a document by checking the document out, editing it and then checking it back in. Each person will attempt the process while receiving assistance and feedback from his/her partner until time is up.

5 minutes

Application Activity – Editing a Legal Brief: Ask learners to check-out the document entitled “Legal Brief Example” in the document library. The user should then proof-read the document using Track Changes. The user will then check-in the document and open it to verify that the edits have been added.

5 minutes

Lesson 2 Editing a Document OnlineActivity TimeProcess Demo and Step Progression: Using “Collaborating on Documents” job-aid go through each step in the process for editing a document online. Stop after every step so that the learners can follow. Once all steps are completed, instruct each learner to go back to the beginning and go through all the steps again with another document in the Document Libraries using the job-aid for assistance if necessary.

Useful References and Analogies: Editing online is like sitting around a table drafting a document with

coworkers simultaneously except that everyone is in a different location.

Benefits: When editing this way, it ensures that everyone is working on one

document and everyone’s edits and comments are automatically combined and easy to view.

Versions are even easier to control since all versions are online instead of having different versions in different files on your hard drive

10 minutes

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Course Sequence: Module 6 Collaborating on Documents in SharePoint

or email.

Pair/Application Activity – Collaboration on a Document: Using the pairs from the last activity, instruct the learners to all access the document entitled “Legal Brief Example 2” from the Document Library. Instruct the pairs to decide one person who will be editing paragraph 1 and 1 person who will be editing paragraph 2. Ask the pair to access the document and edit it outline at the same time. Once complete, ask the pair to switch paragraphs and edit again.

10 minutes

Lesson 3 Working with VersionsActivity TimeProcess Demo and Step Progression: Using “Collaborating on Documents” job-aid go through each step in the process for working with various versions of a document. Stop after every step so that the learners can follow. Once all steps are completed, instruct each learner to go back to the beginning and go through all the steps again with another document in the Document Libraries using the job-aid for assistance if necessary.

Useful References and Analogies: SharePoint keeps the last 10 versions like a file of drafts.

Benefits: You can easily see who the last person to edit was. Restoring a previous version is much easier than having to edit the

entire document.

10 minutes

Pair/Application Activity – Collaboration on a Document: Using the pairs from the previous activities, instruct one member of the pair to edit the document entitled “Version Control Example” either offline or online. The other member should be instructed to find the version that the partner edited and then restore the previous version. Once finished, the pair should switch and allow the other person to search for the revision and restore.

10 minutes

Lesson 4 Sharing a DocumentActivity TimeProcess Demo and Step Progression: Using “Collaborating on Documents” job-aid go through each step in the process for sharing a document. Stop after every step so that the learners can follow. Once all steps are completed, instruct each learner to go back to the beginning and go through all the steps again with another document in the Document Libraries using the job-aid for assistance if necessary.

Useful References and Analogies: This process is essentially the same as emailing and attachment but

5 minutes

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Course Sequence: Module 6 Collaborating on Documents in SharePoint

instead of an attachment a link is sent.

Benefits: Again, it helps control versioning since rather than having multiple

attachments of different versions, everyone is working off the same document.

The document is stored safely in a central location.

Pair/Application Activity – Collaboration on a Document: Using the pairs from previous activities, pairs are instructed to assign each other one of two files, “Sharing Example 1” or “Sharing Example 2.” Once the files are assigned, each learner should share the document with the other person in his/her pair. Each learner will access his/her email to verify that the link has been sent.

10 minutes

Course Summary and AssessmentAssessment/Application: Learners are instructed to access the file in the Document Library that entitled “Assessment” and has their name in the file name. The learners are instructed to:

1. Check out the document and edit it by listing 3 of the benefits of using SharePoint to collaborate on documents.

2. Check the document back in.3. Restore the previous version of the document.4. Edit the document online by listing how he/she intends to using the

skills learned today on the job.5. Share the most recent revision with the instructor and themselves.

Following the class, the instructor will verify that all the instructions were completed by accessing the prior version to see if the benefits were written and by accessing the current version via the link to see if the learner sent the version with the action plan.

15 minutes

Summary: The instructor: Summarizes the processes taught and benefits. Outlines the follow-up activities and distributes the Lesson Follow-Up

Log Sheets. Gives an overview of the next module on creating lists. Opens up the floor for questions.

10 minutes

Assessment and Transfer

At the end of the lesson each learner will be administered an assessment/application which will require the learner to demonstrate that he/she is able to complete all processes taught over the course of the module. The assessment will be forwarded to the instructor who will check to make sure that the instructions were followed correctly. If there are no issues, the

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learner will be marked as partially complete pending completion of the Lesson Follow-Up Log Sheet.

The learner is required to submit the Log Sheet to his/her supervisor and instructor within two weeks of completing the Log Sheet. The Log Sheet should indicate when and under what condition the learner has applied the process on the job. For example, in the context of this module, the learner may indicate that he/she collaborated on a document online with team members. The learner must indicate at least five times in two weeks that the skills have been used. If the Log Sheet is submitted with at least five instances and the assessment was passed, the learner receives a “complete” status and is permitted to register for the next module. If the learner failed the assessment or did not submit a sufficient Log Sheet, he/she is given a week to either retake the test or to resubmit the Log Sheet. After that, he/she will be required to retake the course in order to receive credit.

Summary and Conclusion

Once the learner submits the assessment and Log Sheet and is marked complete, the module is concluded, and the learner is permitted to register for the next module. At this point the learner should have completed six of the twenty-four modules and should understand the following:

- What is SharePoint and how is it used.- How to login to SharePoint.- How to navigate SharePoint.- Creating a Library in SharePoint- Adding to and Deleting Files from the Document Libraries.- Collaborating on Document in SharePoint

The following modules will cover subjects such as Lists, the Site Mailbox, Working with Wikis, and Discussion Boards. This concludes Module 6 on Collaborating on Documents in SharePoint.

Works CitedErtmer, P. A., & Newby, T. J. (2013). Behaviorism, Cognitivism,Constructivism: Comparing Critical Features From and Instructional Design Perspective. Performance Improvement Quarterly , 26 (2), 43-71.

International Society for Performance Improvement. (2001). Models and Strategies for Training Design. (K. L. Medsker, & K. M. Holdsworth, Eds.) Silver Spring: International Society for Performance Improvement.

Schunk, D. H. (2011). Learning Theories: An Educaitonal Perspective (6th ed.). New York: McMillan.

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Collaborating on Documents in SharePoint Job-Aid

Lesson 1 Editing a Document Offline1. Navigate to your Document Library as outlined in Module 52. Find the document you want to edit and click on the ellipses (More Actions) next to it

in the Document Library Menu.

3. Click on the ellipses (More Actions) icon in the Action Window that pops up.

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4. Choose Check Out from the menu. This will check out the document so that others are unable to edit it while you are working on it.

5. Click on the Document Name in the Document Library. Notice that the icon now reflects the document has been checked out, and the Checked Out To now reflects that you have checked out the document.

6. Click on Edit Document and choose Edit in Word.

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Note: When you save, the document will automatically be saved in SharePoint. If you want to save a version on your hard drive you will need to choose Save As. However, if you do so, it will create a new document and severe the connection to SharePoint. You will need to upload the new document. Therefore, it is best not to Save As unless absolutely necessary.

7. After you are finished editing, close the document. Go back to SharePoint and navigate back to the Document Library. Locate the file again and follow the procedure for checking out the document. However, this time click on Check In.

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Lesson 2 Editing Online1. Navigate to your Document Library as outlined in Module 52. Find the document you want to edit and click on the Document Name.

3. This will open the document in the online version of the software. To edit click on Edit Document and then select Edit in Word Online.

4. This will open the editing tabs so that you can change the document. Notice that the document is automatically saved as you work.

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Note: The online versions of Microsoft software are missing a lot of the functionality of the desktop version. If you need to do a lot of editing to the format, add mailings, references, web parts, or any other advanced functionality, you will need to check out the document and do it offline as outlined in Lesson 1.

5. When finished editing, click on the Site Name Link in the top left-hand corner of the screen to return to your homepage.

Lesson 3 Working with Versions

1. To view the multiple versions of a document, click on the More Actions (ellipses) icon in the Document Library.

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2. Then click on the More Actions (ellipses) icon in the menu that pops-up.

3. From the next menu, select Version History.

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4. This will bring up a menu with all the different versions of the document. To view a version or restore to a previous version, mouseover the Date in the Modified Column. You will see a drop-down menu appear. Click on the Drop-Down Menu.

5. Choose View if you would like to view that version of the document. Click Restore if you would like to restore to that version.

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Note: Restoring will not delete the current version of the document. It will instead copy the previous version and replace the most current version of the document with the copy of the previous version.

6. When you are finished, click on the Close Icon to close the version history window and return to the Document Library.

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Lesson 4 Sharing a Document

1. To share a document with others, first select the document in Document Library by click on the Check Column next to the document name.

2. Once the document is selected, click on the Share Icon in the top right-hand corner.

3. This will open the Share Window where you can type the email address of the people you would like to share with and add comments. Once you have addressed and added comments, click on Share to email a link to the document to others.

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Note: SharePoint does not the file. Instead it sends a link to the file. By default, when the user clicks on the link, he will see a read-only version in the online version of the software. To edit, he/she must follow the instructions in Lessons 1 and 2.

4. You can view who the document is shared with and send them an email at any time by going back to the Share Window and clicking on Shared With. From there you click on Email Everyone to resend the link or another message.

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Module 6 Collaborating on Documents in SharePoint Learner Log Sheet

Lesson(s) Applied Description of Activity Issues or Difficulties

Date:

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Please, complete the following logbook using as much detail as possible. If extra pages are needed, please attach them when you submit. When completed please submit to your supervisor and OED. Submission within two weeks is necessary for completion of the module.

Lesson(s) Applied Description of Activity Issues or Difficulties

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Date:

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