Face-To-Face and Online Edmodo Unit Final

Key Assessment Part 1: Identification of Learning Problem

Audience:

The participants in my face-to-face workshop consist of county media specialists, technology teachers, instructional technology specialists, technology coordinator and other county technical support personnel. Participants in the online module are expected to be general teachers and media specialist interested in expanding their use and knowledge Edmodo. The learners range in age from 20’s to 50’s. All of the participants have college degrees. Their experience level ranges from basic computer skills to expert level users.

Problem Identification

Based on results from the Effingham County Technology Needs Assessment my site supervisor, Dr. Harris and I determined there is a strong need for an Edmodo training workshop. Edmodo can be used to enrich technology teaching within an educator’s lessons. Within my classroom the use of Edmodo enriches student learning. Parent codes are provided for each group created in Edmodo. Some of my students’ parents joined Edmodo so they can see what their children are doing in class through this program. There is also an iPhone and Android app for parents to use with Edmodo. Students can brainstorm and respond to one another’s posts to create new ideas. The use of technology can help students become independent learners and self-starters.

Instructional Goals

1. Participants will create an Edmodo account.2. Participants will learn to use the various functions in Edmodo.3. Participants will learn how to integrate Edmodo into the curriculum.

This workshop will be administered in 1.5 hours. This includes a question and answer period. This should be sufficient to achieve the goals based on the participants knowledge. I created a training document for Edmodo on PowerPoint. During the workshop I used a combination of PowerPoint and a live Edmodo site as my presentation tools. All participates were provided printout notes during their training. The participants were made available for the workshop during a Media Specialist & Technology training day. The face-to-face workshop will also be made available online as a stand-alone training document.

I have asked Dr Sayra Harris, Media Specialist at our school, to serve as my mentor. She has 14 years’ experience in education. Dr. Harris earned her Bachelors from Georgia Southern University December 2001 B.Ed Middle Grades Education with emphasis in Science and Social Studies. She earned her M. Ed Instructional Technology (Media Specialist Certification) from Georgia Southern University in May 2006. Dr. Harris earned her Ed. D. in Teacher Leadership from Walden University in December 2008.

Key Assessment Part II: Learner Analysis

Primary Audience (Face-to-Face Workshop)

There were 20 participants in my face-to-face workshop. The attendees consisted of county media specialists, technology teachers, instructional technology specialists, technology coordinator and other county technical personnel. My site supervisor was present for the workshop and included in the number above.

Secondary Audience (Online Workshop)

Participants in the online module are expected to be general teachers and media specialists interested in expanding their use and knowledge of Edmodo. A minimum of 8 participants are needed to evaluate the website.

General Learner Characteristics:

The participants range in age from 20’s to 50’s. Participants range in position from entry level to management

Entry Competencies:

The participant experience level ranges from basic to expert computer level users. All of the participants have college degrees.

All of the face-to-face participants have a technology based background. The online participants may have a limited technology background

Learner Guidance:

Bring a rich reservoir of information Adults typically have a high level of motivation both internally and externally Want to be able to apply learning to their life and work both tomorrow and next year Problem-focused learning Adults need to know why the workshop is important Adults are very time conscious Adults tend to be less flexible than young learners Most mature adults are self-directed and independent

Entry Skills and Prior Knowledge

Participants in the face-to-face workshop work with technology on a daily basis. They are considered skilled in their understanding and use of technology. Some members of the group had previously worked with Edmodo but had not been focused on using it routinely. The workshop should be more of a refresher for them.

Key Assessment Part III: Task Analysis

This unit is built for adult learners. Prior to completing this task analysis information on adult learners was reviewed. A topic and a procedural analysis are used in this task analysis. Using both methodologies allows a thorough task evaluation to be produced. A topic analysis is used to capture the details and actions needed for the design. Having the detailed information allows the final design to fit the needs. The procedural analysis is based on a thorough evaluation of my actions to achieve the tasks and objectives contained within this unit.

Subject Matter Expert (SME)

As the Computer Literacy Instructor at Sand Hill Elementary School (SHES) I am uniquely qualified to be the SME for this task analysis. I have been in this position for nine years. My responsibilities include teaching Computer Literacy to Kindergarten through Fifth grade, troubleshooting all technology equipment (wireless pads/pens, projectors, televisions, student responders, digital still and video cameras, webcams, document cameras, microphones, DVD players, printers, scanners, staff and student computer workstations), setting up new computer workstations and printers, imaging new computers, troubleshooting software, overseeing the resource lab, sub-site director for the school website, school photographer, yearbook creation, inventory all technology equipment, and assisting teachers with computers and other technology equipment. During my time in this position my knowledge of computer literacy has grown and expanded. My formal training is a B.S. in Early Childhood Education from Armstrong Atlantic State University (1984) in Savannah, Georgia. I have the endorsement for teaching Gifted and Talented students and the Teacher Support Specialist endorsement. I am currently working on my Masters in Instructional Technology at Georgia Southern University located in Statesboro, Georgia.

Task Analysis Outline

1.0 Turn on PC.

1.1 Launch their web browser.

1.1a Learners will need to know their log in information.

1.1b They will need to email the course instructor for the staff

development join code.

2.0 Participants need to navigate to http://sherriturneredmodo.weebly.com.

3.0 Participants will familiarize themselves with the website.

4.0 Participants should read the course syllabus.

5.0 Participants need to review the slideshow training document.

http://sherriturneredmodo.weebly.com/

5.1 There is link to a web page that contains the note taking handout.

5.1a Participants may print this document to assist if they wish.

6.0 Participants will learn to use Edmodo.

6.1 Participants will use their school email to create the Edmodo account.

6.2 Participants will create an avatar.

6.3 Participants will complete their profile.

6.4 Participants will join my staff development group.

6.5 Participants will create a group.

6.6 Participants will invite course instructor to join their group.

6.6 Participants will identify ways to implement Edmodo into their

classrooms.

7.0 Participants will use the “Evaluation” link on the website to evaluate this course.

7.1 The link leads to 10 questions on Survey Monkey.

8.0 Exit Survey Monkey

9.0 Exit Edmodo

No

Yes

No

Edmodo: What is it?

How to use it?

Is the

PC On?Turn the computer on

Log in to the Internet

(will need login)

Activate link to Edmodo website

Complete website actions. Learn to use

Edmodo

Complete website evaluation.

Complete survey.

(Survey Monkey)

Return PC to its original status.

Familiarize yourself with website and read

syllabus

Review training presentation

Yes

Are you done?

Exit Survey Monkey.

Exit Edmodo.

Key Assessment Part IV: Instructional Objectives

Face-to-Face and Online Staff Development Goals

Terminal Objective 1: Participants will create an Edmodo account.

Enabling Objectives:

1A: Participants will use their work email address to create the Edmodo account. - Cognitive

Terminal Objective 2: Participants will learn to use the various functions in Edmodo.


2A: Participants will create an avatar. - Cognitive

2B: Participants will complete their profile. - Cognitive

2C: Participants will join my staff development group. - Cognitive

2D: Participants will create a group. – Cognitive

2E: Participants will invite course instructor to join their group. - Cognitive

Terminal Objective 3: Participants will learn how to integrate Edmodo into the curriculum.


3A: Participants will identify ways they can implement Edmodo in their classrooms and/or at their school. - Cognitive

Classification of Instructional Objectives

PerformanceContent Recall ApplicationFactConceptPrinciples and rules 1a 3, 3aProcedure 1, 2c, 2d, 2e 2Interpersonal 2a, 2bAttitude

Relationship of Instructional Objectives and Standards

1, 1a, 2, 2a, 2b, 2c, 2d, 2e, 3, 3a

1. Facilitate and inspire student learning and creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.

a. Promote, support, and model creative and innovative thinking and inventiveness

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

1, 1a, 2, 2a, 2b, 2c, 2d, 2e, 3, 3a

2. Design and develop digital age learning experiences and assessments Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the Standards•S.

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

1, 1a, 2, 2a, 2b, 2c, 2d, 2e, 3, 3a

5. Engage in professional growth and leadership Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.

a. Participate in local and global learning communities to explore creative applications of technology to improve student learning

These are International Society for Technology in Education Standards•T © 2008.

Key Assessment Part V: Development of Assessments

Lessons Instructional Strategies Goals Objectives UDL Assessments

Lesson 1 Participants will view the Edmodo slideshow created for this staff development. Afterwards, they will create an Edmodo account using their school email address. Participants will create an avatar or upload a photo to use as their profile picture. Then participants will complete their profile.

Participants know how to create an Edmodo account.

Terminal Objective 1: Participants will create an Edmodo account.Enabling Objectives:1A: Participants will use their work email address to create the Edmodo account.

Differentiation by comprehension is used by presenting the information (PowerPoint) and then having the learners actively using the knowledge (physical action). Differentiation by multiple means of action and expression is provided at the workshop with handouts, visual and verbal presentation.

All assessments are performance based. Participants are able to join the instructors Edmodo Staff Development group.

Lesson 2 Participants will join the Edmodo staff development group. They must email the instructor to obtain the code for the online workshop. After joining the Edmodo staff development group, participants will respond to the instructor’s welcome post by replying to the following question: How can you use Edmodo

Participants know how to use various functions in Edmodo.

Terminal Objective 2 Participants will learn to use the various functions in Edmodo.


2A: Participants will create an avatar.

2B: Participants will complete their profile

Differentiation by comprehension is used by presenting the information (PowerPoint) and then having the learners actively using the knowledge (physical action). Differentiation by multiple means of action and expression is provided at the workshop with

All assessments are performance based. Participants are able to invite the instructor to join their Edmodo group.

in your position at school? Next participants will create a group and invite the course instructor to join the group. Participants will practice using the following Edmodo features: Note (posting messages), Alert, Assignment, Quiz, Poll, Snapshot, Store, Manage Apps, Apps Launcher, and Planner.

2C: Participants will join my staff development group.

2D: Participants will create a group.

2E: Participants will invite course instructor to join their group

handouts, visual and verbal presentation.

Lesson 3 Participants will brainstorm ways they can integrate Edmodo into their lessons, media center activities, or with their faculty and staff. They will email their ideas to the course instructor or post in the Edmodo Staff Development Group as evidence of learning.

Participants know how to integrate Edmodo into their curriculum.

Terminal Objective 3 Participants will learn how to integrate Edmodo into the curriculum.


3A: Participants will identify ways they can implement Edmodo in their classrooms and/or at their school.


All assessments are performance based. Participants are able to email and post their ideas for the integration of Edmodo in their classes and/or school.

Key Assessment Part V: Differentiation Plan

Key Assessment Part V:

This unit was designed with adult learning theory and principles in mind. The assessments for this unit (adult workshop) are performance based. The UDL is based on differentiation by comprehension and differentiation by multiple means of action and expression. The differentiation by comprehension is used by presenting the information (PowerPoint) and then having the learners actively using the knowledge (physical action). The differentiation by multiple means of action and expression is provided at the workshop with handouts, visual and verbal presentation.

Assessment UDLObjective 1 All assessments are

performance based. Participants are able to join the instructors Edmodo Staff Development group.


Objective 2 All assessments are performance based. Participants are able to invite the instructor to join their Edmodo group.


Objective 3 All assessments are performance based. Participants are able to email and post their ideas for the integration of Edmodo in their classes and/or school.


Key Assessment Part VI: Content Sequencing and Instructional Strategies

Instructional Sequence

Sequence Description Objective1 Participants know how to create an Edmodo account. 12 Participants know how to use various functions in Edmodo 23 Participants know how to integrate Edmodo into their curriculum. 3

Course Title: Edmodo: What is it? How to use it?

Objectives 1 is a recall based objective while objectives 2 and 3 are application based objectives. The workshop uses a PowerPoint presentation with live use and demonstration of Edmodo. The online version of this module uses both digital presentation and the option of printing note slides. The design of the unit is built based on a topic and procedural analysis. Differentiation is provided within the unit.

Lesson 1

Objective 1: Participants will create an Edmodo account.

Objective 1A: Participants will use their work email address to create the Edmodo account.

Initial Presentation: Participants will view the Edmodo slideshow created for this staff development. Afterwards, they will create an Edmodo account using their school email address. Participants will create an avatar or upload a photo to use as their profile picture. Then participants will complete their profile.


Lesson 2

Objective 2: Participants will learn to use the various functions in Edmodo.

Objective 2A: Participants will create an avatar.

Objective 2B: Participants will complete their profile.

Objective 2C: Participants will join my staff development group.

Objective 2D: Participants will create a group.

Objective 2E: Participants will invite course instructor to join their group.

Initial Presentation: Participants will join the Edmodo staff development group. They must email the instructor to obtain the code for the online workshop. After joining the Edmodo staff development group, participants will respond to the instructor’s welcome post by replying to the following question: How can you

use Edmodo in your position at school? Next participants will create a group and invite the course instructor to join the group. Participants will practice using the following Edmodo features: Note (posting messages), Alert, Assignment, Quiz, Poll, Snapshot, Store, Manage Apps, Apps Launcher, and Planner.


Lesson 3

Objective 3: Participants will learn how to integrate Edmodo into the curriculum.

Objective 3A: Participants will identify ways they can implement Edmodo in their classrooms and/or at their school.

Initial Presentation: Participants will brainstorm ways they can integrate Edmodo into their lessons, media center activities, or with their faculty and staff. They will email their ideas to the course instructor or post in the Edmodo Staff Development Group as evidence of learning.


Key Assessment Part VII: Design of Instruction

Lessons Instructional Strategies Goals Objectives UDL Assessments

Lesson 1 Participants will view the Edmodo slideshow created for this staff development. Afterwards, they will create an Edmodo account using their school email address. Participants will create an avatar or upload a photo to use as their profile picture. Then participants will complete their profile.

Participants know how to create an Edmodo account.

Terminal Objective 1: Participants will create an Edmodo account.Enabling Objectives:1A: Participants will use their work email address to create the Edmodo account.


All assessments are performance based. Participants are able to join the instructors Edmodo Staff Development group.

Lesson 2 Participants will join the Edmodo staff development group. They must email the instructor to obtain the code for the online workshop. After joining the Edmodo staff development group, participants will respond to the instructor’s welcome post by replying to the following

Participants know how to use various functions in Edmodo.

Terminal Objective 2 Participants will learn to use the various functions in Edmodo.


2A: Participants will create an avatar.

2B: Participants will complete their profile

Differentiation by comprehension is used by presenting the information (PowerPoint) and then having the learners actively using the knowledge (physical action). Differentiation by multiple means of action and expression is provided at the workshop

All assessments are performance based. Participants are able to invite the instructor to join their Edmodo group.

question: How can you use Edmodo in your position at school? Next participants will create a group and invite the course instructor to join the group. Participants will practice using the following Edmodo features: Note (posting messages), Alert, Assignment, Quiz, Poll, Snapshot, Store, Manage Apps, Apps Launcher, and Planner.

2C: Participants will join my staff development group.

2D: Participants will create a group.

2E: Participants will invite course instructor to join their group.

with handouts, visual and verbal presentation.

Lesson 3 Participants will brainstorm ways they can integrate Edmodo into their lessons, media center activities, or with their faculty and staff. They will email their ideas to the course instructor or post in the Edmodo Staff Development Group as evidence of learning.

Participants know how to integrate Edmodo into their curriculum.

Terminal Objective 3 Participants will learn how to integrate Edmodo into the curriculum.


3A: Participants will identify ways they can implement Edmodo in their classrooms and/or at their school.


All assessments are performance based. Participants are able to email and post their ideas for the integration of Edmodo in their classes and/or school.

Face-to-Face and Online Learning Module Activities

Participant activities are performance based. The learners are guided through the presentation. There are no artifacts to show the result of their activities. The following pages represent the note

handouts provided at the face-to-face workshop. The same notes are available with the Online Learning Module.

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Key Assessment Part VIII: Formative Evaluation Plan

Evaluations will be collected from adult learners completing the form online and submitting it. Once submitted the results are sent to my email account. Since I am serving as my own SME, another technology teacher will be my peer reviewer for this instructional unit. My peer reviewer, Amy Rippey, will have access to my online module by providing her with a username and password. Amy earned her bachelor’s degree in Early Childhood Education from Valdosta State University and her master’s degree in Instructional Technology from Georgia Southern University. She is the technology teacher at Blandford Elementary School in Effingham County. She has sixteen years’ experience as an elementary educator. After Amy completes her evaluation of my online module, she will email the results to me.

2. Adult Learner Survey

Thank you for taking the Online Module Learning Survey. I greatly appreciate your time and honesty in answering these questions.

Respond to each item by selecting the choice that best matches your experience.

Edmodo: Online Staff Development – Participant Survey

1. What features in Edmodo did you find easy to use?

2. Were you able to create an avatar?

If no, please explain.

3. Were you able to complete your profile?


4. Were you able to join the staff development group?


5. Were you able to create a group?


6. What did you like most about this workshop?

7. What features in Edmodo were not user friendly?

8. What improvements could be made for this workshop?

9. How clearly was the information presented at this workshop?

How clearly was the information presented at this workshop? Extremely clearly

Quite clearly

Moderately clearly

Slightly clearly

Not at all clearly

10. Was the workshop beneficial?


Powered by SurveyMonkey

Done

Peer Reviewer Survey:

# Question Strongly Agree

Agree Disagree Strongly Disagree

1Instructional strategies are appropriate for targeted

learners.O O O O

2The knowledge presented is sufficient for its purpose.

O O O O

3 The workshop is appropriate for adult learners. O O O O

4Instructional activities are appropriate for the

identified objectives.O O O O

5 The information was presented in a clear manner. O O O O

6Instructional strategies are appropriate for

identified objectives.O O O O

7The online unit taught me how to use various

functions in Edmodo.O O O O

8The online unit taught me how setup an Edmodo

account.O O O O

9The online unit taught me how integrate Edmodo

into the curriculum.O O O O

10 The online unit was user friendly. O O O O

Add any additional comments or suggestions felt to be pertinent.

3. Review and Analyze Data

Completed surveys will be sent to my email account. Data will be collected through student surveys. Collected data will be coded and entered into a table to ease the task of locating common themes. Themes identified will be used to make adjustments in the online module. Peer reviewer survey responses will be used to make changes in the online module.

Documents

Face-To-Face and Online Edmodo Unit Final