edmodo training moduleshabrandafaisonmsidt.weebly.com/uploads/2/3/5/3/23532320/edmodo... · edmodo...

Judy Dains

ShaBranda Faison

Nathan Pomeroy

Amanda Sutliff

Norma Wroble

Instructional Plan Report

Training Module

by Stepping Stone Designs

Edmodo Training Module 2012

2 Stepping Stone Designs

Introduction – Needs Analysis

Edmodo is a secure social network used by teachers to move their classrooms

online. Essentially, it is a microblogging system designed specifically for teachers and

students. In this technology-driven era, many teachers have started using Edmodo as a

way to appeal to their students and ease communication between students, parents,

and teachers. There are many things teachers and students can do with Edmodo.

Teachers can post assignments online for their students, which can then be

completed and submitted online by students. Teachers can also create digital libraries

that their students can access to complete these assignments, which can be graded

directly in Edmodo by the teacher. Teachers can create polls, quizzes, and messages

on Edmodo that students can respond to. Students can also post notes to their teachers

and other students in their classes on the wall or within their small groups. Teachers

can use Edmodo as a calendar to assign events and assignments. Many teachers have

started using Edmodo to turn their classrooms into virtual technology hubs that

encourage student participation.

Oftentimes, a teacher will have a piece of technology or web collaboration

technology presented to them and told to "use it." To avoid this situation, we have

strived to show the potential and immediate usefulness of Edmodo to a secondary

education teacher. Learning some basic features will enable the teacher to have

immediate use in the classroom and confidence in exploring the service.



Table of Contents

Learner Analysis ……………………………………………………………………… 4 Contextual Analysis …………………………………………………………………… 6 Unit Goals ……………………………………………………………………………… 9 Topic Analysis ………………………………………………………………………… 10 Task Analysis …………………………………………………………………………... 11 Procedural Analysis …………………………………………………………………… 12 Sequencing Description ……………………………………………………………… 14 Instructional Message ………………………………………………………………… 16 Strategies Table ……………………………………………………………………… 17 Text Design ……………………………………………………………………………… 18 Development Guide …………………………………………………………………… 21 Sample Instructional Materials ……………………………………………………… 22 Implementation Plan and Facilitator Guide ………………………………………. 31 Unit Overview: Background and Goals …………………………………………… 31 Pre-Workshop Planning ……………………………………………………………… 32 Instructional Environment, Equipment, and Materials ………………………… 35 Instructional Delivery and Sequencing …………………………………………… 38 Assessment of Learning ……………………………………………………………… 41 Evaluation Process ……………………………………………………………………. 44 Alignment of Unit Goals ……………………………………………………………… 47 References ……………………………………………………………………………… 49



Learner Analysis:

Learner Characteristics:

Teachers are often lifelong learners that are eager to learn new things. The

average teacher might not be a tech-savvy person and might not be actively looking for

ways to incorporate more technology in the classroom. We have concentrated on

aspects of Edmodo that are user friendly and present a high amount of applicable

features that teachers can't wait to try.

Learner Abilities:

Teachers usually have a high learning ability, and should be familiar with good

teaching practices. Our module includes adult learner-friendly and connectivism-based

theory-driven practice (Conlan, Grabowski, & Smith, 2003; Davis, Edmunds, & Kelly-

Bateman, 2008).

Again, some teachers are not accustomed to the newest technology. Facilitators

should be aware of the needs of the teachers attending the training.

Learner Experiences:

Teachers might have experienced both the positive and negative sides to a

social network such as Facebook, and might have some misconceptions about

Edmodo. For example, teachers might dismiss the resource because of a preconceived

notion that social networks aren't secure and student/learner friendly places. Edmodo is

completely secure and is in fact promoted for use by many school districts.



Teachers might have experience with Edmodo, since it is relatively common and

popular. We have included advanced tips in lesson 4 of our tutorial to ensure that even

our advanced students will learn from the experience.

Learning Styles and Learning Theory:

Our tutorial incorporates an adult learner approach (Conlan, et.al., 2003) in that

we have strived to make all the learning apply directly to what our learners will be doing

with their own classrooms and their own students. We include in our tutorial four

lessons that offer teachers a chance to become familiar with the basics before

advancing to more challenging and interactive aspects of the program, according to

best teaching practice (Ormrod, Schunk, & Gredler, 2009).

Our tutorial includes visual step-by-step directions for setting up everything, so

that those who learn best by observing and modeling can benefit from the tutorial as

much as those who can learn with a list of steps. We have included descriptions of how

to join an Edmodo community to expose our learners to the idea of Connectivism

(Davis, et. al., 2008).



Contextual Analysis

Orienting Context

“What goals do the learners have for taking or attending this course or instruction?”

(Morrison, Ross, Kalman, & Kemp, 2011).

The goal of the learner is to learn how to use Edmodo in their classrooms to

incorporate technology into their teaching. They will be able to do things such as grade

tests, communicate classroom expectations with parents and students, provide a place

for student interactions, post and grade homework assignments. The learner may also

want to take this course because it will fulfill certain technology requirements on

proficiency evaluations and may also be used to fill certain professional development

requirements.

“What is the learners’ perceived utility of the instruction?” (Morrison et. al., 2011).

Learning to use Edmodo would be useful for grading and communicating with

parents and students, and facilitate student to student communication using technology.

A problem that may be faced is that learner’s may believe that traditional methods such

as email and phone calls would work as well as Edmodo and may not want to learn the

program. However, Edmodo operates much like a secure version of Facebook, and

would allow for easy and more efficient mass communication between parents and

students.

“Are the learners accountable for mastering the content presented in the course?”



(Morrison et. al., 2011).

The learners are not necessarily held accountable for mastering course content.

If our learners want to use the Edmodo program effectively they will have to master the

content so they are able to easily perform the program’s functions. On the other hand, if

the learner chooses to not use the program there is no reason to master the content

presented.

Instructional Context

This program can be offered in a traditional instructor led session in which the

instructor will model how to do a task and then the students will complete the task.

Depending on accommodations, the learner will complete the task during the

instructional session or may complete the tasks after the instructional session on their

own time. The learner will need access to a computer with internet access. The learner

should also choose an area that is relatively quiet so they can work uninterrupted. Since

the program can be offered electronically, the learners are also able to access this

training whenever it is convenient for them and work at their own pace through the

program.

Transfer Context

Learners will be able to use the program in their classroom in whatever capacity

they choose, so there is great potential for transferring the skills from this training.

Knowledge transfer will continue as long as the learner is using the program. The

learners will be able to transfer their knowledge of Edmodo to all their classes across



subject areas and grade levels, and from one year to the next. The learner will

experience a return on investment when they begin using the program in their

classroom environment. Learners who are able to use the program with their own

students everyday will experience a quicker and larger return than those who are not

able to use the program daily. Also, as the learners becomes more proficient with the

basic uses of the program, they will be able to begin using program features not taught

in this course which will further increase their return on investment.



Unit Goals

Instruction will be successful if the learners are able to meet objectives 1, 2, and 3, and

then start incorporating Edmodo into their own classrooms.

Learning Objectives:

1. The learner will be able to create a teacher account on Edmodo.

2. The learner will be able to create a student account on Edmodo.

3. The learner will be able to post messages to communicate on Edmodo.

4. The learner will be able to complete advanced skills on Edmodo.

A Note about Attitudes

Teachers who take this course will be exposed to the idea that Edmodo is a

microblogging system designed specifically for teachers and students. As part of this

training, we will attempt to help all teachers realize that digitizing a classroom is vitally

important in this day and age in order to fully engage all students. Also, Edmodo is a

great choice for creating a digitized classroom, because it is completely secure and safe

for students. After addressing this with our learners, we hope to help them develop a

positive attitude toward Edmodo.



Topic Analysis

The subject of our training tutorial is the Internet "microblogging" program

Edmodo. The main focus of our training will be on the procedural steps in learning the

basics of Edmodo. The concepts set forth in the unit goals will be evaluated to

determine the success of the program.

Some of the concepts or basics which will be covered in our instruction are:

Edmodo use in the classroom

Student and Teacher Accounts on Edmodo

Edmodo interface

Edmodo features such as notes, alerts, polls, quizzes, assignments, groups,

events, and networking

Parent Accounts on Edmodo



Task Analysis

Facts Definitions of terms used in Edmodo: Alert: a private message sent to specific classes or students to inform them of pressing information. Calendar: the interactive calendar on Edmodo can be viewed by both the teacher and the students, or just the teacher. It can be an organizational and communication tool for the classroom. Group: Within Edmodo, teachers can group students within a given

class (if they are connected by a Group Code, they can be put in a group together). Group Code: the combinations of numbers and letters that is directly linked to a teacher’s Edmodo classroom. Students use Group Codes to attach their student accounts to their teacher accounts. Note: a message post on Edmodo. Poll: a survey that anonymously present the results to all users within the classroom. Quiz: An interactive online assessment tool that is automatically graded through Edmodo. Teachers can create their own questions and select correct answers.

Concepts Concepts will be taught by topic.

Principals and Rules

Each section of Edmodo will be taught sequentially. Account will need to be set up & then different sections of Edmodo will be utilized for classroom use.

Procedures Steps will be listed in sequential order to set up and utilize an Edmodo account for classroom use.

Interpersonal Skills

The instructor will create a module along with a paper booklet for the learners to use as they work through the module.

Attitudes Students will be at different levels of computer expertise. The teacher will need to consider this when creating the module and booklet and accommodate for the different levels of expertise. Also, students will be utilizing the Internet so they will need to stay on the task at hand. Most importantly, this training’s first priority is to make teachers aware of the need for digitizing the classroom. Teachers must change their attitude about social networking sites and embrace the secure Edmodo learning environment.



Procedural Analysis

Teachers will learn what Edmodo is and about ways that it can be incorporated

into any classroom. Then as part of the Procedural Analysis, the teachers will learn how

to set up and activate an account with Edmodo. They will need to have basic computer

and internet skills to accomplish setting the account up. Once their account is set up,

they will learn about the different parts of the Edmodo program/window. They will

discuss how to use the Wall feature of Edmodo for communication between teachers,

students, and parents. After discussing the various parts of the Edmodo window,

teachers will be able to create Groups for classroom use. Teachers will also be able to

create an assignment or event calendar for use in the classroom. After setting up and

using their Edmodo account, teachers will be able to use the program for classroom

use.



Sequencing Description

In the Edmodo Stepping Stone Designs Classroom

Lesson 1: Create a teacher account

Teacher sign up

Set up your account

Set your preferences

Link up with your school or district

Create and Access Group Codes

Create a Group (class)

Change Group settings

Manage Group membership

Delete or archive a group

Lesson 2: Create a student account

Students sign up

Provide Code of Conduct and Student Guide

Provide setup instructions

Lesson 3: Communicate using Edmodo

Use Note feature on Edmodo to post messages

Student sign up

Provide Code of Conduct and Student Guide

Provide setup instructions

Send Group invitation

Post a note to students

Respond to posts



This sub-section uses a sequence of Learning-related "difficulty" (Morrison, et al., 2011,

p.137). The simplest of the tasks (to understand and/or to accomplish) are first.

Lesson 4: Advanced Skills and Extensions

Gather your materials

Add documents

Create folders

Give an assignment

Grade an assignment

Give a quiz

Grade a quiz

Export grades

Create calendar events and tasks

Create an event

Post event in calendar



Instructional Message

Chosen Strategy

Function Content Structure

Learner Task Attributes

Overviews “Prepare the learners for the learning task” (Morrison, et. al., 2011).

“Little or no structure” (Morrison, et. al., 2011).

“Lower-ability students Higher-ability students” (Morrison, et. al., 2011).

“Facts Concepts” (Morrison, et. al., 2011).

For our project, we have chosen one of four general approaches for designing an overview: posing a problem that the learner will solve in the unit.

The overview will be short (roughly half a page). Presenting the overview as a classroom problem that Edmodo will help teachers solve will increase the learner’s interest in the materials.

In addition, we have chosen the overview because we have teachers as learners primarily, but each teacher will return to the classroom and teach a class of students how to perform each step in the process as well. If the modules can be used with both the classroom teachers and the students, their value will increase dramatically.

While an overview is primarily used to teach facts and concepts, we believe that it will work well with a procedure-based training program. Each overview will end with the objective for the unit.



Strategies Table

Task/ Skill/ Procedure

Strategy Initial Presentation and Generative Strategy

Lesson 1: Create an account using Edmodo.

Demonstration, organization, elaboration, practice

Students will watch a demonstration of how to navigate to and create an Edmodo account. Students will then be allowed to attempt to create their own page. Students will be encouraged to find similarities in creating their Edmodo account and creating other accounts such as email and Facebook. They will create groups in their account and access their group codes.

Lesson 2: Instruct students in creating a personal Edmodo account


Students will watch a brief instructional video showing them how to sign up as a student and link their accounts to their instructor. After watching the demonstration the instructor will reinforce what was shown on the demonstration by modeling the directions for the students to see. Students will then attempt to set up a student account themselves.

Lesson 3: Communicate with students by posting messages in Edmodo.


Before watching instruction, students will be asked to look for similarities between the interface of Edmodo and other social media such as Facebook, Twitter, Google+. Using their observations, students will be asked to hypothesize how they think they will be posting an announcement on Edmodo. After sharing some of their predictions the instructor will allow them to test their predictions. Students that post correctly without traditional instruction and will be allowed to practice posting further. Students that were unable to post accurately will be shown how to post by the instructor and allowed to practice posting further.



Lesson 4: Create and have assignments graded by using Edmodo.


Students will watch an instructional presentation outlining how to create and grade assignments using Edmodo. Students will create their own assignments using the Edmodo program. Afterwards they will pair with another student and using the practice student account they created previously, they will take each other’s assignments to allow them to practice with the program from both the student and the instructor aspect of the program.

Lesson 4: Add assignments and events to a calendar in the Edmodo program.


Before watching instruction, students will be asked to look for similarities between the interface of Edmodo and other social media such as Facebook, school-provided web pages, or email accounts. Using their observations, students will be asked to hypothesize how they Edmodo think they will be posting an event/ assignment to the calendar in the program. After sharing some of their predictions the instructor will allow them to test their predictions. Students that are able to add an event correctly without instruction will be allowed to practice adding more events. Students who were unable to successfully add an event will be shown how to post by the instructor and allowed to practice posting further in either a whole group or one on one setting depending on the number of students that need assistance.

This table was created using the “Prescriptions for Teaching Procedures” outlined in Chapter 7: Designing the Instruction-Strategies of Designing Effective Instruction (Morrison, et. al., 2011).



Text Design

To provide instructional support for the learners in the use of Edmodo, an

instructional booklet will accompany the instruction (module).

The layout of the packet will resemble this training guide and include the title on

the front of the booklet "Using Edmodo in the Classroom." The second page of the

packet will include a list of the objectives for the training. The title of the page will be in

larger font and bold. The objectives will be listed in bold letters and as a bulleted list with

tasks identified for each objective in non-bold letters. The same font will be used

throughout the packet but bold, italics, underline and various font formatting will be used

throughout the packet to emphasis various points of important information.

The next section of the booklet will include the temporal sequence of steps to

complete each objective. Each objective will be identified in larger bold print along with

a graphic representation of the objective and the steps to complete the objective.

Learners will be able to work step-by-step with the module instruction.

There will be a glossary section to identify various vocabulary to help users

identify terms for technology use. Words will be identified in italics and definitions will in

regular font.

The last section of the booklet will contain a list of references, websites, and

resources from which to draw experiences and information to adapt in the classroom.

The resources will be listed in bold print.

The font variations in the booklet layout will be used to assist learners in working



through the unit along with the module. The booklet layout corresponds with the module

in graphics and font utilization.

Multimedia design

In the development of instruction for the use of Edmodo, choosing the training

media is an important aspect. We must taking into consideration the most effective way

to introduce content, instruct on the content and identify the content that is most

important.

Today, a variety of multimedia is available to use by instructional designers. For

example, we can employ webinars, video and of course web-based social media such

as Twitter or Facebook. In considering Facebook as a training medium for example, I

found it to be comprehensive and more of platform for engagement rather than a

medium for training. Similar to Edmodo, you can share documents, communicate with

dialogue, institute a variety of quizzes or polls and incorporate a variety of applications

that are available within Facebook. Additionally, you can use calendar, send out

reminders, and schedules. It is a well-multi-facet platform.

However, when determining the type of media to use for the instruction of the

usage of the Edmodo platform, it is essential to choose a media that is appropriate for

the activities is in intended. While PowerPoint presentations can be a powerful medium

in training layers of content, the instructional medium for the usage of Edmodo may

require interactive, scenario-based tutorials or web-based tutorials along with a

PowerPoint presentation. We can present the scenario such as setting up the account;

we can demonstrate live using web-based training modules and offer opportunity to



practice directly onto Edmodo.

The presentation of the instruction would provide a sound opportunity to

introduce the content. Following the presentation or during the presentation, each

learner will engage in interactive activities with their computer to gain an understanding

of the purpose as well as the advantages of the software and how it will serve them in

their classrooms.



Development Guide

Instructional Materials Overview

The learners will use an instructional video that will lead the participant through

the Edmodo program as both a student and a teacher. This method was chosen so that

the learner could learn both interfaces for the program and would have a working

knowledge of how to instruct their students as well as perform the functions of class

leader. The training video will be self-paced. This option was chosen so that learners

that are more computer savvy can work quickly through the basic functions of the

program while allowing the slower paced learner the freedom to take their time. We

hope this will eliminate the learners getting bored or feeling overwhelmed because of

the pace, and allow the course instructor the option to act as more of a facilitator during

the training. This would give the instructor the ability to offer more one-on-one attention

during the training and ensure learning and understanding.

The learner will also have an instructional booklet. The booklet will contain

detailed directions and screen shots from the Edmodo program. This was chosen so

that the learners will have directions and guidance to fall back on when they leave the

training if needed. We feel like this will be useful because some of the participants of the

program may not be able to integrate the Edmodo program into their classrooms right

away. This lag in implementation could result in the learners forgetting some aspects of

the training, and therefore not feel comfortable with using the program.



Sample Instructional Materials

Lesson 2

Learning Objective: The learner will be able create a student account on Edmodo.

The bell rings, and you wish your students a good morning. You explain the assignment for the day, teach your lesson, and send students to work. You stand waiting for your students to get started and notice three things. (1) Half of your students are staring blankly at the wall. (2) A fourth of your class is taking out their books to start the assignment. (3) Two students are fiddling with their I-pods, one student is trying to send a cell phone text message without being noticed, and another student has asked to use one of the laptops in the classroom to type up the book assignment because his handwriting is illegible. Your students live in a digital age. This proposes a problem for many classroom teachers when students don’t engage in the material. In this module, you will solve this problem by learning how to digitize your classroom.

You will:

Choose a student user name.

Choose a password.

Input the Group Code: 5np6vq

Input your email (optional), first name, and last name.

View this Prezi for specific step-by-step directions on how to do this:

Step #1 http://prezi.com/44zsmnx78uvj/creating-a-student-account/

http://prezi.com/44zsmnx78uvj/creating-a-student-account/



Lesson 3

Learning Objective: The learner will be able to post notes to communicate on Edmodo.

You give your class the good news that you will be using Edmodo in your classroom. You write the Group Code on the board and instruct students to use the classroom laptops to go create an account and post an introductory message on the class wall to get started. Moments later, you log in to your Edmodo classroom to explain the first Edmodo assignment and you realize that your students have plastered graffiti all over your classroom wall, and you can’t tell who the culprits are because your students chose user names like Bubbles123 and TheWebkinzRule42. In this module, you will learn how to prevent this problem by introducing your students to Edmodo one step at a time.

You will…

Complete the introduction assignment on your student account.

Access your group codes on your teacher account.

Define your Edmodo expectations.

Create your guidelines for your students to create their own student accounts.

Educate your students on your Edmodo expectations in a Note that will be your

students’ first assignment in Edmodo.

View these Prezis for specific step-by-step directions on how to do this:

Step #1 http://prezi.com/5ssglp8_qgm3/how-to-post-a-reply-to-a-message-in-edmodo/ Step #2 http://prezi.com/neecbdbjmwvb/locating-or-creating-a-group-code/ Step #3 http://prezi.com/hp3jdwjtvdxs/create-your-own-introductory-assignment-post/ Step #4 http://prezi.com/ecwgwzxz8b56/creating-student-user-names/

http://prezi.com/5ssglp8_qgm3/how-to-post-a-reply-to-a-message-in-edmodo/

http://prezi.com/neecbdbjmwvb/locating-or-creating-a-group-code/

http://prezi.com/hp3jdwjtvdxs/create-your-own-introductory-assignment-post/

http://prezi.com/ecwgwzxz8b56/creating-student-user-names/



Delivery Methodology

The Edmodo tutorial will be presented in a computer lab with learners at

computers or laptops. The instructors will utilize laptops and a projector. Each learner

will have a booklet given to them with terms and/or vocabulary used in Edmodo. Also

there will be screen shots along with instructions using a Prezi on how to create and

utilize an Edmodo account.

The lesson will start with an overview of terms and tasks to perform to set up,

create, and utilize their Edmodo account. Students will be given time to ask questions

about terms or instructions and screenshots in the booklet.

The instructors will give directions on how to set up an account as a student in

Edmodo and join a group set up by the instructors. Learners will learn to use Edmodo

as a student. The lesson will continue with self-paced learning with the learners working

at their own pace on each lesson and learning how to use Edmodo as a student. The

units will be set up in small, distinct steps in Edmodo in a group-centered assignment on

each concept and designed for the self-paced learning atmosphere. Each concept and

activity will be sequenced. Mastery of the concept will be checked before moving on to

the next concept. Learner activities and assignments are designed to address the

specific learning objectives of the Edmodo program.



Once the learning activities for each objective have taken place, there will be

time for a final question and answer session. Learners will be able to take what they

have learned and use and apply it in their classrooms.

Instructional Plan

Learning Objective (Lesson 1):

The learner will be able to create a teacher account on Edmodo.

Content Presentation

Content:

The training module will allow students to learn how to create an account

including navigating the Edmodo home page, sign up and signing in.

Demonstration:

1.Students will be instructed on how to navigate to the Edmodo home page.

2. Students will be instructed on how to create a teacher account and sign in to

Edmodo.

3. Students will be instructed on how to create a group.

Materials and Media Selection:

The training module will be conducted through a Prezi presentation and a live

demonstration on Edmodo

Student Participation



Students will participate in the live demonstration and practice by setting up their

own accounts during the training

Student Grouping:

Students will work as a large group for the presentation; they will work

individually when practicing the processes that are being explained and demonstrated.

Practice Items and Activities:

1. Students will watch the demonstration on how to create an account on

Edmodo.

2. Students will practice creating an Edmodo account.

3. Students will create a group.

Feedback

During the live presentation, the instructor will allow students to ask questions.


The learner will be able to create a student account on Edmodo.


Content:

The training module will allow students to create a student account in order to

learn how to instruct their own students to navigate to the Edmodo home page, sign up

as a student, and add themselves to a group.

Demonstration:



1. Students will be instructed on how to navigate to the Edmodo home page and

address any questions for instructing their students.

2. Students will be instructed on how to create their account and sign in to

Edmodo and address any questions for instructing their students.

3. Students will be instructed on how to navigate the training class on Edmodo

and address any questions for instructing their students.



demonstration on Edmodo.


Students will participate in the live demonstration and practice by setting up their

own accounts during the training.

Student Grouping:


individually when practicing the procedures.


1. Students will watch the demonstration on how to create an account on

Edmodo.

2. Students will practice creating an Edmodo account, navigating the site and

work on group settings.

Feedback



Student will provide feedback through questions and answers with the demonstration.


The learner will be able to post notes to communicate on Edmodo.


Content:

The training module will demonstrate the function of posting notes on the

Edmodo wall.

Demonstration:

1. Students will be instructed on how to post and access the notes that are

posted on the Edmodo wall.



demonstration on Edmodo


Student Grouping:


individually when practicing the procedures.




1. Students will watch the demonstration on how to access and post notes on the

Edmodo wall

2. Students will practice reading, replying to, and creating notes.

Feedback

Student will provide feedback through questions and answers during the

demonstration to show their understanding. Students will also provide feedback for the

instructor by responding to the introductory post in the Edmodo SteppingStoneDesigns

classroom. All students should show proficiency in using the Notes on Edmodo to

communicate with the class.


The learner will be able to apply advanced skills on Edmodo.


Content:

This lesson is designed to allow students who finish lessons 1, 2, and 3 early an

opportunity to explore advanced skills on Edmodo, including creating alerts,

assignments, quizzes, polls, and calendar events. This is an optional lesson to provide

students with advanced tips and strategies for using Edmodo in the classroom.

Demonstration:



1. Students will independently access a Prezi that demonstrates how to create an

alert.

2. Students will independently access a Prezi that demonstrates how to upload

and grade an assignment.

2. Students will independently access a Prezi that demonstrates how to create a

quiz.


poll.


calendar event.


The training module will be conducted through Prezi presentations.


Students will independently practice creating quizzes, calendar events, polls, and

assignments by following the demonstrations on the Prezi presentations.

Student Grouping:

Students will work individually when practicing the procedures.


1. Students will practice creating quizzes, calendar events, polls, and

assignments on Edmodo.

Feedback



Students will provide feedback through questions and answers with the instructor

individually during work time. Evidence of completing this lesson can be obtained by

accessing the students’ Edmodo classrooms. Trainers can request group codes and log

into their learners’ Teacher Edmodo accounts to see how they are progressing with

these objectives.

Implementation Plan and Facilitator Guide

Section I: Unit Overview: Background and Goals

Edmodo is a new and powerful online service for educators to communicate with

students, conduct virtual classes, and collaborate with each other.

Often, a teacher has trouble integrating web collaboration technology with their

traditional classrooms. This unit gives a brief primer of how Edmodo can be used by a

secondary education teacher. Learning some basic features will enable the teacher to

immediately use the online service in his or her classroom.

Introduction to the Unit

This unit consists of four lessons, each one focused on one of the basic features

available to Edmodo users. The lessons will take the learner from initial account

provisioning to connecting with students and parents, and they conclude by

demonstrating the communication and collaboration tools available to the learner.

Learning Objectives

The overarching unit goal is to give a secondary education teacher a basic

proficiency with Edmodo so that he/she will begin to use Edmodo in his/her own

classroom.



1. The learner will be able to create a teacher account on Edmodo.

2. The learner will be able to create a student account on Edmodo.

3. The learner will be able to post notes to communicate on Edmodo.

4. The learner will be able to apply advanced skills on Edmodo.

Section II: Pre-Workshop Planning

Giving Participants Advance Information

"Often, the instructional designer is responsible for program promotion"

(Morrison, et. al., 2011, p. 417). This may involve preparing advertising with a

newsletter, writing promotional emails and sending them out, and creating flyers. After

creating and printing these items, the instructional designers will also be responsible for

distributing them.

Trainers should suggest that teachers bring their own teaching materials and

units of study to the training, so that as time allows, teachers can begin to transfer their

own unit or assignments into the Edmodo program. This will ensure that teachers begin

using the program in their own classrooms as soon as possible.

The flyers and emails should include information about the flexibility options of

the training, registration information, optional times for group presentations, and most

importantly, information about Edmodo. Include a list of twenty things that teachers can

do with Edmodo, describe some sample projects or scenarios for classroom

opportunities, and justify the use of the program by citing the importance of technology

use in a classroom full of digitized students. Teachers need to be educated on the fact

that Edmodo is a secure social network designed specifically for teachers and students



to use in classrooms.

Student Groupings

Because teachers have busy schedules, it would be wise to consider allowing

teachers to form teams at their schools and choose their student groupings so they can

collaborate in smaller groups and decide when to meet to perform parts of the training.

In a traditional training setting where teachers would come to a centralized location and

attend a group presentation, grouping teachers from different buildings or subject areas

can encourage extended collaboration and help teachers see new perspectives and

learn different approaches to teaching. Lastly, because Edmodo has built-in grouping

capabilities, trainers could decide to group students based on state or region (or

school), or subject/content area across the country.

Preparing Participants

In order to have success with an online-based training module such as this

Edmodo training, teachers will need to have basic computer skills. An optional basic

web tutorial is suggested to teach students the basics of internet usage and educate

them on social network sites. During this time, it would be useful to compare and

contrast social network sites like Facebook with Edmodo in order to illustrate how

Edmodo is secure and appropriate technology for education that appeals to students

because of its similarities to Facebook.

Depending on the method of delivery for the training (onsite or online, or a

mixture of both) students might also need information on connecting to the internet at

the site of the training, or they might need log in access to a computer network for a



school district. Then of course, students will need access to an electronic or hard copy

set of directions to get them started with the training.

While most of the class will occur online in the Edmodo classroom, there are

some steps, such as logging in for the first time or signing up for Edmodo as a student

and as a teacher, that will need to be explained. This would be an appropriate task for a

whole group presentation method of instruction, but if not, these directions could be

easily accessed online through a website with links to Edmodo and the Prezis that

outline the steps to follow. Participants would need access to this website through a

confirmation email that is sent out upon receiving a student’s registration for the training.



Section III: Instructional Environment, Equipment, and Materials

Instructional Environments

This course would be most effective if it was offered as a self-paced learning

environment. “Much evidence supports the belief that optimum learning takes place

when a student works at his or her own pace, is actively involved in performing specific

learning tasks, and experiences success in learning,” (Morrison, et. al., 2011, p. 226). In

this environment students would learn the Edmodo program by first putting themselves

in the role of a student and working through tasks in a classroom environment the way

their own students would use Edmodo. This set up offers the learner a chance to

perform “learning activities that are carefully designed to address specific objectives,”

(Morrison et. al., 2011). The learner’s mastery is checked before they move on and

feedback is immediate for the learners in this training program since the tasks are

designed to cause the learner to accomplish a goal through program interaction

(Morrison et. al., 2011). All of these qualities of the program are important features for a

self-paced learning environment.

Although, the learner is working at his own pace, there may be instances where

the learner needs assistance. With long distance learning, the students may not be able

to ask the instructor questions in person. Students will need to use the instructional

booklet and the website blog.edmodo.com to answer basic questions about Edmodo

and use the Note feature within Edmodo to ask the instructor questions about specific

assignments or tasks.



Although this training is meant to occur as self-paced learning it can also be

accomplished in a traditional group presentation. In this type of environment, the

learners will be able to rely on the instructor as well as the instructional booklet and

Prezi presentations. Even though this is not the intended environment, the training could

still be conducted effectively. The instructor would have to be prepared to be

“interesting, enthusiastic, and challenging” to keep the learner engaged, (Morrison et.

al., 2011, p. 223). The instructor will also have to gauge learning of the entire group

themselves and make adjustments that are appropriate for both the individuals and the

whole group.

Equipment and Materials

Considerations for the delivery environment

Computer Lab. This training would be more easily held in a lab space where

computers were already provided for the participants. This would ensure there

were adequate power supplies and spacing for all participants. It would also

allow for an optimum amount of participants because a maximum number could

be established based on the available computer spaces. In this type of

environment, there is generally a technical support office available that should be

able to ensure the training program is running properly before the training begins.

Tables. The delivery environment could also be a room where there is adequate

table space for the participants to use their own technology. However, this could

pose a problem because personal laptops and devices may not be compatible

with the training program, and individuals may not be familiar enough with their

technology to be able to troubleshoot problems that may arise.



Equipment and materials

Computers. Computers or equipment should be tested before the training to

ensure the training program is compatible with the software being used, and that

participants will be able to have an optimum experience.

Projector. If instruction is happening in group presentation setting, a projector

will need to be provided so that all participants will be able to see the

presentation comfortably.

Sound Delivery. Participants should either be required to bring or provided with

headphones or another type of personal sound delivery method since the

program is self-paced and can include supplemental video tutorials.

Handouts and media support

Technical support. Media support will be important. Participants may need help

troubleshooting their own devices, or the instructor may need help with the

provided devices for the training. Technical support would also be important if

problems arose during the training.

Instructional Booklet. The handout would be easily fabricated using a copier or

could be outsourced through another printing agency. It should be colorful,

detailed, and provide the learner with enough information to be successful after

the training.



Section VI: Instructional Delivery and Sequencing

Overview of Lesson One

Objective: The learner will be able to create a teacher account on Edmodo.

Group Format: Learners will be placed in either a large group or small groups

depending upon the number of learners.

Time Allotment: 10 to 15 minutes

The facilitator of this lesson will introduce the structure of Edmodo and explain to

the learners the purpose of the training and how it will benefit the teachers in

communicating with both their students and their students' parents.

The facilitator will use a Prezi presentation to show graphics of the Edmodo site,

with emphasis on creating a teacher account and groups, and making the learner aware

of group codes and how they function. An explanation for each section of creating the

account will go along with the presentation.

Following the presentation, all the learners will begin using Edmodo with their

computers in the training room. The facilitator will assist as needed and answer any

questions before moving on to the next objective.

Overview of Lesson Two

Objective: The learner will be able to create a student account on Edmodo.






The facilitator will use a Prezi presentation that shows graphics of the Edmodo

site and outlines the process of creating a student account.

Following the presentation, all the learners will use Edmodo with their computers

in the training room. The facilitator will assist as needed and answer any questions

before moving on to the next objective.

Overview of Lesson Three

Objective: The learner will be able to post notes to communicate on Edmodo.




The facilitator will use a Prezi presentation that shows graphics of the Edmodo

site, with emphasis on how to post notes and other communication sections that the

learner should be aware of as they proceed, with an emphasis on creating guidelines for

the Edmodo classroom. An explanation for each section of posting notes and

communicating with the students will go along with the presentation.

Following the presentation, all the learners will begin using Edmodo with their

computers in the training room. The facilitator will assist as needed and answer any

questions before moving on to the next objective.

Overview of Lesson Four

Objective: The learner will be able to apply advanced skills on Edmodo.



Group Format: Learners will be working independently on this lesson after they

complete lessons 1, 2, and 3 at their own pace.


The students will independently access the Prezi presentations to view graphics

of the Edmodo site, with emphasis on how to create quizzes, polls, assignments, and

calendar events. An explanation for each section can be found in the corresponding

Prezi.



Section V: Assessment of Learning

Pre-Assessment Strategies

Pre-Assessment strategies can be very beneficial before beginning any training.

The first advantage to pre-assessing is that this allows the instructor to have the

information on where training needs to begin. Another advantage is that it allows the

instructor to have comparison data to assess the information learned from the training

using pre-assessment and post-assessment information.

To begin the pre-assessment period, learners will need to identify terms specific

to computer usage. They will also need to have a teacher email address and may also

want to plan their login and password information for creating their account in Edmodo.

The instructor can verbally ask questions and verify that everyone has the required

skills and information to begin instruction. Prior to the training date, the instructor should

also survey the students to ensure that all participants will be new to Edmodo, since this

is a basic tutorial.

Formative Assessment Strategies

Formative assessment will occur and be ongoing during the training. This

assessment allows the instructor to determine if the instruction should be altered during

the class in any way to allow the learners optimum learning instruction in the training

session. This also allows for qualitative feedback during the instructional process rather

than a written score.



Ideally this will take place as the students are creating and using their Edmodo

accounts. The students will be able to let the instructor know by their feedback during

the training if the instruction is working or needs to be adapted or changed to meet the

needs of the learners.

Summative Assessment Strategies

Summative assessment gives the instructor needed information on the outcomes

of the lesson and whether objectives have been met. It can also give the instructor

feedback on whether the instructional method was successful or will need to be

changed for future instruction to achieve more successful outcomes.

At the conclusion of the training, summative assessment can be obtained when

the instructor accesses the Edmodo SteppingStoneDesigns account and monitors the

students’ participation. There is one assignment post that students will need to complete

by replying to a note, and these posts should be monitored by the instructor throughout

the training. There is also a five-question true or false quiz that students will complete

after lesson 3.

The most important assessment of the training requires the instructor to monitor

student progress with creating and running the learners’ teacher accounts. Students will

create their own teacher account, access their group codes, and post the first

assignment to the group they created. This work completion will not be visible to the

instructor unless the instructor observes students at work. A suggested method of

observation is for the instructor to request every student’s group code (the group code

the learners would give to their own students), so the instructor can join the class as a



student and monitor progress through Edmodo. This will also allow for the instructor to

continue monitoring the students’ use of Edmodo after the training ends.

After the course ends, the instructor should continue to monitor the activity of

his/her students by periodically logging in as a student to see how each trainee’s

Edmodo classroom is being utilized. This last step is vital to evaluating the overall

effectiveness of the program, because if teachers don’t continue to use Edmodo, the

training was not successful.



Evaluation Process

Basis of evaluation

The performative action in the unit goal serves as the basis for its evaluation. As goals, we've chosen:

1. The learner will create a teacher account on Edmodo.

2. The learner will create a student account on Edmodo.

3. The learner will post messages to communicate on Edmodo.

The primary measure of effectiveness is whether the learner finishes the module

with a student and teacher account created and messages posted between them. If the

learner has completed this, then the module is successful.

During the module, the only evaluation that may be necessary is the sufficiently

clear step-result descriptions at each stage of the learning task (“Click on the Group to

access the Group Code”). This allows a fine-grained level of self-evaluation as the

module progresses.

Recommendation

To see if the stated goals are met, we use a combination of closed-ended and

open-ended questionnaires. The first questionnaire is a Completion Questionnaire. The

final 2 questions of this questionnaire require the learner to remember something about

their work in the module.

For an instructor-led session, this could be an individual interview, or a

distributed handout. If the information is going to be aggregated and analyzed, it could

be captured using a network-based poll website or database like Survey Monkey. No

new tools are necessary for a minimum level of evaluation.

Improving the module

Besides tracking the specific goals, we may want to measure how efficient and

clear the actual module is in helping our students attain the goals. This will help us

evaluate how the module can be improved. We have created an Effectiveness

Questionnaire to track the efficiency and conciseness of the learning module.



Completion Questionnaire

1. Y / N Do you have a teacher account on Edmodo? On a scale of 0 to 5 with 0 being

Not Comfortable at All and 5 being Completely Comfortable, how comfortable are

you with logging in and using your teacher account? 0 1 2 3 4 5

2. Y / N Do you have a student account on Edmodo? On a scale of 0 to 5 with 0 being


you with logging in and using your student account? 0 1 2 3 4 5

3. Y / N Did you post notes on Edmodo? On a scale of 0 to 5 with 0 being Not

Comfortable at All and 5 being Completely Comfortable, how comfortable are you

with replying to and creating notes on your teacher account and student account?

0 1 2 3 4 5

4. What types of features did you use in this training? (Please indicate all that apply)

__ Note

__ Alert

__ Assignment

__ Quiz

__ Poll

__ Reply

__ other (please explain)

5. How did you practice sending notes?

__ Student to Teacher

__ Teacher to Student

__ Teacher to Student Group

__ Teacher to Parents

__ other (please explain)



Effectiveness Questionnaire

1. Y / N Did you experience any setbacks or difficulties? Please explain:

2. Please characterize the level of detail in the training.

o n/a- no opinion

o 0- Too broad or includes too much information

o 1- Below average, left out major details

o 2- Average, left out a few details

o 3- Good, useful details

o 4- Perfect level to accomplish the goals 3. If you have any concerns or questions about using Edmodo in your classroom (such as security or the need for digitizing your classroom), please write them here: 4. If used as self study, how do you rate the training's effectiveness?

o n/a- I didn't use this method

o 0- Waste of time

o 1- Slightly useful

o 2- Satisfactory

o 3- Good

o 4- Excellent 5. If used with an instructor, how do you rate the training's effectiveness?

o n/a- I didn't use this method

o 0- Waste of time

o 1- Slightly useful

o 2- Satisfactory

o 3- Good

o 4- Excellent



Alignment of Unit Goals

There must be a direct link between instructional objectives and test items

(Morrison et. al., 2011). The instructional objectives have been cited in the evaluation

process. Each objective has a related question on the Completion Questionnaire. The

corresponding questions and objectives are listed below:

Objective 1: The learner will be able to create a teacher account on Edmodo.

1. Y / N Do you have a teacher account on Edmodo? On a scale of 0 to 5 with 0 being


you with logging in and using your teacher account? 0 1 2 3 4 5

Objective 2: The learner will be able to create a student account on Edmodo.

2. Y / N Do you have a student account on Edmodo? On a scale of 0 to 5 with 0 being


you with logging in and using your student account? 0 1 2 3 4 5

Objective 3: The learner will be able to post messages to communicate on Edmodo.

3. On a scale of 0 to 5 with 0 being Not Comfortable at All and 5 being Completely

Comfortable, how comfortable are you with replying to and creating notes on your

teacher account and student account? 0 1 2 3 4 5



Additionally, this module has an extended lesson 4 with advanced objectives.

This lesson matches well with question 4 on the Completion Questionnaire: 4. What

types of features did you use in this training? Students can select any of the advanced

features of Edmodo that they chose to work with from lesson 4. Every objective in this

training module is thoroughly covered in one of four lessons in a way that ensures that

the instruction and materials match the unit goals.

Justification of Evaluation Process

The selected Evaluation Process is a questionnaire. “Probably the most common

means of assessing attitudes is through questionnaires or surveys” (Morrison et. al.,

2011, p. 332). Questionnaires tend to use open-ended questions that can allow for the

learner’s opinions to be collected. This is particularly appropriate for this module

because before teachers will want to use a program like Edmodo, they will need to

believe that it has relevance in their classrooms. Their opinions about Edmodo will be a

valuable tool for us to gauge whether they changed their attitudes about Edmodo, and if

they feel comfortable using it after completing the training.

In the Task Analysis section on page 11 of this guide, teacher attitudes are

addressed. It is important for teachers to understand that Edmodo is a secure learning

social network, or they will be hesitant to use it. This topic is also addressed with the

unit goals on page 9 of this guide, and in the Pre-Workshop Planning section of this

guide on page 32. We have addressed this need for an attitude change in the

Effectiveness Questionnaire under question 3 by asking our learners to bring to our

attention any concerns or questions they have about Edmodo.



References

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective

instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.

http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning

http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

edmodo training moduleshabrandafaisonmsidt.weebly.com/uploads/2/3/5/3/23532320/edmodo... · edmodo...

Documents