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TRANSCRIPT
Judy Dains
ShaBranda Faison
Nathan Pomeroy
Amanda Sutliff
Norma Wroble
Instructional Plan Report
Training Module
by Stepping Stone Designs
Edmodo Training Module 2012
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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.
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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
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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.
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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).
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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?”
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(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
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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.
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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.
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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
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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.
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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.
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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
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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
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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.
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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
Demonstration, organization, elaboration, practice
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.
Demonstration, organization, elaboration, practice
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.
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Lesson 4: Create and have assignments graded by using Edmodo.
Demonstration, organization, elaboration, practice
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.
Demonstration, organization, elaboration, practice
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).
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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
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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
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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.
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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.
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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/
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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/
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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.
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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
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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.
Learning Objective (Lesson 2):
The learner will be able to create a student account on Edmodo.
Content Presentation
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:
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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.
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 procedures.
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, navigating the site and
work on group settings.
Feedback
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Student will provide feedback through questions and answers with the demonstration.
Learning Objective (Lesson 3):
The learner will be able to post notes to communicate on Edmodo.
Content Presentation
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.
Materials and Media Selection:
The training module will be conducted through a Prezi presentation and a live
demonstration on Edmodo
Student Participation
Student Grouping:
Students will work as a large group for the presentation; they will work
individually when practicing the procedures.
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Practice Items and Activities:
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.
Learning Objective (Lesson 4):
The learner will be able to apply advanced skills on Edmodo.
Content Presentation
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:
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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.
3. Students will independently access a Prezi that demonstrates how to create a
poll.
4. Students will independently access a Prezi that demonstrates how to create a
calendar event.
Materials and Media Selection:
The training module will be conducted through Prezi presentations.
Student Participation
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.
Practice Items and Activities:
1. Students will practice creating quizzes, calendar events, polls, and
assignments on Edmodo.
Feedback
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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.
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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
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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
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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.
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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.
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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.
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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.
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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.
Group Format: Learners will be placed in either a large group or small groups
depending upon the number of learners.
Time Allotment: 15 to 20 minutes
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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.
Group Format: Learners will be placed in either a large group or small groups
depending upon the number of learners.
Time Allotment: 20 to 25 minutes
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.
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Group Format: Learners will be working independently on this lesson after they
complete lessons 1, 2, and 3 at their own pace.
Time Allotment: 15 to 30 minutes
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.
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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.
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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
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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.
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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.
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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
Not Comfortable at All and 5 being Completely Comfortable, how comfortable are
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)
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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
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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
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
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
Not Comfortable at All and 5 being Completely Comfortable, how comfortable are
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
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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.
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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.