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Using Moodle as a Classroom

Management Tool

EDTech 503 Instructional Design Project 1

7/11/2010

Daniel

Flynn

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BackgroundandIDModel2

Background1.A.2

Background1.BInstructionalDesignModel.....2

Part2AnalysisoflearningContent..4

Part3Analysisoflearner.5

A. Planandrationale.5B. SurveyLink.6C. SurveyResponses...7

Part4AnalysisoftheLearningTask12

A. LearningGoals.12B. TaskAnalysis.13C. Learning Objectives13

Part5Assessment.14

Rubric.15

AppedenixAF.17

PhoneinterviewQuestions..20

TaskAnalysis...21

Biography.22

TableOfContents

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Background1.A

Thisprojectwascreatedforthepurposesoftraining160teachersintheWashingtonCounty,SC

SchoolDistrict. TeachersofthedistrictwillparticipateinaMoodleClassroomManagementtraining

coursetosupporttheirteachingandsupportstudentslearning. Teacherswillbetrainedinaschool

providedcomputerlabwithallequipmentandsoftwareneededtoaccommodatetherequirementsof

Moodle. Thefirstsessionwillbe120minutesandthefollowupsessionwill60minutes,foratotalof

180instructionalminuets.

Background1.B

Theworkshopisintensiveandwillrequirethattherearemanyresourcesgiventoaccomplish

MoodleasaClassroomManagementTool,suchasbroadband,anInternetBrowser,MicrosoftSuite

Package,andsoon. Aswellparticipantsinthepresentationwillbetobeabletohaveunderstandingof

skillsneededtoperformtheworkshop,basictechnicalskills,classroomorganizationalskills,andso

forth. Participantswillalsobeexpectedtodevelopandhonetechnologyskillsthatwillassistintheir

teaching,thusaproductwillbecreated. TheMoodleasaclassroommanagementtoolworkshopwillbe

developedwithaproductorienteddevelopmentalmodel.

Specifically,theBergmanandMooremodelwillbeusedtocreatethisproduct. Oneofthemain

reasonswhythishasbeenchosenisbecauseitwascreatedandfocusesoninteractivemultimedia. As

wellthemodeloffersabilitytoworkinteamstocompleteprojectsofthisnature. Thisisbasedonthe

districthavingteamsingradelevels,departmentsandcollaborationmeetingswithmultiplechancesand

opportunitiestoworkongrouporientedmaterial. GustafsonandBranchstate,Theoutputofeach

BackgroundandIDModel

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activityprovidesinputforthenextforeachsubsequentactivity. Thisisimportantasthisallowsfor

eachparticipatingteachertofullyunderstandonesegmentoftheinstructionbeforecontinuingonthe

subsequentsections. Aswell,thiswillallowtheinstructortomeasureperformanceofeachparticipant

beforegoingtothenextstep,aseachstepisdependentonthelast. Forthismodelandthe

complexitiesofthemodelstoworkwitheachparticipanttoendwithapositiveclearunderstandingof

howMoodlewillbeusedasaclassroommanagementtool. Belowthereisascreenshotattachedofthe

BerganandMooremodel.

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Therearemanyvariablestothelearningcontextthatarecrucialtothedevelopmentofa

successfulworkshop. ThefirstthingthatisimportantistomeetwiththeschooldistrictsITdirectoror

equivalenttoaskthefollowingquestions: Whatinternetbrowsersareinstalledanddoplugins,

firewalls,orfiltersthatblockstheuseofMoodleorotherWeb2.0tools?ArethecomputersJavaRun

Timeinstalled?IsMoodlegoingtobehostedonschoolserversoranoutsidesource? Isthereserver

capableofholdingthecontentsandfilestorageofahostedMoodlesoftware? Aswellbesidesthe

technicalquestions,whowillcreateaccountsandsetupdummysectionclasses,suchasexamplemath,

science,English,historyandelectivescoursetohaveparticipantsworkwithduringtheworkshop.

Asapartofthelearningcontextitisimportanttounderstandasaskthedistrictifthisisgoingto

beamandatedprogramorjustamandatoryworkshopwithteacheroptiontouseattheirindividual

discretion. Requirementsofthecoursedevelopmentandlearningcontentwillvarydependingonthe

needsofthedistrict. Ifteachersarerequiredtousethiswilltherebeconsequencesfornotusing

Moodleasaclassroommanagementtool?

Aswell,isthisgoingtobeaprogramthatwillbeusedoutsideofschoolandifsohowwill

studentswhodonothavereliableaccesstointernetusegoingtobeaddressed? Willstudentsbe

requiredtoaccessthisfromoutsideofschoolasapartoftheireverydayinstructionandlessons? In,

addition,theremightbeissueswithparentsandtheirconcernwiththeirstudentsuseofanonline

classroommanagementtoolathome,howwillthisbeaddressed?

Part2AnalysisoftheLearningContent

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Thefirstinitial120minutewillbetrainingonthebasicsofhowMoodleworksandothersuch

basics. Thefollowupsession,whenteachershavehadtimetopractice,andwillbeputtingthesetools

touseandmoreadvancedtools. Giventhis,theneedsassessmentwillbebasedoffoftheinnovation

modelasthisisthenewproductthatthedistrictisusing. ItisclearthatMoodleisanewproductthe

districtwantsitsemployeestouseasaclassroommanagementtool. Withthisnewtoolteachersare

goingtobeembarkingonnewgoalsandambitionsthatthedistrictissettingoutforthewayinwhich

instructionisdelivered.

Teacherswillface,andareexpected(basedonwhatthedistrictneedsare)agoalofcreating

onefullunitusingvariousresourcesthattheinternet(Web2.0)andMoodlehavetooffer.

3ASurveyPlan

ACrucialstepindevelopingproperinstructionistoanalyzethelearnerandhowtheywilllearn

best. Theplantodevelopanalysisofthelearnerforthepurposesofthisworkshop. Thiswillbedonein

atwophaseofanalysis,oneaphoneorfacetofaceinterviewandtwoageneralsurveywillalsobe

conducted. Thesurveypartofthisanalysiswillbedonetoaskthemotivationalquestionsandself

assessmentsofskilllevels,languageusageandsensorycapacitiesoftheparticipant. Asurveywillbe

sentouttoeachparticipantandareturnof50%isexpected.

First,itcanbequitedifficulttoconductameaningfulsurveyforlearningstylesbyclickinga

coupleofboxesorfillinginashortparagraph. Eachpersonlearnsdifferently,throughsuchthingsas

Part3 AnalysisoftheLearners

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auditory,kinesthetic,orvisuallearning,whichcanaffectthewayinwhichtheyprocessinformation

fromwhatisbeingtaught. Aswell,thereareotherfactorsthatcomeintoeffectsuchaslanguage

abilitiesasinthecaseofWashingtonCountySCSchoolDistrict,inwhichEnglishisnottheirnative

tongue. Eventhoughsomeofthesequestionswillbeaskedthroughthesurveyitisimportanttogeta

feelofhowpersonaltheissuesorconcernsarewithworkshopparticipants. Theplanistosampleabout

3%oftheteachersasthiswillgetagoodfeeloftheconsensusoftheoverall,previouslearning,learning

abilitiesandstyles,andspecialconcernsoftheparticipatingaudience.

Thesurveyportionofthelearninganalysiswillbecompletedtogatherharddataofthree

differentareasofconcern. First,thesurveyisdesignedtofindparticipantspriorknowledgeand

experienceoftoolsthataregoingtobeusedformoodle.Second,itisimportanttounderstandhowthe

learnerusestechnology,aretheygoodwithtechnologyordotheyneedhelp. Third,thesurveyisto

findoutthetoneoftheparticipants,throughaseriesofmotivationalgaugingquestionsthatfocuson

theupcomingworkshop. Questionsshouldalsobeusedaccordinglytoachievethemostinformation

outofthemwithoutdistractingorangeringtheparticipantsandthuspossiblycausinganegative

assertiontoworkshop. Thiscanbeavoidedbysimplywritinginlaymen'stermsratherthantechnical

detailsandshortingthesurveytoaminimaltimeamount. Thismeansthatthequestionsthatare

writtenforthesurveymustbeabletoanswerseveralareasofconcerninordertoachievemaximum

dataanalysis(inotherwords,thesurveymustdoubledipinareasofconcern).

3BSurveycreation

Thesurveywillconsistof15questionsandvaryfromgrid,scale,multiplechoicequestionsto

shortopenendedquestions. Thesurveywillbelinkedtothedistrictswebsite,inthesecureteacher

areaofthewebsite. Aswellthesurveywillbeemailedtoallparticipatingteachersthatareenrolledin

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theupcomingworkshop. Thesurveywasallocatedfora7daytimeperiod. Thesurveycanbefoundby

clickingthefollowinglinkhttp://bit.ly/cEhCCl

3CSurveyResults

Thesurveyyielded90%returnresponses(144completedresponses). Thedatabreaksdownas

follows:

Animportantaccessintothemindsoftheparticipantsistofigureouttheregeneralselfassessmentof

howtousetechnologyintheireverydaylives. Mostparticipantsratedthemselvesabithigherthan

expected;however,thereisaclearindicationthatmostaremidrangeusersoftechnology.

Thenextdatareportthatisnecessaryasitmeasurestheuseofsoftwaretoolsthatthe

participantsuseonandhaveexperiencewithitthemastheycanbeusedformoodleoperations. This

0

10

20

30

40

50

60

1 2 3 4 5 6 7 8 9 10

TechnologyUse

TechnologyUse

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questiongoesmoreindepthwiththeanalysisofthetoolsthatwillbeusedwithmoodle. Theresults

areasfollows:

Theinitialanalysisofthedatachartindicatesthattheusersaremidrangetechnologyproficient.

Thisisbasedontheresponsestwokeyquestions,theuseandexperiencewithMSWordandAdobe

PDF. Thisalsohascorrelationtopreviousdistricttrainingandthewillingnessforteacherstolearnmore

abouttheuseoftechnologyandhowitcaninfluencetheirinstructionintheclassroom. Itisquiteclear

thattheuseofPDFisarequirementforthedistrictandteachersforthemostpartknowhowtousethis

program,thuswillbeagoodindicationofuseformoodle. ThequestionoftheuseofHotPotatoeswas

enteredintothesurveyasanindicatorpoint. Thisistofindoutifthedistrictusestoolsthatare

designedtowardsonlinelearningandhowmuchsoftwareisallocatedtoteachers. Theresultsarean

indicationthatteacherswillneedmoreworkwithusesoftechnologiesthataregearedtomoodle.

0

20

40

60

80

100

120

140

160

MSSuite Google

Docs

Hot

Potatoes

BasicPic

Editing

AdvPic

Editing

Adobe

NoExp

CanDoneedassistance

Proficant

Advanced

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Thenextsetofdatawastomeasurethespecificsofanonlineuse,notmeasuringtheuseof

staticwebsites(searching,Web1.0)butratherdynamicallycreatingandusingcontent. Theresultsare

asfollows:

Resultsindicatethatparticipantsarenotnecessarilyonlineproficient,however,theparticipantshave

groundingintheonlineworldofunderstandingandhowitoperates. Moodleisaprogramthatisbased

offofuploading,downloading,creatingcontent,blogging,embeddingoutsidesources,etc.,sogiven

thesespecificresultsthereisaneedforabasicentrylevelintothemoodleworkshop.

Thenextsetofdatawasdesignedtomeasurethedesirabilityoftheparticipantsinthiswork

shoptolearnmoodle. Thedatagoesasfollows

0

20

40

60

80

100

120

140

Yes

No

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Thedataindicatesthatthereisheightenedlevelofinterestfortheworkshoptotakeplaceinfor

theparticipants. However,thereareindicationsthatthereneedstobeaclearerconnectionforthe

participantsonhowMoodleistobeusedasaclassroommanagementtool. Sincemoodleisonline

basedandthereisgoingtobeclearusesofonlineeducationitiscriticalthatparticipantsknowand

understandtheusesofmoodle

Thelastsetofdatawasmeasuredtoseeifaccommodationsareneededbasedontheresponses

givenbytheparticipants. TheDatagoesasfollows

0

10

20

30

40

50

60

70

80

OnlineEducationagoodidea?

LookingForwardtoWorkshop

HowMuchareyouexpecting

1Low

2

3Mid

4

5High

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Mostparticipantsindicatedthattheywerevisuallearnersthusmakingtheworkshopmore

visualbased,seeinggraphics,videos,instructors,oranythingthatisvisuallystimulatingtothe

participant. However,tonote,kinestheticlearnersaretheotherdominatinggroup,indicatingthat

thereneedstobeafocuspointonusinghandsontools.

Thelastsetofdatawastogetinformationforparticipantstoindicateiftheyhaveasensory

impairmentorhavedifficultieswithcomputers. Noparticipantcamebackindicatinganydifficulties

withcomputeruseforthepurposesoftheworkshop. However,therearesomeconcernswith4

teachersastheyindicatedthattheyhaveissueswithsightandlookingatthecomputerscreen. Thiswill

beaddressedbypairingtheseidentifiedparticipantswithotherpeersthatcanassistandaidtheminthe

process.

Theoverallneedsofthelearnersarequiteclear,asthedataindicatesthisthroughtheuseof

thesurveyinstrument. Particularfocusshouldbetocreateamidrangebeginnerworkshopthatwill

starttheclassonfirmground. Aswelltheinitial120minuteworkshopmightwanttofocusonthemore

0

20

40

60

80

100

120

Auditory Visual kinesthetic

Series1

Series1

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basictaskssuchasuploading,downloading,andcreatingtoolsthatareexclusivelyonmoodle. The

followupsessionwithpracticealreadyinhand,shouldincludetheWeb2.0features,suchasoutside

resources,HotPotatoes,Dipity,Webinars,etc. Aswelltheworkshopshouldincludefollowuptraining

videosforteachersthatwantmoreindepthknowledgeandforreference.

4ALearningGoal

Givenmoodlewebbasedprogram,learnerswillcreateafunctioningclassroommanagementtoolwith

uploaddocumentsandwebbasedtools.

4BLearningTask

Thisisaninformationalprocessofthemoodleasaclassroommanagementtoolofthelearningtask.

Theflowchartpicturedbelow,goesoverthebasicsofhowmoodleoperatesandissetupforbasictasks

forworkshopparticipants. Eachsetiscoveredindifferentcolors,indicatingmasteryoftaskand

understandingofmoodleasatool. Materialswillberequiredasapartoftheworkshop,withthree

photosandanexampleclasssyllabus,thateachteacherwillbringinforthepurposesoflearning

moodle. Thelinktothefullflowchartcanbefoundherehttp://bit.ly/awfNFF.

Part4 LearningTask

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4CLearningObjectives:

Therearefourmajorobjectiveareasforusingmoodleasaclassroomtool.

1. Usingtheadministrationtoolsofmoodletosetupaneffectiveclassroommanagementtool.2. Usingmodulestosetupclassworkandinformation3. Usingmoodletosetupclassresources4. Usingmoodletosetupclassactivities.5. Createafunctioningclassthatreflectstoolslearnedinmoodle

Objectivesarelistedindetailintheappendixsection

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Thisisaprojectbasedworkshopthatstudentswillparticipatein,withtwoformsofassessment,

formativeandsummative. Theworkshopwillconsistofmostlyformativeassessment(duemostlybeing

aprojectbasedworkshopandlackoftime)basedoninstructorandpeerobservationsfortheactivities

plannedout. Summativeassessmentwillbeconductedaftertheworkshophasbeencompleted,itwill

beevaluatedbytheadministrator. Thepurposeofthefollowupmoodleworkistoreinforceandmake

relevantthetopicoftheworkshop,asthiswillbeapossiblecomponentofdistrictrequirements. The

first90minuteclassisdesignedtointroducethemainfeaturesofmoodle,withfocusonfindingmoodle,

loggingon,accessingclass,andfindingsettings(administrationtools). Materialsneedtofocusonthe

secondhalfofthefirstworkshop,whichwouldinclude,maintopicsetup,addingresourcesand

activitiestospecifictopicsetup,uploadingpicturestomaintopic,embeddingaYouTubevideoandtext.

Thefollowupworkshopwillfocusoncreatingactivities,suchasforums,textpages,andassignmentsfor

uploading. Clearunderstandingandmasteryofusingmoodleasaclassroommanagementtoolisshown

byawellsetupinteractivemoodlepage.

Administratorswillbemadeawareofwhattheyareexpectedtoseewhenparticipantsshow

themtheirmoodleclassroommanagementpage.

Part5 Assessmentofthelearning

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MoodleRubric

RubricforWorkshops

ExceedsExpectations MeetsExpectations Doesnotmeet

expectations

Filesareuploadedto

filemanagementtool

Allfilesarepresentin

JPEGandWordandare

loadedwithnoissues

Filesarepartiallythere

andarenotincorrect

formatbutwillwork

withtheworkshop

Filesarenotthere

and/orhavetobegiven

toparticipant.

UseEditingtools

changesettingto

personalneeds

Settingsarechanged

dependingonneedsof

theclass,demonstrates

mastery

Understandsthetools

tochangesettings

however,littletono

changesdelivered

Doesnotcreateaany

changesinsettings

and/ornotfunctioning

Uploadandmake

presentthecourse

syllabusinWordorPDF

Coursesyllabusis

enteredandeasily

accessibletousers

Syllabusispresent

however,itisnot

accessibleorinproper

placeorwrongformat.

Nosyllabuspresentor

wrongformat

InsetPictureandtext

intoTopicModule

Pictureisclearlyvisible,

notbrokenlink,textis

fluidandrelatedto

topic

Pictureispresentand

textmayormaynotbe

presentorrelevantto

topic

Nopictureortext

presentorbrokenlinks

topicture

Setup textpageto

introduceclass

Textisonawebpage

(samewindowornew)

withclearlywrittentext

Textispresent

however,textisnot

clearorrelevant

Notextpagecreatedor

placedanotherposition

UploadaYouTubevideo

toawebpage

YouTubeVideois

presentandoperational

inMoodlewebpage

YouTubeIsnotpresent

inMoodlewebpage

SetupdropBox Dropboxisproperlyset

upwithclearheaders

setuptoidentify

Dropboxisinwrong

areawithnoheaders

Nodropboxpresent

Setupforumswith

picture

Forumissetupin

correctareawith

pictureanddiscussion

question

Forumissetup,with

textandnopictureorit

isplacedinwrongarea

Noforumsetuporis

emptyofcontent

Grade

entered

(a

fake

paperwillbeputinfor

sakeoftime)

Grade

was

setup

using

theoptionsthatwas

usedinsettingup

upload

Grade

was

entered

however,participant

hadnoideahowitwas

setupinthefirstplace

No

Grade

present

RubricforHomework Summative

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ExceedsExpectations MeetsExpectations Doesnotmeet

expectations

Studentsetupone

moduleforrealclassModuleshowsclear

continuity,withclear

understandingofwhat

expectationsare

Moduleissetupbut

notconsistentwith

formorfunction

Nothingpresentor

confusing

ActivitySetUp

(studentschose)

Activityispresentandis

functionalandhasreal

meaningtouseof

moodle

Activityispresent

howeverisnotlabeled

correctlyorisconfusing

NoActivitypresent

SetupYouTube

Resourcethatreflects

topic

YouTubevideois

presentandrelatesto

topicofparticipants

module

YouTubepresentbut

hasnorelevanceto

coursematerial

NoYouTubevideo

presentorbrokenlink

Setupamoduletext

introductionwitha

picture

Textandpictureare

relevanttothecourse

materialandpresentin

themodule

Textandpicturemaybe

presentormaynotbe

relevanttocourse

materials

Notextorpicture

present

Setupforumwith

meaningfulstudent

discussion

Forumissetupandis

clearlyaccessibleto

studentswith

meaningfuldiscussion

topics

Forumissetup

however,isunclear

withtopic.

Noforumsetup

AssignmentinWord

Documentissetupfor

DLandstudentswillUL

tomoodle

StudentsDLandULan

assignmentviamoodle,

withnoissues,material

isrelevant

EitherULorDLis

missingfrommoodle

NoULorDLispresent.

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AppendixA

LearningTask Objective Outcome Assessment

1.0Usingthe

administrationtoolsof

moodletosetupan

effectiveclassroom

managementtool

1.1Lookforadmintoolsclickfiles

Usingtoolsofmoodle

toolswilllocatefiles

Knowledge Formative:Observation

1.2ClickonFilesand

upload

Uploadingfilesinthe

moodleadmin

Knowledgeand

Application

Formative:Observation

1.3Clickeditingpenon

topic

Usingeditingpento

createcontentonto

moodle

Knowledge Formative:Observation

1.4 Usingsettings Usingsettingstochange

logisticalbasisof

moodletofitonesclass

Knowledgeand

application

Formative:Observation

AppendixB

LearningTask Objective Outcome Assessment

2.0Usingmodulesto

setupclassworkand

information

2.1UsePentoolto

openuptopic./week

Usingeditingtoolsto

setupmodules

Knowledgeand

application

Formative:Observation

2.2UseImagetoolsto

insertpictureandtext

forintroductorysection

ofcourse

Usetheimagetoolsand

texttoolstoinput

information

Knowledgeand

application

Formative:Observation

peercheck

2.3Usesameasabove

forsubtopics

Createasubtopicfor

studentinformation

andwork

Synthesis Formative:Observation

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AppendixC

LearningTask Objective Outcome Assessment

3.0Usingmoodleto

setupclassresources

3.1Uploadafilethat

participantbroughtin

tomaintopic(the

header).

Usingthefile,itwillbe

uploadedtothetopic

page

Applicationand

knowledge

Formative:Observation

3.2Setupatextpage Usingtexttoolresource

participantswillcreate

awelcometoclass

document

Synthesis Formative:Observation

3.3Createawebpage

with

a

YouTube

video

Usingtheembeddable

tools

of

YouTube

and

Moodle,participants

willuploadavideoto

theirclass

Applicationand

knowledge

Formativeobservations

AppendixD

LearningTask Objective Outcome Assessment

4.0Usingmoodletoset

upclassactivities

4.1Setupaforum

activity

Forumswillbesetupto

showhowdiscussions

workinaclassroom

managementtool

Knowledgeand

synthesis

Formative:Peer

observation

4.2Setupadropbox

forstudentworkand

gradesystem

Usingtheactivitytools

participantswillcreate

aworkdropboxfor

grading

Knowledgeand

application

Formative:Observation

4.3Inputfakegrade Usingthegradingtools

inputagradeforwork

Knowledgeand

application

Formative:Observation

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AppendixE

LearningTask Objective Outcome Assessment

5.0Createafunctioning

classthatreflectstools

learnedinmoodle

5.1Createafunctioning

class

Participantswillcreate

afunctioningmoodle

siteforstudentsto

access

Synthesisand

evaluation

Summative

AppendixF

EntrylevelSkills

Participantsareableto:

Turnonthecomputer,navigateWebPages,savedocuments,understandthekeyboardandmouse

Homeworkassigned

Participantswillbringinthreepictures,allJPEGorGIF,acoursesyllabusandexamplesofclass

assignments. ThisshouldbedoneusingthedistrictsfileserverorUSBDrive.

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AppendixG

TelephoneInterviewQuestions:

1.Describeyourcomputeruseandskillsthatyouperformwellwith

2.Describethedifficultiesyouhavewithcomputertechnologies

3.Whatareyoulookingforwhenyouusetheinternetforeducationalpurposes?

4.Howcomfortableareyouwillpostingclasscontentonline?

5.Haveyouevertakenanonlineclassinwhichyouhadtopostassignments?

6.Onascaleof15howcomfortablewouldyoubetouseanonlineclassroommanager?

7.

Are

you

opposed

to

online

learning?

8.Whyareyoutakingthistrainingsession?

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AppendixH

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Bibliography

Gustafson,K.L.&Branch,R.M.(2002).SurveyofInstructionalDevelopmentModels(4thEd.). Syracuse,

NY:InformationResourcesPublications,Syracuse

Smith,P.L.,&Ragan,T.J.(2005).InstructionalDesign3rdEdition.Hoboken:JohnWileyandSons.