IDU_Project 1

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Using Moodle as a Classroom Management Tool

EDTech 503 Instructional Design Project 1

7/11/2010

Daniel Flynn

Using Moodle as a Classroom Management Tool 2010

1

Background and ID Model………………………………………………………………………………………………………………………2

Background 1.A…………………………………………………………………………………………………………………………………….2 Background 1.B Instructional Design Model …..…………………..……………………………………………………………….2

Part 2 Analysis of learning Content………………………………………………………………………………………………………..4

Part 3 Analysis of learner……………………………………………………………………………………………………………………….5

A. Plan and rationale………………………………………………………………………………………………………………………….5 B. Survey Link…………………………………………………………………………………………………………………………………….6 C. Survey Responses ………………………………………………………………………………………………..……………………….7

Part 4 Analysis of the Learning Task ………………………………………………………………………………………………………12

A. Learning Goals……………………………………………………………………………………………………………………………….12 B. Task Analysis……………………………………………….…………………………………………………………………………………13 C. Learning Objectives………………………………………………………………………………………………………………………13

Part 5 Assessment ……………………………………………………………………………………………………………………………….14

Rubric………………………………………………………………………………………………………………………………………………….15

Appedenix A‐F………….…………………………………………………………………………………………………………………………17

Phone interview Questions………………………………………………………………………………………………………………..20

Task Analysis……………….……………………………………………………………………………………………………………………..21

Biography…………………………………………………………………………………………………………………………………………….22

Table Of Contents


2

Background 1.A

This project was created for the purposes of training 160 teachers in the Washington County, SC

School District. Teachers of the district will participate in a Moodle Classroom Management training

course to support their teaching and support students learning. Teachers will be trained in a school

provided computer lab with all equipment and software needed to accommodate the requirements of

Moodle. The first session will be 120 minutes and the follow up session will 60 minutes, for a total of

180 instructional minuets.

Background 1.B

The work shop is intensive and will require that there are many resources given to accomplish

Moodle as a Classroom Management Tool, such as broadband, an Internet Browser, Microsoft Suite

Package, and so on. As well participants in the presentation will be to be able to have understanding of

skills needed to perform the workshop, basic technical skills, classroom organizational skills, and so

forth. Participants will also be expected to develop and hone technology skills that will assist in their

teaching, thus a product will be created. The Moodle as a classroom management tool workshop will be

developed with a product oriented‐developmental model.

Specifically, the Bergman and Moore model will be used to create this product. One of the main

reasons why this has been chosen is because it was created and focuses on interactive multimedia. As

well the model offers ability to work in teams to complete projects of this nature. This is based on the

district having teams in grade levels, departments and collaboration meetings with multiple chances and

opportunities to work on group oriented material. Gustafson and Branch state, “The output of each

Background and ID Model


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activity provides input for the next for each subsequent activity.” This is important as this allows for

each participating teacher to fully understand one segment of the instruction before continuing on the

subsequent sections. As well, this will allow the instructor to measure performance of each participant

before going to the next step, as each step is dependent on the last. For this model and the

complexities of the models to work with each participant to end with a positive clear understanding of

how Moodle will be used as a classroom management tool. Below there is a screenshot attached of the

Bergan and Moore model.


4

There are many variables to the learning context that are crucial to the development of a

successful workshop. The first thing that is important is to meet with the school districts IT director or

equivalent to ask the following questions: What internet browsers are installed and do plug‐ins,

firewalls, or filters that blocks the use of Moodle or other Web 2.0 tools? Are the computers Java Run‐

Time installed? Is Moodle going to be hosted on school servers or an outside source? Is there server

capable of holding the contents and file storage of a hosted Moodle software? As well besides the

technical questions, who will create accounts and set up dummy section classes, such as example math,

science, English, history and electives course to have participants work with during the workshop.

As a part of the learning context it is important to understand as ask the district if this is going to

be a mandated program or just a mandatory workshop with teacher option to use at their individual

discretion. Requirements of the course development and learning content will vary depending on the

needs of the district. If teachers are required to use this will there be consequences for not using

Moodle as a classroom management tool?

As well, is this going to be a program that will be used outside of school and if so how will

students who do not have reliable access to internet use going to be addressed? Will students be

required to access this from outside of school as a part of their everyday instruction and lessons? In,

addition, there might be issues with parents and their concern with their student’s use of an online

classroom management tool at home, how will this be addressed?

Part 2 Analysis of the Learning Content


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The first initial 120 minute will be training on the basics of how Moodle works and other such

basics. The follow up session, when teachers have had time to practice, and will be putting these tools

to use and more advanced tools. Given this, the needs assessment will be based off of the innovation

model as this is the new product that the district is using. It is clear that Moodle is a new product the

district wants its employees to use as a classroom management tool. With this new tool teachers are

going to be embarking on new goals and ambitions that the district is setting out for the way in which

instruction is delivered.

Teachers will face, and are expected (based on what the district needs are) a goal of creating

one full unit using various resources that the internet (Web 2.0) and Moodle have to offer.

3A Survey Plan

A Crucial step in developing proper instruction is to analyze the learner and how they will learn

best. The plan to develop analysis of the learner for the purposes of this workshop. This will be done in

a two phase of analysis, one a phone or face to face interview and two a general survey will also be

conducted. The survey part of this analysis will be done to ask the motivational questions and self

assessments of skill levels, language usage and sensory capacities of the participant. A survey will be

sent out to each participant and a return of 50% is expected.

First, it can be quite difficult to conduct a meaningful survey for learning styles by clicking a

couple of boxes or filling in a short paragraph. Each person learns differently, through such things as

Part 3‐ Analysis of the Learners


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auditory, kinesthetic, or visual learning, which can affect the way in which they process information

from what is being taught. As well, there are other factors that come into effect such as language

abilities as in the case of Washington County SC School District, in which English is not their native

tongue. Even though some of these questions will be asked through the survey it is important to get a

feel of how personal the issues or concerns are with workshop participants. The plan is to sample about

3% of the teachers as this will get a good feel of the consensus of the overall, previous learning, learning

abilities and styles, and special concerns of the participating audience.

The survey portion of the learning analysis will be completed to gather hard data of three

different areas of concern. First, the survey is designed to find participants prior knowledge and

experience of tools that are going to be used for moodle. Second, it is important to understand how the

learner uses technology, are they good with technology or do they need help. Third, the survey is to

find out the tone of the participants, through a series of motivational gauging questions that focus on

the upcoming workshop. Questions should also be used accordingly to achieve the most information

out of them without distracting or angering the participants and thus possibly causing a negative

assertion to workshop. This can be avoided by simply writing in laymen's terms rather than technical

details and shorting the survey to a minimal time amount. This means that the questions that are

written for the survey must be able to answer several areas of concern in order to achieve maximum

data analysis (in other words, the survey must double dip in areas of concern).

3B Survey creation

The survey will consist of 15 questions and vary from grid, scale, multiple choice questions to

short open ended questions. The survey will be linked to the districts website, in the secure teacher

area of the website. As well the survey will be emailed to all participating teachers that are enrolled in


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the upcoming workshop. The survey was allocated for a 7 day time period. The survey can be found by

clicking the following link http://bit.ly/cEhCCl

3C Survey Results

The survey yielded 90% return responses (144 completed responses). The data breaks down as

follows:

An important access into the minds of the participants is to figure out there general self assessment of

how to use technology in their everyday lives. Most participants rated themselves a bit higher than

expected; however, there is a clear indication that most are midrange users of technology.

The next data report that is necessary as it measures the use of software tools that the

participants use on and have experience with it them as they can be used for moodle operations. This

0

10

20

30

40

50

60

1 2 3 4 5 6 7 8 9 10

Technology Use

Technology Use


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question goes more in‐depth with the analysis of the tools that will be used with moodle. The results

are as follows:

The initial analysis of the data chart indicates that the users are midrange technology proficient.

This is based on the responses two key questions, the use and experience with MS Word and Adobe

PDF. This also has correlation to previous district training and the willingness for teachers to learn more

about the use of technology and how it can influence their instruction in the classroom. It is quite clear

that the use of PDF is a requirement for the district and teachers for the most part know how to use this

program, thus will be a good indication of use for moodle. The question of the use of Hot Potatoes was

entered into the survey as an indicator point. This is to find out if the district uses tools that are

designed towards online learning and how much software is allocated to teachers. The results are an

indication that teachers will need more work with uses of technologies that are geared to moodle.

0

20

40

60

80

100

120

140

160

MS Suite Google Docs

Hot Potatoes

Basic Pic Editing

Adv Pic Editing

Adobe

No Exp

Can Do need assistance

Proficant

Advanced


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The next set of data was to measure the specifics of an online use, not measuring the use of

static websites (searching, Web 1.0) but rather dynamically creating and using content. The results are

as follows:

Results indicate that participants are not necessarily online proficient, however, the participants have

grounding in the online world of understanding and how it operates. Moodle is a program that is based

off of uploading, downloading, creating content, blogging, embedding outside sources, etc., so given

these specific results there is a need for a basic entry level into the moodle workshop.

The next set of data was designed to measure the desirability of the participants in this work

shop to learn moodle. The data goes as follows

0

20

40

60

80

100

120

140

Yes

No


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The data indicates that there is heightened level of interest for the workshop to take place in for

the participants. However, there are indications that there needs to be a clearer connection for the

participants on how Moodle is to be used as a classroom management tool. Since moodle is online

based and there is going to be clear uses of online education it is critical that participants know and

understand the uses of moodle

The last set of data was measured to see if accommodations are needed based on the responses

given by the participants. The Data goes as follows

0

10

20

30

40

50

60

70

80

Online Education a good idea?

Looking Forward to Workshop

How Much are you expecting

1‐Low

2

3‐Mid

4

5‐High


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Most participants indicated that they were visual learners thus making the workshop more

visual based, seeing graphics, videos, instructors, or anything that is visually stimulating to the

participant. However, to note, kinesthetic learners are the other dominating group, indicating that

there needs to be a focus point on using hands on tools.

The last set of data was to get information for participants to indicate if they have a sensory

impairment or have difficulties with computers. No participant came back indicating any difficulties

with computer use for the purposes of the workshop. However, there are some concerns with 4

teachers as they indicated that they have issues with sight and looking at the computer screen. This will

be addressed by pairing these identified participants with other peers that can assist and aid them in the

process.

The overall needs of the learners are quite clear, as the data indicates this through the use of

the survey instrument. Particular focus should be to create a mid‐range beginner workshop that will

start the class on firm ground. As well the initial 120 minute workshop might want to focus on the more

0

20

40

60

80

100

120

Auditory Visual kinesthetic

Series 1

Series 1


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basic tasks such as uploading, downloading, and creating tools that are exclusively on moodle. The

follow up session with practice already in hand, should include the Web 2.0 features, such as outside

resources, Hot Potatoes, Dipity, Webinars, etc. As well the workshop should include follow up training

videos for teachers that want more in‐depth knowledge and for reference.

4A Learning Goal

Given moodle web based program, learners will create a functioning classroom management tool with

upload documents and web based tools.

4B Learning Task

This is an informational process of the moodle as a classroom management tool of the learning task.

The flow chart pictured below, goes over the basics of how moodle operates and is set up for basic tasks

for workshop participants. Each set is covered in different colors, indicating mastery of task and

understanding of moodle as a tool. Materials will be required as a part of the workshop, with three

photos and an example class syllabus, that each teacher will bring in for the purposes of learning

moodle. The link to the full flow chart can be found here http://bit.ly/awfNFF.

Part 4‐ Learning Task


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4C Learning Objectives:

There are four major objective areas for using moodle as a classroom tool.

1. Using the administration tools of moodle to set up an effective classroom management tool.

2. Using modules to set up class work and information

3. Using moodle to setup class resources

4. Using moodle to set up class activities.

5. Create a functioning class that reflects tools learned in moodle

Objectives are listed in detail in the appendix section


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This is a project based workshop that students will participate in, with two forms of assessment,

formative and summative. The workshop will consist of mostly formative assessment (due mostly being

a project based workshop and lack of time) based on instructor and peer observations for the activities

planned out. Summative assessment will be conducted after the workshop has been completed, it will

be evaluated by the administrator. The purpose of the follow up moodle work is to reinforce and make

relevant the topic of the workshop, as this will be a possible component of district requirements. The

first 90 minute class is designed to introduce the main features of moodle, with focus on finding moodle,

logging on, accessing class, and finding settings (administration tools). Materials need to focus on the

second half of the first workshop, which would include, main topic set up, adding resources and

activities to specific topic setup, uploading pictures to main topic, embedding a YouTube video and text.

The follow up workshop will focus on creating activities, such as forums, text pages, and assignments for

uploading. Clear understanding and mastery of using moodle as a classroom management tool is shown

by a well set up interactive moodle page.

Administrators will be made aware of what they are expected to see when participants show

them their moodle classroom management page.

Part 5‐ Assessment of the learning


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Moodle Rubric

Rubric for Workshops

Exceeds Expectations Meets Expectations Does not meet expectations

Files are uploaded to file management tool

All files are present in JPEG and Word and are loaded with no issues

Files are partially there and are not in correct format but will work with the workshop

Files are not there and/or have to be given to participant.

Use Editing tools change setting to personal needs

Settings are changed depending on needs of the class, demonstrates mastery

Understands the tools to change settings however, little to no changes delivered

Does not create a any changes in settings and/or not functioning

Upload and make present the course syllabus in Word or PDF

Course syllabus is entered and easily accessible to users

Syllabus is present however, it is not accessible or in proper place or wrong format.

No syllabus present or wrong format

Inset Picture and text into Topic Module

Picture is clearly visible, not broken link, text is fluid and related to topic

Picture is present and text may or may not be present or relevant to topic

No picture or text present or broken links to picture

Set up text page to introduce class

Text is on a webpage (same window or new) with clearly written text

Text is present however, text is not clear or relevant

No text page created or placed another position

Upload a YouTube video to a web page

YouTube Video is present and operational in Moodle webpage

YouTube Is not present in Moodle web page

Set up drop Box Drop box is properly set up with clear headers set up to identify

Dropbox is in wrong area with no headers

No dropbox present

Set up forums with picture

Forum is set up in correct area with picture and discussion question

Forum is set up, with text and no picture or it is placed in wrong area

No forum set up or is empty of content

Grade entered (a fake paper will be put in for sake of time)

Grade was setup using the options that was used in setting up upload

Grade was entered however, participant had no idea how it was set up in the first place

No Grade present

Rubric for Homework‐ Summative


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Exceeds Expectations Meets Expectations Does not meet expectations

Student set up one module for real class

Module shows clear continuity, with clear understanding of what expectations are

Module is set up but not consistent with form or function

Nothing present or confusing

Activity Set Up (students chose)

Activity is present and is functional and has real meaning to use of moodle

Activity is present however is not labeled correctly or is confusing

No Activity present

Setup YouTube Resource that reflects topic

YouTube video is present and relates to topic of participants module

YouTube present but has no relevance to course material

No YouTube video present or broken link

Set up a module text introduction with a picture

Text and picture are relevant to the course material and present in the module

Text and picture may be present or may not be relevant to course materials

No text or picture present

Set up forum with meaningful student discussion

Forum is set up and is clearly accessible to students with meaningful discussion topics

Forum is set up however, is unclear with topic.

No forum set up

Assignment in Word Document is set up for DL and students will UL to moodle

Students DL and UL an assignment via moodle, with no issues, material is relevant

Either UL or DL is missing from moodle

No UL or DL is present.


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Appendix A

Learning Task Objective Outcome Assessment 1.0 Using the administration tools of moodle to set up an effective classroom management tool

1.1 Look for admin tools click files

Using tools of moodle tools will locate files

Knowledge Formative: Observation

1.2 Click on Files and upload

Uploading files in the moodle admin

Knowledge and Application

Formative: Observation

1.3 Click editing pen on topic

Using editing pen to create content onto moodle

Knowledge Formative: Observation

1.4 Using settings Using settings to change logistical basis of moodle to fit ones class

Knowledge and application


Appendix B

Learning Task Objective Outcome Assessment 2.0 Using modules to set up class work and information

2.1 Use Pen tool to open up topic./week

Using editing tools to set up modules



2.2 Use Image tools to insert picture and text for introductory section of course

Use the image tools and text tools to input information


Formative: Observation peer check

2.3 Use same as above for subtopics

Create a subtopic for student information and work

Synthesis Formative: Observation


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Appendix C

Learning Task Objective Outcome Assessment 3.0 Using moodle to setup class resources

3.1 Upload a file that participant brought in to main topic (the header).

Using the file, it will be uploaded to the topic page

Application and knowledge


3.2 Set up a text page Using text tool resource participants will create a welcome to class document

Synthesis Formative: Observation

3.3 Create a web page with a YouTube video

Using the embeddable tools of YouTube and Moodle, participants will upload a video to their class

Application and knowledge

Formative observations

Appendix D

Learning Task Objective Outcome Assessment 4.0 Using moodle to set up class activities

4.1 Set up a forum activity

Forums will be set up to show how discussions work in a classroom management tool

Knowledge and synthesis

Formative: Peer observation

4.2 Set up a drop box for student work and grade system

Using the activity tools participants will create a work drop box for grading



4.3 Input fake grade Using the grading tools input a grade for work




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Appendix E

Learning Task Objective Outcome Assessment 5.0 Create a functioning class that reflects tools learned in moodle

5.1 Create a functioning class

Participants will create a functioning moodle site for students to access

Synthesis and evaluation

Summative

Appendix F

Entry level Skills

Participants are able to:

Turn on the computer, navigate WebPages, save documents, understand the keyboard and mouse

Homework assigned

Participants will bring in three pictures, all JPEG or GIF, a course syllabus and examples of class

assignments. This should be done using the districts file server or USB Drive.


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Appendix G

Telephone Interview Questions:

1. Describe your computer use and skills that you perform well with

2. Describe the difficulties you have with computer technologies

3. What are you looking for when you use the internet for educational purposes?

4. How comfortable are you will posting class content online?

5. Have you ever taken an online class in which you had to post assignments?

6. On a scale of 1‐5 how comfortable would you be to use an online classroom manager?

7. Are you opposed to online learning?

8. Why are you taking this training session?


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Appendix H


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Bibliography Gustafson, K.L. & Branch, R.M. (2002). Survey of Instructional Development Models (4th Ed.). Syracuse, NY: Information Resources Publications, Syracuse

Smith, P. L., & Ragan, T. J. (2005). Instructional Design 3rd Edition. Hoboken: John Wiley and Sons.

IDU_Project 1

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