Standard 2.6 - Instructional Design
Candidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences. (PSC 2.6/ISTE 2f)
Artifact Get Started with Edmodo - Implementation and Lesson Plan
Reflection
The same high quality of instructional design that goes into creating student lesson plans should also be used for adult professional learning. The lesson plan and implementation for Get Started with Edmodo is representative of good instructional design and planning. I developed this lesson plan and activities for a 1-hour professional learning activity delivered on March 25, 2014, for a small group of interested teachers at Centennial Place Elementary school.
This artifact demonstrates my ability to model and facilitate effective use of research-based best practices in professional learning. For professional learning to be effective, it needs to be job-embedded, provided when and where the teacher needs it, and allow time for practice with support. Just like student lesson plans, good professional learning should focus on learning objectives with an evaluation or assessment. For this workshop, I used principles of good instructional design known as the ADDIE process: Analyze, Design, Develop, Implement, and Evaluate. I analyzed the need by talking with several teachers and reviewing responses to a short survey. Most teachers indicated they would like to learn more about Edmodo, so I planned the workshop to focus on basic features.
As I designed the workshop, I started by identifying learning objectives and then planned an appropriate evaluation. The hands-on workshop was scheduled for an afternoon during half-day Intersession. Teachers brought their laptops and Intersession class roster to the workshop, which covered basic instructions for joining Edmodo, setting up a class and using features. I modeled using different features of the system and then facilitated hands-on practice as each teacher signed in, created classes, and responded to my assignments. Scheduling the workshop during Intersession allowed teachers to practice with their small groups and then apply that learning with their regular homerooms later. This reinforces the value of just-in-time training – providing what they need, when they need it most.
When creating this lesson plan I learned the value of engaging teachers in hands-on, relevant learning activities focused on specific learning objectives. Too often, professional development consists of a presentation to a large group, with little opportunity for teachers to actively engage with the material or practice using skills, but this workshop was successful because teachers had time to practice using the features most important to them. Since there was a time factor, it was also necessary for me to set a very tight schedule and focus only on the most important features of Edmodo. The initial lesson plan covered several features that teachers weren’t interested in using. Even though this workshop was intended to be introductory, it could be improved by focusing on fewer features, and going into greater depth in using those features.
The work that went into creating this Edmodo workshop will impact faculty development and student learning in at least two ways. First, because I plan and deliver information skills lessons for students that can be accomplished in a limited timeframe my experience in developing the Edmodo workshop will improve the quality of my lessons. This will be demonstrated through assessments of student learning in my summative assessments as well as corresponding CRCT research skills assessments. Second, I can use the framework for this Edmodo workshop as I develop other professional learning activities for teachers. Future workshops will be more effective, and quality of teacher learning can be measured by observing changes in teaching practice as they incorporate new technology skills, and in surveys about professional development experiences.
The same high quality of instructional design that goes into creating student lesson plans should also be used for adult professional learning. The lesson plan and implementation for Get Started with Edmodo is representative of good instructional design and planning. I developed this lesson plan and activities for a 1-hour professional learning activity delivered on March 25, 2014, for a small group of interested teachers at Centennial Place Elementary school.
This artifact demonstrates my ability to model and facilitate effective use of research-based best practices in professional learning. For professional learning to be effective, it needs to be job-embedded, provided when and where the teacher needs it, and allow time for practice with support. Just like student lesson plans, good professional learning should focus on learning objectives with an evaluation or assessment. For this workshop, I used principles of good instructional design known as the ADDIE process: Analyze, Design, Develop, Implement, and Evaluate. I analyzed the need by talking with several teachers and reviewing responses to a short survey. Most teachers indicated they would like to learn more about Edmodo, so I planned the workshop to focus on basic features.
As I designed the workshop, I started by identifying learning objectives and then planned an appropriate evaluation. The hands-on workshop was scheduled for an afternoon during half-day Intersession. Teachers brought their laptops and Intersession class roster to the workshop, which covered basic instructions for joining Edmodo, setting up a class and using features. I modeled using different features of the system and then facilitated hands-on practice as each teacher signed in, created classes, and responded to my assignments. Scheduling the workshop during Intersession allowed teachers to practice with their small groups and then apply that learning with their regular homerooms later. This reinforces the value of just-in-time training – providing what they need, when they need it most.
When creating this lesson plan I learned the value of engaging teachers in hands-on, relevant learning activities focused on specific learning objectives. Too often, professional development consists of a presentation to a large group, with little opportunity for teachers to actively engage with the material or practice using skills, but this workshop was successful because teachers had time to practice using the features most important to them. Since there was a time factor, it was also necessary for me to set a very tight schedule and focus only on the most important features of Edmodo. The initial lesson plan covered several features that teachers weren’t interested in using. Even though this workshop was intended to be introductory, it could be improved by focusing on fewer features, and going into greater depth in using those features.
The work that went into creating this Edmodo workshop will impact faculty development and student learning in at least two ways. First, because I plan and deliver information skills lessons for students that can be accomplished in a limited timeframe my experience in developing the Edmodo workshop will improve the quality of my lessons. This will be demonstrated through assessments of student learning in my summative assessments as well as corresponding CRCT research skills assessments. Second, I can use the framework for this Edmodo workshop as I develop other professional learning activities for teachers. Future workshops will be more effective, and quality of teacher learning can be measured by observing changes in teaching practice as they incorporate new technology skills, and in surveys about professional development experiences.