Online+Learning+Presentation

= EDUC 67151-2 New & Emerging Technologies =

**Online Learning Community: Leading Technology Change**
**Online Learning Presentation**

For this week’s Learning Community contribution, summarize and share the results of your online learning presentation.

After reading about your community members’ experiences, offer a suggestion, resource, strategy, or additional idea to at least one of your community members. Assignment length: 2 paragraphs

// When posting, please label your 2 paragraph summary as "Online Learning Presentation (your name)". //

// When posting step three, please label your additional thoughts and ideas feedback as "OLP feedback from (your name) to (group member's name)" //

Course Management System Edmodo for P.B.I.S. with Peer Coaching
 * __ Online Learning Presentation: Julia Geiser __**

[|Edmodo], a virtual environment much like a social media could be used to create learning modules for Positive Behavior Intervention and Support (P.B.I.S.) with a Peer Coaching element. Grade level coaches as well as a student team of peer coaches would help teachers intervene with students choosing negative behaviors by creating videos housed on Edmodo. Either teacher coach teams or student [|peer coach teams] with a teacher coach facilitating could review [|behavior profiles] and recommend [|behavior modification tools]. In most cases, peer coaches would create a [|video of positive behavior alternatives] to those negative behaviors exhibited by students with behavior profiles. The profiled student and would then watch the video, practice the suggested positive behavior, referencing the video as many times as necessary, and shoot a video using the positive behavior they had been practicing.

Student peer coaches would help MeadowbrookElementary School to address an instructional gap regarding collaboration. Rather than student negative behaviors being stigmatized, discussion between student peers would help everyone to develop a habit of identifying behaviors rather than kids. This change in student classroom experience would increase their pride and confidence (Gillard & Bailey, 2007). Authentic learning experiences would motivate students by changing their attitudes of helplessness regarding changes in behavior. Using the Edmodo Course Management System would enable teachers and students reliable access, privacy, and a forum for discussion without a standard meeting time. These freedoms would undoubtedly motivate teachers who often have to juggle workloads in order to accommodate standard meeting times (Hargis & Schofield, 2007). The ease and flexibility with which teachers could access this resource would help rebut potential reasons colleagues would resist online learning.

When presented with the virtual presentation, “[|Learning Management Systems: Edmodo]” both the teachers and administrator invited to participate had many [|suggestions for changes] required to implement the online learning program Edmodo for P.B.I.S. with Peer Coaching. Many modules for positive behavior were suggested to add to videos already created. Fourth grade could make an appointment with each class in the school over a two month period to shoot videos for each of the modules. Technical support would be available for the video editing and uploading to Edmodo threads from the school I.M.T. team (Integrating Media & Technology). Teacher and principal responders to my presentation pointed out a need to spend non-academic time creating videos, utilizing students older than age seven, teacher opinions that time spent shooting positive behavior videos would be “wasted time”, a need for video filming preparation, role-play tools needed for teachers to use with students as follow up to peer coaching videos, resistance to Edmodo for P.B.I.S. with Peer Coaching due to unfamiliarity, teacher training by colleagues familiar with Edmodo, staff development, and strategic intervention for fearful teachers. To address these concerns, time outside the school day would be needed, shared teacher coach responsibilities, virtual synopsis of meeting, using a [|storyboard organizer] to plan videos, role-play frameworks for each of the P.B.I.S. modules, teacher coaches familiar with Edmodo providing training for colleagues, staff development time for all staff, and classroom support to use Edmodo and peer coaching video. If teachers where to need less class time for behaviors manifested in areas of the school which P.B.I.S. modules addressed, they would undoubtedly see the benefit of commonality of practice for each module.

Gillard, S., & Bailey, D. (2007). Technology in the classroom: Overcoming obstacles, reaping rewards. //The International Journal of Learning//, //14//(1), 87–93. Retrieved from the Walden University Library using the Education Research Complete database.

Hargis, J., & Schofield, K. (2007). Integrating online learning into elementary classrooms. In R. Blomeyer, & C. Cavanaugh (Eds.), //What works in K–12 online learning// (pp. 33–47)//.// Eugene, OR: International Society for Technology in Education. Retrieved from the Walden University Library using the Education Research Complete database.

__OLP Feedback from Laura Mahany to Julia Geiser: __ I really liked quite a few things from your presentation. The first is that you put it up online instead of making a power point. One of the hardest parts about this was getting the administration and teachers to sit down at the same time because we were so busy and everyone was on different schedules. I think if I had completed it like yours, I would have had more of a response from a variety of teachers, and not just from whoever I could get at the time. The other thing that I liked was tying it into your positive behavior system in your school. Usually there is greater success when there is a need or supporting role for the new technology and not just saying "this would be a good idea!" The administration that I have like to know something works before they accept it, and supporting something already in place is always a good place to start!

**__Online Learning Presentation: Laura Mahany __**
The software I chose to focus on was the SMART Technologies (SMART Sync classroom management software, 2012) that works in collaboration with the interactive white boards we currently have in place in the classrooms. I gave my presentation to an assistant principal and two of my middle school colleagues to see what their thoughts were and to provide feedback. I started out discussing the changing agents that were in the article “The Change Agents” written by Lemke and Coughlin. This I felt was important to start with because the SMART Technologies seemed to benefit all four areas of the changing agents. During my presentation, I tried to focus on the benefits that this technology gave to the students, but it turned out more focused on how this technology would be accessable to the teachers and students in the school. There were some questions that I was not able to answer, such as how much did this software cost, or how long would training be for teachers before they were able to use this software. These were questions that I tried anticipating, but was unable to find answers online without having to order the software. The presentation was not too long considering it was taking up valuable time that we had before we all went on spring break, but the teachers seemed interested in learning more. The administration was focused more on the pricing and accessability of the software, and the teachers were focused on the application and accessability of getting students to the computer labs where they could use the software. Everyone seemed to agree that this SMART software would work really well with laptops, but would have limitations with desk tops when it came to collaboration with others. The over all idea of this presentation was that the technology would have many uses, but there would be a long way to go as far as funding and training before something such as SMART technologies would be implemented in the classrooms. Lemke, C., & Coughlin, E. (2009). //The change agents.// Educational Leadership, 67(1), 54–59

SMART Sync classroom management software. (2012). //SMART Technologies//. Retrieved March 19, 2012, from []

__OLP Feedback from Jennifer McClure to Laura Mahany: __ I like how you looked into a technology that would go along with technology you already have. My administrator was focused on pricing too, just as the teachers were focused on training and access. I do not know how big your school is, but if the SMART technologies is an option for your school, it would be worth bringing in a SMART Technologies expert for a professional development day. Our school did this in the fall for training on our SMART Boards and it proved to be very helpful for those who needed it. Also for training, I was thinking that if one teacher got the technology going in their classroom, then other teachers could see it up and running. That is an idea we had while discussing my presentation at my school. As far as funding, there are grants available that focuses on technology, this could be an option, though I too do not know costs.

__OLP feedback from Dawn Kinnell to Laura Mahany:__ Smartboards are one thing I think every classroom should have (for the most part). They are expensive but will be something that can be used for many years to come as I do not think these are going to age out anytime soon. My district struggles with funding as well, but this year through our district, every school received a MimeoTeach. This is on a much more cost effective and very similar to the SmartBoard. It comes with lessons just like the Smartboard. With the Smartboard students can use their fingers to interact with the board where on the Mimeo you have to use the Stylus pen it comes with. With the Mimeo, it just comes with this bar that hooks up next to a whiteboard (this is used only with whiteboards) and then you have to have a projector (ceiling or portable, it does not matter). I have not yet tried it with my class but I plan to do so next week. I did attend the training session and learned a lot. It runs about 800.00 but like I said you do have to have the whiteboard and a projector. It may be something you want to look into.


 * __ Online Learning Presentation: Jennifer McClure __**

I presented my online learning powerpoint to three teachers and our superintendent/principal. I presented two online options: RCampus and Montana Digital Academy. Initially, I thought there would be resistance against a web-based course management system (CMS) like RCampus and so offered another option of the MTDA after a discussion section in the online learning presentation. The results of the presentation were positive toward both RCampus and MTDA, as they each provide a different type of online learning. The teachers liked the idea of an ePortfolio, grades being accessed online, and assignments being able to be posted online in RCampus. Our superintendent/principal also liked grades being posted online and she liked the assessment and analysis aspect of RCampus. The downside is the majority of our students do not have access to the internet except at school. Another challenge would be teacher commitment, as they would need to learn the program, and many are not technologically savvy. MTDA offers an option for students to take classes for credit recovery, enrichment, or advancement/ dual credit through distance learning. The teachers also liked this option since we are a small school that can only offer so much due to scheduling conflicts. Some challenges that were brainstormed include funding, staffing, and student motivation. To clarify what I mean by student motivation, Brockton students lack any self-motivation to do any school work. The issue with this is that having to do an online class where they really need the motivation to complete things on their own is a challenge. Right now, most of the students have issues completing assignments in class with a very encouraging teacher in the room with them. If homework is assigned, typically students do not do it, or try to do it during class when they should be doing that day's assignment.

Working with the professionals in our school will be important to implement a new online learning program. First we need to look at the challenges that were discussed during the presentation. Trainings can be provided through our technology committee and webinars on RCampus to better understand how to use RCampus. We can create a pilot class so teachers can see how to implement online learning into their curriculum. Brockton School can look into grants to help cover the cost of MTDA for students. Cavanaugh and Clark (2007) discuss E-rate as a possible way to fund online learning. Currently Brockton receives E-rate monies, so this is a direction we could look further into. We can also go to the Tribal Executive Board to request financial assistance. To encourage student motivation, classes can be offered throughout the day with a supervising teacher. This is easily done, as throughout the daily schedule, there are periods that many teachers have free or as tutoring.

Cavanaugh, C., & Clark, T. (2007). The landscape of K–12 online learning. In R. Blomeyer, & C. Cavanaugh (Eds.), //What works in K–12 online learning// (pp. 5–19)//.// Eugene, OR: International Society for Technology in Education.

__OLP Feedback from David Keniston to Jennifer McClure__ One of the similar problems my school will have when implementing online classes is teaching the staff members how to use the online software. We have many staff members that rarely or never use technology in our building their motivation to learn something new is what worries my colleagues and me. Cavanaugh and Clark (2007) stated many times the importance of have teachers with technology skills and that tech-savvy teachers have a significant impact on student achievement when working with online materials/programs. Our district currently has available “tech hours” for employees to earn extra pay. My idea is to provide learning opportunities for teachers to become familiar with the software and comfortable using it themselves. They could receive “tech hours” for this giving them a greater incentive to come to the trainings.

I read that another concern of your colleagues was student motivation, it is very hard to get all the information we know into one presentation, but we know there is a tremendous amount of evidence that online learning only boosts student motivation. If you could send e-mails to your colleagues with attached resources that provide evidence of greater student achievement and motivation they will eventually come to terms that technology integration will only help increase student motivation. It’s difficult because every week we learn more about the topic of technology integration and its benefits and I wish everyone in my school was learning the same things. I guess this when taking on a greater leadership role is extremely important, so we can voice the important information we are learning on a weekly basis. Good luck with everything!

David

Cavanaugh, C., & Clark, T. (2007). The landscape of K–12 online learning. In R. Blomeyer, & C. Cavanaugh (Eds.), //What works in K–12 online learning// (pp. 5–19)//.// Eugene, OR: International Society for Technology in Education.


 * __Online Learning Presentation : David Keniston__**

My online education presentation went as well as I could hope for; my colleagues and principle responded positively towards the idea of incorporating more technology and online software to accommodate our diverse learners. I feel they want to eventually reach a point in time when we offer online classes to students, but they feel we need to accomplish more preliminary technology integration tasks first. I do not necessarily agree with this, but I do agree that many of the teachers in our building strictly teach a traditional style, with little to no technology integration. We need to increase the amount of technology use in the entire building so everyone (staff and students) are on the same page and moving towards a more 21st century appropriate learning environment.

One person in my building that is well advanced in technology is our computer teacher. He was unable to attend my presentation, but I sent him the PowerPoint and asked him to e-mail his thoughts about online learning. He has heard of Moodle, but has yet to use it personally; he said it is something we could work on together if I would like. My next plan of action is to work with him to create some form of online learning environment for students to get extra assistance on a particular subject. I feel if we create a side project, much like a homework help center online, I will be able to gather credible data to show administrators and/or district board members. I believe if I have personal evidence of student achievement through online education, they will be more willing to pursue the development of online classes more rapidly.

David __OLP Feeback From Stephen Gross to Davd Keniston__ David, I agree with integrating online classes and using technology such as Moodle will move your school "towards a more 21st century appropriate learning environment". In my personal experience I find that those that are against such implementation are not informed enough about the benifits of using such a technology. I think that the opportunity to offer teachers some form of professional development is key to getting teachers excited about using such technologies. One thing that I am currently working on is having information presented to staff members at one of our upcoming in-services, I think this may be something that could be benificial to you too. I am pleased to hear that your are collaborating with your computer teacher as they tend to be your best ally when implementing any type of technolgy based education

__OLP Feedback from Julia Geiser to David Keniston__ David, Moodle is a very nice Course Management or Learning Management System. Many of the librarians in our school district have a Moodle which they find easy to use and well liked by students. It sounds as if you had a bit of a "rough crowd" to convince considering that feedback was to integrate more preliminary technology; I'll assume that this means hardware? If you DID lack hardware as a school, then I can certainly understand the point of that feedback, but as a CMS user myself (Edmodo) who also does not have enough hardware to use at school, I've found that just having the coursework available online (students can access from home) helps LOTS of families to understand what's being asked of students in school. Also, it sounds like you have an ally in your school computer teacher. Collaboration can be a really helpful solution to kicking off something unknown. You'd learn together which would mean that each of you would have a "go to" person in case of troubles. The other thing that I think would be wise about you choosing Moodle is that they have EXCELLENT training resources like this one: Adding / Editing a Course Certainly if you could have step-by-step directions it would undoubtedly be easier for you to create your CMS/LMS. Finally, I agree with you that your colleagues and admin. will be more moved to create CMS/LMS's if you have some supportive feedback from families. Best of luck to you David : ) Nice post!

__**Online Learning Presentation - Dawn Kinnell**__

I showed my PowerPoint presentation on Course Management Systems to two of my colleagues and my principal. I also showed it to our Resource Tech coordinator as she handles the technology in our building. The presentation went way better than I anticipated it would. I prepared myself to get more negative feedback then positive because of the nature of our program which is a special education post-secondary (students range from 18-26) vocational program. The focus of our program is on work skills rather than on academics, although we do incorporate functional academics.

I created a Powerpoint to show what a course or learning management system is and offered three examples; Moodle, Edmodo and RCampus. Our district currently uses Moodle and has for a while, however, when I tried it a couple of years ago, I did not find it user friendly or easy to use so I never used it. I currently use my own teacher web page to post links and such. I was impressed with the RCampus and would have leaned towards that but with the thought that my colleagues and principal would have resistance to the online course management idea, I decided to do my presentation on Edmodo. I felt Edmodo was on a smaller scale of a course management system and I learned more about it when I attended a tech seminar offered by my district a few weeks ago. The teachers who presented Edmodo did an excellent job and it is easy to use. I thought using Edmodo would be a good start into the introduction of an online management course. My colleagues and principal were impressed with the presentation and eager to learn more. Not one of them had ever heard of Edmodo and the best thing they liked about it was it is so similar to Facebook (where most of our students are very familiar with Facebook), but it is safer (I believe) to use the Edmodo and for educational purposes and therefore accepted by our district, where Facebook is not. My colleagues felt that not all classes would benefit from Edmodo, however, I tend to disagree with that. One of the reasons they felt some would not benefit is because none of our teachers have computers in their classroom and we do not have a computer lab, it would be hard to manage in the other classrooms. I have fifteen computers because I teach a computer class. They felt it would be perfect to incorporate in my class. One of the other comments made by one of the teachers is that it may be more work upfront to learn the program and to upload all the videos, links and etc. I was able to show a demonstration of how easy it is to use and to upload the information. For the most part though, they were very receptive and willing to support me on this idea. My principal stated that I could hold a training session after school for professional development hours and introduce Edmodo to the teachers. It certainly would not be made mandatory but will be an option available for those who would like to try it.

__OLP Feedback from Julia Geiser to Dawn Kinnell__ Dawn- I wonder if any of your colleagues would have a SMART phone? The reason that I ask is because there is a APP for SMART and Iphone when using Edmodo and it's really easy to use. I can understand why some of your colleagues were skeptical about using CMS/LMS's if they don't have any computers in their classrooms, however, as I was telling David, my experience with Edmodo has been to use it primarily as a supplement / support to students working on homework at home in the evenings. I know that this might be different for your population depending on how much work is assigned for your students, or not assigned. The best example that I could think of was posting information students might need at home if they left it at school. For example, my students can access Math homework on Edmodo if they forget their work at school: Geometry homework I can also attest to the safety of Edmodo for student use. My 4th grade team has been using Edmodo for 3 years and we LOVE that you not only need a login to enter Edmodo, but you also need a code for any thread (topic) your teacher creates so that you can join this thread. This is AWESOME for small groups. So, I propose that perhaps you can create the first thread, and other teachers would only need to join/create a membership to be a part of your thread. Perhaps if the staff collaborated with you for awhile and got their feet wet with Edmodo, they would want to create their own threads. Perhaps at the training you could get most teachers to at least join your thread. Well done Dawn- it sounds as if you're really bringing some good ideas to your colleagues : )

__**Online Learning Presentation - Stephen Gross**__ I created a PowerPoint presentation about Online Learning which I presented to one of my vice principals and two of my colleagues. The presentation went well and really demonstrated the fact that our staff is interested in using online learning within our classrooms. Our school already offers our teachers the opportunity to use Moodle within their classroom and I was surprised to find out that many of our staff does not use it. My principal acknowledged that he was very unfamiliar with Moodle and how it can impact the classroom environment. He commented that he was "interested in finding out how many staff members are currently using it and if a professional development opportunity could be developed" for those not implementing it in their lessons. I discovered that the two colleagues I presented to were familiar with Moodle but have yet to implement it into their classes. I asked them why? They responded that they had no formal training in how to use it. They explained that they would love to use it in their classes after seeing my presentation but would like to get trained first. The fact that my school offers a technology to it's teachers but has yet to train them is very disappointing to me. I think that our administration must offer some form of professional development in this area if they want to see it being implemented in our classrooms. My own experience with Moodle is limited and I have taken upon myself to collaborate with own of my colleagues that has been using it for the past three years. His knowledge and expertise has been very helpful in my ability to start implementing it into my lessons. I really like the aspect of having online quizzes that students can take at home. I also like the fact that students can post comments about class and ask questions regarding material that we have been discussing. In able to get more on board I have contacted my assistant superintendent about the development of a professional development opportunity at one our future in-services.

__OLP Feedback from Jennifer McClure to Stephen Gross: __ It sounds like your presentation was helpful to the staff and assistant principal to realize that you have a great technology at hand, but it is underutilized due to lack of training. A demonstration and professional development day is just what you need for staff to feel more comfortable. We had the same issue this year but with our SMART Boards. We had a big turn-over in staff. The new ones that came in needed training to use the SMART Baords that are in every classroom. We ended up bringing in a professional, and now the SMART Boards are being used more. I think a lot of resistance stems from just not understanding how to use a technology. Practice does make perfect! Good luck getting everything up and running!