Key Assessment Part 1: Identification of Learning Problem

Audience:
The participants in my face-to-face workshop consist of county media specialists, technology
teachers, instructional technology specialists, technology coordinator and other county technical
support personnel. Participants in the online module are expected to be general teachers and
media specialist interested in expanding their use and knowledge Edmodo. The learners range in
age from 20s to 50s. All of the participants have college degrees. Their experience level ranges
from basic computer skills to expert level users.
Problem Identification
Based on results from the Effingham County Technology Needs Assessment my site supervisor,
Dr. Harris and I determined there is a strong need for an Edmodo training workshop. Edmodo
can be used to enrich technology teaching within an educators lessons. Within my classroom the
use of Edmodo enriches student learning. Parent codes are provided for each group created in
Edmodo. Some of my students parents joined Edmodo so they can see what their children are
doing in class through this program. There is also an iPhone and Android app for parents to use
with Edmodo. Students can brainstorm and respond to one anothers posts to create new ideas.
The use of technology can help students become independent learners and self-starters.
Instructional Goals
1. Participants will create an Edmodo account.
2. Participants will learn to use the various functions in Edmodo.
3. Participants will learn how to integrate Edmodo into the curriculum.
This workshop will be administered in 1.5 hours. This includes a question and answer period.
This should be sufficient to achieve the goals based on the participants knowledge. I created a
training document for Edmodo on PowerPoint. During the workshop I used a combination of
PowerPoint and a live Edmodo site as my presentation tools. All participates were provided
printout notes during their training. The participants were made available for the workshop
during a Media Specialist & Technology training day. The face-to-face workshop will also be
made available online as a stand-alone training document.
I have asked Dr Sayra Harris, Media Specialist at our school, to serve as my mentor. She has 14
years experience in education. Dr. Harris earned her Bachelors from Georgia Southern
University December 2001 B.Ed Middle Grades Education with emphasis in Science and Social
Studies. She earned her M. Ed Instructional Technology (Media Specialist Certification) from
Georgia Southern University in May 2006. Dr. Harris earned her Ed. D. in Teacher Leadership
from Walden University in December 2008.

Key Assessment Part II: Learner Analysis

Primary Audience (Face-to-Face Workshop)
There were 20 participants in my face-to-face workshop. The attendees consisted of county
media specialists, technology teachers, instructional technology specialists, technology
coordinator and other county technical personnel. My site supervisor was present for the
workshop and included in the number above.
Secondary Audience (Online Workshop)
Participants in the online module are expected to be general teachers and media specialists
interested in expanding their use and knowledge of Edmodo. A minimum of 8 participants are
needed to evaluate the website.
General Learner Characteristics:

The participants range in age from 20s to 50s.

Participants range in position from entry level to management

Entry Competencies:

The participant experience level ranges from basic to expert computer level users.
All of the participants have college degrees.
All of the face-to-face participants have a technology based background.
The online participants may have a limited technology background

Learner Guidance:
Bring a rich reservoir of information
Adults typically have a high level of motivation both internally and externally
Want to be able to apply learning to their life and work both tomorrow and next year
Problem-focused learning
Adults need to know why the workshop is important
Adults are very time conscious
Adults tend to be less flexible than young learners
Most mature adults are self-directed and independent
Entry Skills and Prior Knowledge

Participants in the face-to-face workshop work with technology on a daily basis. They are
considered skilled in their understanding and use of technology. Some members of the group had
previously worked with Edmodo but had not been focused on using it routinely. The workshop
should be more of a refresher for them.

Key Assessment Part III: Task Analysis

This unit is built for adult learners. Prior to completing this task analysis information on adult
learners was reviewed. A topic and a procedural analysis are used in this task analysis. Using
both methodologies allows a thorough task evaluation to be produced. A topic analysis is used to
capture the details and actions needed for the design. Having the detailed information allows the
final design to fit the needs. The procedural analysis is based on a thorough evaluation of my
actions to achieve the tasks and objectives contained within this unit.
Subject Matter Expert (SME)
As the Computer Literacy Instructor at Sand Hill Elementary School (SHES) I am uniquely
qualified to be the SME for this task analysis. I have been in this position for nine years. My
responsibilities include teaching Computer Literacy to Kindergarten through Fifth grade,
troubleshooting all technology equipment (wireless pads/pens, projectors, televisions, student
responders, digital still and video cameras, webcams, document cameras, microphones, DVD
players, printers, scanners, staff and student computer workstations), setting up new computer
workstations and printers, imaging new computers, troubleshooting software, overseeing the
resource lab, sub-site director for the school website, school photographer, yearbook creation,
inventory all technology equipment, and assisting teachers with computers and other technology
equipment. During my time in this position my knowledge of computer literacy has grown and
expanded. My formal training is a B.S. in Early Childhood Education from Armstrong Atlantic
State University (1984) in Savannah, Georgia. I have the endorsement for teaching Gifted and
Talented students and the Teacher Support Specialist endorsement. I am currently working on my
Masters in Instructional Technology at Georgia Southern University located in Statesboro,
Georgia.

Task Analysis Outline

1.0

2.0
3.0
4.0
5.0
6.0

Turn on PC.
1.1
Launch their web browser.
1.1a Learners will need to know their log in information.
1.1b They will need to email the course instructor for the staff
development join code.
Participants need to navigate to http://sherriturneredmodo.weebly.com.
Participants will familiarize themselves with the website.
Participants should read the course syllabus.
Participants need to review the slideshow training document.
5.1
There is link to a web page that contains the note taking handout.
5.1a Participants may print this document to assist if they wish.
Participants will learn to use Edmodo.
6.1
Participants will use their school email to create the Edmodo account.

6.2
6.3
6.4
6.5
6.6
6.6
7.0
8.0
9.0

Participants will create an avatar.

Participants will complete their profile.
Participants will join my staff development group.
Participants will create a group.
Participants will invite course instructor to join their group.
Participants will identify ways to implement Edmodo into their

classrooms.
Participants will use the Evaluation link on the website to evaluate this course.
7.1
The link leads to 10 questions on Survey Monkey.
Exit Survey Monkey
Exit Edmodo

Edmodo: What is it? How to

use it?

Is the

Turn the computer

on

PC On?
No

Yes

Log in to the Internet

(will need login)

Activate link to
Edmodo website

Familiarize yourself
with website and
read syllabus

Are you done?

Review training
presentation

No

Yes

Complete website
actions. Learn to use
Edmodo
Exit Survey Monkey.

Complete website
evaluation.
Exit Edmodo.

Complete survey.
(Survey Monkey)
Return PC to its
original status.

Key Assessment Part IV: Instructional Objectives

Face-to-Face and Online Staff Development Goals
Terminal Objective 1: Participants will create an Edmodo account.
Enabling Objectives:
1A: Participants will use their work email address to create the Edmodo account. - Cognitive
Terminal Objective 2: Participants will learn to use the various functions in Edmodo.
Enabling Objectives:
2A: Participants will create an avatar. - Cognitive
2B: Participants will complete their profile. - Cognitive
2C: Participants will join my staff development group. - Cognitive
2D: Participants will create a group. Cognitive
2E: Participants will invite course instructor to join their group. - Cognitive
Terminal Objective 3: Participants will learn how to integrate Edmodo into the curriculum.
Enabling Objectives:
3A: Participants will identify ways they can implement Edmodo in their classrooms and/or at
their school. - Cognitive

Classification of Instructional Objectives

Performance
Content
Fact
Concept
Principles and rules
Procedure
Interpersonal
Attitude

Recall

Application

1a
1, 2c, 2d, 2e

3, 3a
2
2a, 2b

Relationship of Instructional Objectives and Standards

1, 1a, 2, 2a,
2b, 2c, 2d, 2e,
3, 3a

1, 1a, 2, 2a,
2b, 2c, 2d, 2e,
3, 3a

1, 1a, 2, 2a,
2b, 2c, 2d, 2e,
3, 3a

1. Facilitate and inspire student learning and creativity Teachers use their
knowledge of subject matter, teaching and learning, and technology to facilitate
experiences that advance student learning, creativity, and innovation in both
face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and
inventiveness
d. Model collaborative knowledge construction by engaging in learning
with students, colleagues, and others in face-to-face and virtual environments
2. Design and develop digital age learning experiences and assessments
Teachers design, develop, and evaluate authentic learning experiences and
assessments incorporating contemporary tools and resources to maximize
content learning in context and to develop the knowledge, skills, and attitudes
identified in the StandardsS.
a. Design or adapt relevant learning experiences that incorporate digital
tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all
students to pursue their individual curiosities and become active participants in
setting their own educational goals, managing their own learning, and assessing
their own progress
5. Engage in professional growth and leadership Teachers continuously improve
their professional practice, model lifelong learning, and exhibit leadership in
their school and professional community by promoting and demonstrating the
effective use of digital tools and resources.
a. Participate in local and global learning communities to explore
creative applications of technology to improve student learning

These are International Society for Technology in Education StandardsT 2008.

Key Assessment Part V: Development of Assessments

Lessons

Instructional Strategies

Goals

Lesson
1

Participants will view the

Edmodo slideshow
created for this staff
development. Afterwards,
they will create an
Edmodo account using
their school email address.
Participants will create an
avatar or upload a photo
to use as their profile
picture. Then participants
will complete their
profile.

Participan
ts know
how to
create an
Edmodo
account.

Lesson
2

Participants will join the

Edmodo staff
development group. They
must email the instructor
to obtain the code for the
online workshop. After
joining the Edmodo staff
development group,
participants will respond

Participan
ts know
how to
use
various
functions
in
Edmodo.

Objectives
Terminal Objective 1:
Participants will create an
Edmodo account.
Enabling Objectives:
1A: Participants will use their
work email address to create
the Edmodo account.

Terminal Objective 2
Participants will learn to use
the various functions in
Edmodo.
Enabling Objectives:
2A: Participants will create an
avatar.

UDL

Assessments

Differentiation by
comprehension is used
by presenting the
information
(PowerPoint) and then
having the learners
actively using the
knowledge (physical
action). Differentiation
by multiple means of
action and expression
is provided at the
workshop with
handouts, visual and
verbal presentation.
Differentiation by
comprehension is used
by presenting the
information
(PowerPoint) and then
having the learners
actively using the
knowledge (physical
action). Differentiation

All assessments
are
performance
based.
Participants are
able to join the
instructors
Edmodo Staff
Development
group.

All assessments
are
performance
based.
Participants are
able to invite the
instructor to join
their Edmodo
group.

Lesson
3

to the instructors
welcome post by replying
to the following question:
How can you use Edmodo
in your position at school?
Next participants will
create a group and invite
the course instructor to
join the group.
Participants will practice
using the following
Edmodo features: Note
(posting messages), Alert,
Assignment, Quiz, Poll,
Snapshot, Store, Manage
Apps, Apps Launcher, and
Planner.
Participants will
brainstorm ways they can
integrate Edmodo into
their lessons, media center
activities, or with their
faculty and staff. They
will email their ideas to
the course instructor or
post in the Edmodo Staff
Development Group as
evidence of learning.

2B: Participants will complete

their profile
2C: Participants will join my
staff development group.

by multiple means of
action and expression
is provided at the
workshop with
handouts, visual and
verbal presentation.

2D: Participants will create a

group.
2E: Participants will invite
course instructor to join their
group

Participa
nts know
how to
integrate
Edmodo
into their
curriculu
m.

Terminal Objective 3
Participants will learn how to
integrate Edmodo into the
curriculum.
Enabling Objectives:
3A: Participants will identify
ways they can implement
Edmodo in their classrooms
and/or at their school.

Differentiation by
comprehension is used
by presenting the
information
(PowerPoint) and then
having the learners
actively using the
knowledge (physical
action). Differentiation
by multiple means of
action and expression
is provided at the

All assessments
are
performance
based.
Participants are
able to email and
post their ideas
for the
integration of
Edmodo in their
classes and/or
school.

workshop with
handouts, visual and
verbal presentation.

Key Assessment Part V: Differentiation Plan

Key Assessment Part V:
This unit was designed with adult learning theory and principles in mind. The assessments for this unit (adult
workshop) are performance based. The UDL is based on differentiation by comprehension and differentiation
by multiple means of action and expression. The differentiation by comprehension is used by presenting the
information (PowerPoint) and then having the learners actively using the knowledge (physical action). The
differentiation by multiple means of action and expression is provided at the workshop with handouts, visual
and verbal presentation.

Objective 1

Assessment
All assessments are
performance based.
Participants are able to join the
instructors Edmodo Staff
Development group.

Objective 2

All assessments are

performance based.
Participants are able to invite
the instructor to join their
Edmodo group.

Objective 3

All assessments are

performance based.
Participants are able to email
and post their ideas for the
integration of Edmodo in their
classes and/or school.

UDL
Differentiation by comprehension is used by
presenting the information (PowerPoint) and
then having the learners actively using the
knowledge (physical action). Differentiation
by multiple means of action and expression is
provided at the workshop with handouts,
visual and verbal presentation.
Differentiation by comprehension is used by
presenting the information (PowerPoint) and
then having the learners actively using the
knowledge (physical action). Differentiation
by multiple means of action and expression is
provided at the workshop with handouts,
visual and verbal presentation.
Differentiation by comprehension is used by
presenting the information (PowerPoint) and
then having the learners actively using the
knowledge (physical action). Differentiation
by multiple means of action and expression is
provided at the workshop with handouts,
visual and verbal presentation.

Key Assessment Part VI: Content Sequencing and Instructional Strategies

Instructional Sequence
Sequence
1
2
3

Description
Participants know how to create an Edmodo account.
Participants know how to use various functions in Edmodo

Objective
1
2
3

Participants know how to integrate Edmodo into their curriculum.

Course Title: Edmodo: What is it? How to use it?
Objectives 1 is a recall based objective while objectives 2 and 3 are application based objectives. The workshop
uses a PowerPoint presentation with live use and demonstration of Edmodo. The online version of this module
uses both digital presentation and the option of printing note slides. The design of the unit is built based on a
topic and procedural analysis. Differentiation is provided within the unit.
Lesson 1
Objective 1: Participants will create an Edmodo account.
Objective 1A: Participants will use their work email address to create the Edmodo account.
Initial Presentation: Participants will view the Edmodo slideshow created for this staff development.
Afterwards, they will create an Edmodo account using their school email address. Participants will create an
avatar or upload a photo to use as their profile picture. Then participants will complete their profile.

Differentiation by comprehension is used by presenting the information (PowerPoint) and then having the
learners actively using the knowledge (physical action). Differentiation by multiple means of action and
expression is provided at the workshop with handouts, visual and verbal presentation.
Lesson 2
Objective 2: Participants will learn to use the various functions in Edmodo.
Objective 2A: Participants will create an avatar.
Objective 2B: Participants will complete their profile.
Objective 2C: Participants will join my staff development group.
Objective 2D: Participants will create a group.
Objective 2E: Participants will invite course instructor to join their group.
Initial Presentation: Participants will join the Edmodo staff development group. They must email the
instructor to obtain the code for the online workshop. After joining the Edmodo staff development group,

participants will respond to the instructors welcome post by replying to the following question: How can you
use Edmodo in your position at school? Next participants will create a group and invite the course instructor to
join the group. Participants will practice using the following Edmodo features: Note (posting messages), Alert,
Assignment, Quiz, Poll, Snapshot, Store, Manage Apps, Apps Launcher, and Planner.
Differentiation by comprehension is used by presenting the information (PowerPoint) and then having the
learners actively using the knowledge (physical action). Differentiation by multiple means of action and
expression is provided at the workshop with handouts, visual and verbal presentation.
Lesson 3
Objective 3: Participants will learn how to integrate Edmodo into the curriculum.
Objective 3A: Participants will identify ways they can implement Edmodo in their classrooms and/or at
their school.
Initial Presentation: Participants will brainstorm ways they can integrate Edmodo into their lessons, media
center activities, or with their faculty and staff. They will email their ideas to the course instructor or post in the
Edmodo Staff Development Group as evidence of learning.
Differentiation by comprehension is used by presenting the information (PowerPoint) and then having the
learners actively using the knowledge (physical action). Differentiation by multiple means of action and
expression is provided at the workshop with handouts, visual and verbal presentation.

Key Assessment Part VII: Design of Instruction

Lessons

Instructional Strategies

Goals

Objectives

UDL

Assessments

Terminal Objective 1:
Participants will create an
Edmodo account.
Enabling Objectives:
1A: Participants will use
their work email address
to create the Edmodo
account.

Differentiation by
comprehension is used
by presenting the
information (PowerPoint)
and then having the
learners actively using
the knowledge (physical
action). Differentiation
by multiple means of
action and expression is
provided at the workshop
with handouts, visual and
verbal presentation.

All assessments
are performance
based. Participants
are able to join the
instructors Edmodo
Staff Development
group.

Differentiation by
comprehension is used
by presenting the
information (PowerPoint)
and then having the
learners actively using
the knowledge (physical
action). Differentiation
by multiple means of
action and expression is
provided at the workshop

All assessments
are performance
based. Participants
are able to invite
the instructor to
join their Edmodo
group.

Lesson
1

Participants will view

the Edmodo slideshow
created for this staff
development.
Afterwards, they will
create an Edmodo
account using their
school email address.
Participants will create
an avatar or upload a
photo to use as their
profile picture. Then
participants will
complete their profile.

Participants
know how
to create an
Edmodo
account.

Lesson
2

Participants will join the

Edmodo staff
development group.
They must email the
instructor to obtain the
code for the online
workshop. After joining
the Edmodo staff
development group,
participants will respond
to the instructors

Participants
know how
to use
various
functions in
Edmodo.

Terminal Objective 2
Participants will learn to
use the various functions
in Edmodo.
Enabling Objectives:
2A: Participants will
create an avatar.
2B: Participants will

Lesson
3

welcome post by
replying to the following
question: How can you
use Edmodo in your
position at school? Next
participants will create a
group and invite the
course instructor to join
the group. Participants
will practice using the
following Edmodo
features: Note (posting
messages), Alert,
Assignment, Quiz, Poll,
Snapshot, Store, Manage
Apps, Apps Launcher,
and Planner.
Participants will
brainstorm ways they
can integrate Edmodo
into their lessons, media
center activities, or with
their faculty and staff.
They will email their
ideas to the course
instructor or post in the
Edmodo Staff
Development Group as
evidence of learning.

complete their profile

with handouts, visual and

verbal presentation.

2C: Participants will join

my staff development
group.
2D: Participants will
create a group.
2E: Participants will
invite course instructor to
join their group.

Terminal Objective 3
Participants will learn
how to integrate Edmodo
into the curriculum.
Enabling Objectives:

Participant
s know
how to
integrate
Edmodo
3A: Participants will
into their
identify ways they can
curriculum.
implement Edmodo in
their classrooms and/or at
their school.

Differentiation by
comprehension is used
by presenting the
information (PowerPoint)
and then having the
learners actively using
the knowledge (physical
action). Differentiation
by multiple means of
action and expression is
provided at the workshop
with handouts, visual and

All assessments
are performance
based. Participants
are able to email
and post their ideas
for the integration
of Edmodo in their
classes and/or
school.

verbal presentation.

Face-to-Face and Online Learning Module Activities

Participant activities are performance based. The learners are guided through the presentation.
There are no artifacts to show the result of their activities. The following pages represent the note
handouts provided at the face-to-face workshop. The same notes are available with the Online
Learning Module.

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Key Assessment Part VIII: Formative Evaluation Plan

Evaluations will be collected from adult learners completing the form online and submitting it.
Once submitted the results are sent to my email account. Since I am serving as my own SME,
another technology teacher will be my peer reviewer for this instructional unit. My peer
reviewer, Amy Rippey, will have access to my online module by providing her with a username
and password. Amy earned her bachelors degree in Early Childhood Education from Valdosta
State University and her masters degree in Instructional Technology from Georgia Southern
University. She is the technology teacher at Blandford Elementary School in Effingham County.
She has sixteen years experience as an elementary educator. After Amy completes her evaluation
of my online module, she will email the results to me.
2. Adult Learner Survey
Thank you for taking the Online Module Learning Survey. I greatly appreciate your time and
honesty in answering these questions.
Respond to each item by selecting the choice that best matches your experience.

Edmodo: Online Staff Development Participant Survey

1. What features in Edmodo did you find easy to use?

2. Were you able to create an avatar?

If no, please explain.

3. Were you able to complete your profile?

If no, please explain.

4. Were you able to join the staff development group?

If no, please explain.

5. Were you able to create a group?

If no, please explain.

6. What did you like most about this workshop?

7. What features in Edmodo were not user friendly?

8. What improvements could be made for this workshop?

9. How clearly was the information presented at this workshop?

How clearly was the information presented at this workshop? Extremely clearly
Quite clearly
Moderately clearly
Slightly clearly
Not at all clearly
10. Was the workshop beneficial?

If no, please explain.

Done

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Peer Reviewer Survey:

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1
0

Question

Instructional strategies are appropriate for targeted

learners.
The knowledge presented is sufficient for its
purpose.
The workshop is appropriate for adult learners.
Instructional activities are appropriate for the
identified objectives.
The information was presented in a clear manner.
Instructional strategies are appropriate for
identified objectives.
The online unit taught me how to use various
functions in Edmodo.
The online unit taught me how setup an Edmodo
account.
The online unit taught me how integrate Edmodo
into the curriculum.
The online unit was user friendly.

Strongl
y Agree

Agree

Disagre
e

Strongly
Disagre
e

Add any additional comments or suggestions felt to be pertinent.

3. Review and Analyze Data

Completed surveys will be sent to my email account. Data will be collected through student
surveys. Collected data will be coded and entered into a table to ease the task of locating
common themes. Themes identified will be used to make adjustments in the online module. Peer
reviewer survey responses will be used to make changes in the online module.