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Teaching as Inquiry for Moodle KnowledgeNet Presentation
Using teaching as inquiry to ensure yourMoodling focuses on student outcomesClaire Amos – Director of e-learninghttp://email@example.comPart One: E-learning at EGGS 2011 to 2012Part Two: Creating your e-learning action plan
Transitioning from 2010 to 2011Overarching Programme Goals stayed thesame.To improve student engagement through theintegration of ICT strategies to enhance:(a) student centred learning(b) strong learning relationships betweenteachers, students and caregivers
1. Students to become successfuldigital citizens• Staff and student to define and promote practices that demonstrate behaviours of a successful digital citizen*
2. Principals to lead theintegration of e-learning in theirschools (strategic and operational)• The Principal to lead the integration of e- learning in all areas of the school.
3. Teachers to integrate e-learningeffectively into their practice creatingan innovative and exciting learningenvironment for all students• Learning Areas to establish and/or further develop online learning environments in all subject areas, and to further develop effective teaching and learning strategies that are supported by the use of ICTs.• Staff to encourage use of student owned Internet capable devices.
4. Family and whānau to activelyparticipate in their child’s learning• SMT, curricular and co-curricular groups will actively encourage students to add relevant evidence of learning to their eportfolio which will enable active participation of their family, whānau and communities.
5. Sharing online professionalreflections to inform colleagues of thechallenges and opportunities affordedby e-learning• Learning Areas to share online professional reflections and learning stories to inform colleagues and the wider community about the challenges and opportunities afforded by e-learning.
Using Teaching as Inquiryto produce an ‘E-learning Action Plan’
E-learning Action PlanInquiry Cycle Stage E-learning Action Plan StageFocusing Inquiry Selecting a group of students to focus on and ‘Desired Student Learning Outcome(s)’ (PLG Focus)Teaching Inquiry ICT/e-learning strategies that will support DSLOTeaching and Learning Who/When (Timeline)Learning Inquiry Evidence that you will collect to measure shift in regards to DSLO
So how does this work?• E-mentors are Learning Area based• PLGs will have been formed within Learning Areas to suit specific needs of Learning Area• Learning Areas have produced an ‘E-learning Action Plan’ led by LADs and e-mentors• PLGs have developed specific ‘E-learning Action Plans based on desired student learning outcomes’
and…• Several sessions a term have been allocated to PLG sessions to work on their ‘E-learning Action Plan’ and workshops offered (based on needs highlighted in the action plans) to support e-learning needs.
Transitioning from 2011 to 2012Overarching Programme Goals stayed thesame.To improve student engagement through theintegration of ICT strategies to enhance:(a) student centred learning(b) strong learning relationships betweenteachers, students and caregivers
Transitioning from 2011 to 2012 Three ICT PD foci for 20121. Establishing online classroom environments on Moodle for all classes2. Encouraging student to bring and use ‘student owned devices’3. Completing another cycle of a Teaching as Inquiry e-learning action plan with a greater focus on effective pedagogy (to ensure we continue to reflect and question the effect of integrating e-learning and ICTs)
Student Outcomes to Effective PedagogyThe focus will change:• 2011 – Student Outcomes informed the ‘e- learning action plan’• 2012 – Effective Pedagogy/Key Competencies will inform the ‘e-learning action plan’
E-learning Action Plan 2012Inquiry Cycle Stage E-learning Action Plan StageFocusing Inquiry Selecting a group of students to focus on and an area of ‘Thinking’ to focus on (PLG Focus)Teaching Inquiry Collaborative/Differentiated/ICT/e- learning strategies that will support development of ‘Thinking’Teaching and Learning Who/When (Timeline)Learning Inquiry Evidence that you will collect to measure shift in regards to ‘Thinking’
Suggested timeline for 2012Term OneWeeks 1-5 PD focus on Effective Pedagogy/Student Competencies not ITWeeks 6-10 PLGs formed and ‘E-learning Action Plans’ developedTerm TwoICTPD Workshops and PLG timeMid-year feedback gathered at end of Term 2Term ThreeICTPD Workshops and PLG timeTerm FourSharing and final feedback
Moodle, Google and Pedagogy Do the following online actions and tools support these pedagogical foci?Moodle Thinking Collaboration DifferentiationAdding document Yes No YesAdding a link Yes No YesForums Absolutely Yes YesWiki Yes Absolutely YesGoogle Apps Thinking Collaboration DifferentiationDocs Yes Absolutely YesPresentation Yes Absolutely YesForms Yes Could do YesSites Yes Absolutely Absolutely
Why this works!• It is based on effective pedagogy as outlined in the NZC• It can be personalised to fit personal professional needs• It can be contextualised into any curriculum area• It provides a plan of action with provides a structure and a level of accountability• It puts the focus on the student outcomes, not the technology!
Tips• Integrate all school initiatives into the one teaching as inquiry cycle – rather than separating out into disparate topics• Allow teachers to work in curriculum based professional learning groups• Provide a common template• Provide a clear timeline for completing each part of the inquiry• Get them to publish and share their plans – this helps with the accountability but also provides opportunities for identifying needs and common foci.• Offer technical and ICT skills PD based on their plans (consider creating online tutorials to do this)
Creating your own e-learning action planGo to: http://www.claireamos.com/workshop-infoTo access more info and templates you can use to create your own e-learning action plan!Things to consider:• What are your school’s strategic goals?• What are your department’s goals?• What are your personal/professional goals?These will determine what you will focus on in your focusing inquiry andteaching and learning inquiry.