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Vermont Context

1:1 Middle Schools

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https://www.edsurge.com/learning-management-system

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Educause Center for Analysis and Research

https://net.educause.edu/ir/library/pdf/ers1414.pdf

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Promise of LMS use

These tools provide opportunities for using LMS that are consistent with constructivist approaches to learning rather than simple transmission of knowledge models.

Specifically, LMS can facilitate a shift from “the transmission of information towards the management and facilitation of student learning” (Coaldrake & Stedman, 1999, p. 7).

However, for this shift to occur, both faculty and students will need to recognize the opportunities provided by the system and use them in order to innovate teaching and learning practices.

Lonn, S., & Teasley, S. D. (2009). Saving time or innovating practice: Investigating perceptions and uses of Learning Management Systems. Computers & Education, 53(3), 686-694.

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Students and faculty want the LMS to have enhanced features and operational functions; be personalized; and use analytics to enhance learning outcomes, but...

https://net.educause.edu/ir/library/pdf/ers1414.pdf

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How does using an LMS affect middle level teacher practice?

collaboration

student-centered instruction

higher order assessment goals

formative assessments

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Hamuy, E., & Galaz, M. (2010). Information versus communication in course management system participation. Computers & Education, 54(1), 169-177.

Informational Level - 89%

Presence of:

Delivery of data or information that is limited to the syllabus of the course in the virtual classroom);

Informative Interaction (offering some additional data on the operative and practical processes of a course, such as calendar and announcements); and

Consultative Interaction (accessing information contained in databases of the virtual classroom without feedback possibilities, such as downloading or linking readings, presentations and statistics).

Communicational Level - 11%

Presence of:

Communicational Interactivity (allowing the user to access spaces of synchronous or asynchronous communication); and

Transactional Interaction (making complex interactions that support social construction of knowledge, such as forums, assessments or chats) through resources

simple random sample of 70 virtual classrooms - 111 courses

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Malikowski, S. R., Thompson, M. E., & Theis, J. G. (2007). A model for research into course management systems: Bridging technology and learning theory. Journal of Educational Computing Research, 36(2), 149–173.

Informational Level

Communicational Level

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Lonn, S., & Teasley, S. D. (2009). Saving time or innovating practice: Investigating perceptions and uses of Learning Management Systems. Computers & Education, 53(3), 686–694.

materials management (organize course content, such as syllabuses, lecture slides, and exercises),

interactive teaching (communication between the teachers and their students via announcements or assignments)

peer learning (peer review, group projects, and student wikis).

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Method

Qualitative multi-site case study

(Crossley & Vulliamy, 1984, Merriam, 2009)

Sources:

interviews,
observations,
document data

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Individual

Teams

School

District

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Edmodo

Hannah Lindsey

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Assessment

Feedback in real time -

formative quizzes & exit cards

Can reflect, share, and save work for Portfolios Assessments

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Collaboration

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BadgeOS

Lisa Therrien

How can adding Badging opportunities to the current curriculum in a 1:1 iPad environment increase student engagement in & success with 8th grade Connected Mathematics units of study?

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Self-Assessment:

reteach & review
practice & solidify
stretch the idea

Standards-based Assessment too!

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A built- in element of the system...eventually, YES!

The badge can’t be earned at a B/C/D level. It is continually deferred (with feedback) until the work meets all the given criteria.

Does everyone get an A?

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Harwood Union Middle School Action Research Project

Jacki McCarty & Jodie Curran

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Here is a great infographic about feedback. How many of these can we be linked to Schoology? All of them! Jodi Curran, special educator

Source: Educational Leadership “Feedback for Learning” Sept. 12 Vol. 70, Issue 1

http://www.edudemic.com/feedback-infographic/

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How can we best utilize this new technology in order to benefit student learning and outcomes?

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Student View: Assignment Calendars

Desktop/Laptop view

Tablet View

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A La Carte Menu

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Student Mastery

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Student Perceptions

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Survey data - next steps

Rate the value of specific activities afforded by the LMS and categorize them as supporting ‘‘efficient communication” or ‘‘teaching and learning”
Also rate as Not Valuable, Valuable, or Very Valuable.