I learned a lot about Edmodo today. I used it and talked to other teachers about it a lot too.
In fact, in the past week I think I’ve taught more classes through Edmodo than in the whole of last term!
My learners have, on the whole, been fantastic adopters of the new system. My Higher Computing students have curated information sheets on flow charts, pseudocode and structure diagrams and risen to the challenge of completing homework quizzes through Edmodo; Advanced Higher students have received timely notifications on classroom changes, avoiding the need for paper signs and crossed fingers and are beginning to access the simple but well-designed audio player to revisit concepts or catch up on lesson podcasts; My S3 class have been making use of digital cameras to record their learning and have been accessing the notes folder to read up on concepts before, during and after class. I had a quick check of the analytics this evening – there has been 225 visits to our various class groups by pupils and teachers since we introduced them to the system 6 days ago. It has been a really good start, echoing sentiments from this eSchool News article from August 2011:
“They also want more time to reflect on what they learn… Too often, because we have so much to cover in the curriculum, deeper understanding is lost in the milieu” – Mike Larzelere, Teacher at Port Huron Area School District, Michigan
The feedback I’ve received from them has been great too – highlighting issues with sharing links which were posted directly to me (I’m still working on a solution to that one) as well as pointing out that the quiz timer doesn’t stop when you navigate away from the questions. I solved that one by increasing the time limit for my quiz to 24 hours (1440 minutes seems to be the maximum allowed by the quiz module) but may need to use the assignments option rather than quizzes in the future, although I do like the feedback mechanism of the quiz more.
I’m excited about the new ways we are going to take responsibility for our own learning over the coming weeks. We are awaiting installation of AVS Video Editor on first teaching and then all student desktops in the Computing department. I can’t wait to see what my classes can do with the HD video capabilities of the digital cameras we purchased last year to document their individual learning and to share their work with others. Recap and revision podcasts – historically recorded by me and consumed silently by learners (both rewarding because they are being listened to and frustrating because of the passiveness of that act) – will now be a shared responsibility which should highlight and celebrate their learning achievements as well as increase engagement in the learning process. I’m also keen to experiment with the dialogue opportunities Edmodo offers through its Facebook-style interface. For example, tomorrow afternoon my Higher Computing class will be role-playing System Analysts who have to extract as much information from a variety of clients using direct posts and replies. I’m not sure how easy it will be for me to carry on all of those conversations at the same time, but in an attempt make it a little easier I’ve created sub-groups of pupils in Edmodo. I hope to post again soon with the results of that experiment.
Over the past week I have been introducing my S3, S5 and S6 pupils to their myriad Edmodo groups and getting them to set up their profiles, communication preferences and folders. Compared to last session (BE: Before Edmodo) the learners have hit the ground running with regard to interacting with their peers and making a contribution to class discussion.
I introduced Edmodo as an electronic extension of their classroom. This helped set out my expectations quickly without having to labour through lists of rules. Over three quarter of the 31 pupils surveyed found setting up their pupil accounts straightforward and our mechanisms to ensure an element of data privacy (if not protection) – first name and initial of surname only, and no real profile photographs – were easy to implement.
Opening tasks were straightforward but promoted collaboration and contribution. For example my S3 class were investigating the different graphical user interfaces encountered on mobile devices and making notes in their jotters for a future lesson. While they did so I took photographs of their devices and uploaded each one to Edmodo. The class were then encouraged to either log in or use the mobile app from home and claim the photo of their device and say why they liked or chose that particular make or model. So far, over half of the class have successfully completed the task (and the follow up dialogue!) and been awarded the “Alert” badge I created for learners who keep up to date with their group posts outside of class time.
My Higher Computing class, who began today by learning how to play and then extend the card game War, Shove Ha’penny and Penny Football, were then set a paper-based challenge entitled Mia’s Maze. This task was a Primary 2 homework sheet dutifully completed by my daughter a few years ago but is, I think, perfect for reinforcing the need for establishing good boundaries before developing winning strategies. The target is zero or lower. I used Edmodo to successfully share a video of the solution but want to encourage my learners to start submitting their own screencasts or video responses in the coming weeks.
Out of all the benefits to me as a teacher I think the top one is the quick construction of positive relationships with the classes. Already I feel I know more about my S3 and S5 classes than I usually would at this stage in the term (less than 1 week in!). Also all my learners are included in the dialogue. They can take time to formulate and express their opinions and connect more with the lesson objectives. I’m excited to find out if continued use of Edmodo will help deepen their understanding of the course.
I thought I’d finish with a quick Edmodo tip: if you want to award badges to multiple pupils from your group. Right click on each desired pupil name in the posts section of Edmodo and select “Open in a new tab”. This allows you to award the pupil their badge and then close that tab while still being able to see what is going on with the rest of the group.
The return to school coincided with the first consecutive days of sunshine I’d experienced since Slovenia. At the end of last term I had decided to replace the orange monolith (which had previously been full of a colleague’s resources and simply served as a display board) and mini stage with another computer workstation, primarily to be used by learners to record and edit video off the network.
I was overjoyed to see the space released by removing these two items. Now I had a large display area between whiteboard and door as well as space (and power) for a small desk in the future. This display space is the most prominent in the entire room so I wanted to make its contents stand out as well as be accessible to my learners to allow them to evolve the content and take responsibility for recording their class’s development. I intend to try SOLO taxonomy with a number of my classes this session and have put up a few items to get started with thanks to the inspiration of Tait Coles, Darren Mead and Pam Hook.
I also wanted to increase my visibility to learners and other educators so I’ve taken the simple step of putting my timetable on the door. This is nothing spectacular as I remember my university lecturers doing the same but hope that this will reduce unnecessary email asking where I am hiding!
Before the end of last session I also began to investigate recommended reading lists for learners. Not necessarily textbooks but non fiction (and fiction hopefully!) that are related to the field of Computing Science and ICT. I plan to liaise with the school librarian to ensure copies are available or put on the wish list for the future.
Also to enhance learner engagement with the wider community I intend to put up a list of computing-related events going on the local area. I also want to make further use of the digital frame in the corridor to display pupil work, thought process and reflection.
By removing a few items of furniture I’m hoping to enable my learners to interact with the classroom environment rather than be served by it which, on reflection, is how I approached my classroom design last year. And while I mean interact in the most low-tech way possible, the newly rejuvinated gyromouse and Promethean tablet may help in their own way too.
With one week to go until school session 2012-13 I thought I should summarise and categorise my CPD blog posts this year. I think, to be honest, that I should have posted much more about my offline reading and twitter conversations but I struggled to fix on a method for sharing my thoughts. However I set out to make an impact at my new school and to push for changes which would benefit my learners and I achieved this with a lot of help and support from local and international colleagues so THANK YOU for your tweets, emails, discussions and blog posts: I owe you a coffee when we meet in person!
Please click on the link to CPD 2011-12 to see a summary list of all my blog posts against my initial CPD plans. Also please feel free to post a comment linking to your own CPD reflection or pass on tips of how to nail those targets every time!