Key Assessment: Edmodo

Stacy Sears
Part One: Identification of Learning Problem

General Audience
The audience is composed of ninety-five certified teachers at a Middle School in Cherokee
County Georgia. The targeted audience provides instruction for students from sixth to eighth
grade. The majority of the teaching staff has either a masters, specialist, or doctorate degree.
Teacher experience is greatly varied, teaching experience ranges from the novice teacher to
veteran teachers; the majority of teachers fit into the ten to twenty years of experience range.
Most of the teachers are female with only eighteen male teachers.
Problem Identification
Cherokee County school district is on the cutting edge utilizing available technology for both
students and staff. Cherokee County used to offer an endorsement titled Teach 21. This
endorsement was offered for teachers who had an interest in learning more about the technology
that was available from the county. Upon completion of the course teachers were awarded
technology that they needed to carry out their capstone unit. Since recent budget cuts, Cherokee
County no longer offers this program for teachers. One of the goals in the Cherokee County
Technology Plan is to provide and engage students in technological learning experiences. To
effectively provide technological learning experiences to middle school students we must first
have their buy in. It seems that it is difficult to find a program that does it all: provides
instruction, assigns tasks, and allows communication with students. Cherokee County also noted
in the technology plan that we are teaching to the twenty-first century learner; students who have
access to and are proficient with many technology driven devices. Despite the abundance of
technology available in the county, teachers still have difficulty engaging learners in the
classroom. In a survey done by the County, less than twenty percent of teachers feel like they are
effectively implementing technology in their classroom. Teachers noted that lack of training was
a barrier to implementing technology programs in the classroom. Since the majority of students
are members of at least one social media site, it makes sense to use a program that has many of
the same qualities seen in social media. One of the available programs is called Edmodo.
Edmodo is an online program that allows teachers to communicate with their students in a
format similar to that of social media. This platform allows teachers to: post links, assign tasks,
assign polls, and post documents for students to review. Teachers can also collaborate with other
teachers and can search for resources that have been reviewed by teachers. Edmodo has all the
tools available to provide and online learning environment that is engaging and real-life for
students. Teachers do not currently use Edmodo, or at the least, do not use all of the features
made available through Edmodo. This primarily due to a lack of training. This is a program that
could greatly enhance the learning environment at the middle school level.
Instructional Goals
Teachers will be able to create groups and invite students to join.
Teachers will be able to post documents or links for students to view.
Teachers will be able to search for resources related to their content.
Teachers will be able to create a library and place documents related to their unit of study.
Teachers will be able to use the tools available within the program to assess student learning.
Teachers will be able to collaborate and share ideas with teachers across the nation.
Part 2: Learner Analysis
Introduction
The learners consist of 95 certified teachers who teach at the middle school level. Eighty- one
percent of the staff are male while the remaining nineteen percent are female. Teacher degrees
are as follows: 34 masters, 24 specialist, and 40 bachelor degrees. The staff has a wide range of
experience levels; 18 teachers from 0-10 years, 46 from 11-20 years, 21-30 years, and 11 with 31
plus years of experience. The data on years experienced was gathered through a staff survey.
The data regarding degree level and sex was collected from the front office.
Entry Characteristics
Entry skills:
Be able to access the internet and login to Edmodo.
Be able to create a new account using the prompts on Edmodos site.
Be able to upload documents from their personal computer.
Be able to open links to find documents.
Some learners are currently using Edmodo in their classroom.
Most learners have limited experience with Edmodo and are even unaware of what the
site has to offer.
Prior knowledge:
Many teachers have experience with, and have effectively implemented web-based programs
into their classrooms. Teachers are required to keep their websites up to date, therefore, should
be able to navigate online programs and upload files. Most of the staff has received training on
some type web-based programs that are available through a county subscription, or are offered
free to educators. Learners also have knowledge about copyright laws that prohibits certain
materials from being posted on a website. Learners are knowledgeable about teaching digital
citizenship and are aware of the importance of monitoring student communication as it pertains
to online settings.
Attitude toward content and academic motivation
Learners are aware that they are required to use technology provided by the county to improve
the learning environment in their classroom. Ninety-five percent of teachers indicated that the
use of web-based technology in the classroom is important. Conversely, only ten percent of
teachers were satisfied with their current use of technology to increase student learning.
Insufficient training was indicated as a barrier to the use of technology in the classroom.
Teachers rated the importance of communicating and giving instruction using a social media-like
platform, ninety-four percent of teachers said that this type of platform would enhance learning
in their classroom. When presented with the Edmodo program eighty-seven percent of learners
were interested in training, five percent already use Edmodo, and seven percent have no interest
in using Edmodo. It is apparent that teachers place a value on the use of technology, and are
motivated to use technology, but may not have the confidence or time to implement it in the
classroom. Teachers are evaluated each year on their instructional strategies and technology
strategies are encouraged by administration. Learners are motivated to learn more about
technology since it directly relates to their end of year summative evaluations. All data
referenced in this section was obtained through a short survey provided to all learners in the
training group.
Educational Ability Levels
The learners in the training group have various experience levels regarding use of technology.
Twenty-four percent of the staff completed the teach-twenty one endorsement, which required a
year of training on various technology programs and a capstone project. The entire staff has been
trained to use the smart board technology that is available in all classrooms, as the training was a
requirement. All learners in the target audience have had training on web based technology
programs from the county, however, only sixty percent of the target audience actually implement
these web based technologies in their classroom. All learners use the following technologies
daily: online grading and behavior program, teacher websites, Microsoft office programs, and
county email. Learners have the capability to utilize web based technology, but lack the training
to do so confidently. All data from this section was collected from a survey.
General learning preferences
Learners in the target audience were given a survey to indicate their learning preferences.
Ninety-one percent of learners prefer learning that allows them to work at their own pace. All
learners indicated a preference that allowed them to create a product that could be directly used
in their content rather than a hypothetical situation. The majority of learners prefer real life
applications over learning new information and taking quizzes or tests.
Attitude towards education in general
All learners in the target audience place a high value on education, for students and continued
learning for themselves. The majority of learners have an advanced degree indicating a value for
education. Sixty-five percent of learners have added endorsements to their teaching certificates
since they began teaching. All learners have participated in one or more technology trainings at
the county level. All learners indicated that continued education is crucial to being an effective
teacher. Data in this section was obtained by a survey given to the target group.
Group Characteristics
The school is located in Woodstock, Georgia. Teachers in Cherokee County are considered
middle-class, with a median income of $56, 737. Learner ages vary widely, from twenty-two to
sixty-five. Ninety-eight percent of learners are Caucasian with two percent being African
American. All teachers speak English as their primary language and ten teachers speak fluent
Spanish. All learners are professional in attendance, communication, and dress. The data on
teacher salaries was obtained from glassdoor.com, while teacher age was obtained from front
office, and language obtained through a survey.
Part 3:Task Analysis
I conducted a procedural task analysis to guide the design of my instruction. A procedural
analysis is one that guides the learner through a multiple step process. In this analysis the
designer creates a chronological ordering of steps to make it easy for the learner to complete the
steps in the task. The designer should also add in check points along the way to ensure the
learner that they are on the right track. Since my instruction will guide teachers of how to
navigate and effectively use the tools in Edmodo and not define what the tools are, I chose a
procedural analysis. My procedural analysis will guide the learner in a logical step by step
process to using the tools available in Edmodo. My procedural analysis will also ensure learners
that they are on the right track by adding in troubleshooting tips. Before creating my task
analysis, I met with my subject matter expert to determine which tools of Edmodo I wanted my
learners to be able to use. We reviewed part one of my key assessment and reviewed the
instructional goals. From there, we came up with a plan for how to meet the instructional goals.
I went through each step on the Edmodo site to ensure that I did not miss any key components.
Each learning goal is listed below with the steps to complete each task.
My subject matter expert is the technology specialist assigned to my school. She has been a
classroom teacher for thirteen years and has her masters in instructional technology. She has
been serving as a technology specialist for two years and has done multiple trainings in the
county on Edmodo. I will serve as the subject matter expert, along with the technology
specialist, since I have attended a training on Edmodo. I have been teaching science in Cherokee
County for eight years. I attended Kennesaw State University and received my bachelors degree
in middle grades education. I have since added the gifted endorsement to my certificate. I am
currently perusing my masters degree in instructional technology from Georgia Southern
University. I have a certificate in middle grades science, reading, and social studies.
1. Log onto www.edmodo.com
1.1 Create an account
1.1.1 Click the green teacher button
1.1.2. Enter email address and password
1.1.3 Click sign up for free
1.2. Use existing account
1.2.1. Enter username and password
1.2.2. Trouble logging in
1.2.2.1 Check spelling
1.2.2.2. check caps lock
1.3 Reset password
1.3.1. Click forgot password
1.3.2. Enter email address linked to account
1.3.3. Enter new password

2. Create student groups

2.1 Find the Group menu on the left side of the page
2.1. Click create group
2.2 Name class
2.2.1 Type the class name in the text box
2.2.2 Click out of the text box
2.3 Pick subject area and grade
2.4 Click create
2.4.1. Look to see that the class name now appears on the left side under groups
 2.5. Trouble finding your class
2.5.1. Click the group tab on the left
2.5.2. Look for class name on the left
2.5.3. Click create group again if the name does not appear
2.5.4. Follow steps above
2.5.5. Make sure to click create when you are done

3. Invite students to join groups

3.1. Provide students with group code
3.1.1. Post code in the classroom
3.1.2. Email code to students
3.2. Invite students to login to Edmodo
3.2.1. Follow step one for creating account
3.2.2. Have students click student rather that teacher in step 1.1.1.
3.3. Students will click join group
3.3.1. Students will enter code when prompted
3.3.1.1 Students should see teachers name once they sign in

4. Add documents for students to view

4.1. Click on created class on the left of the screen
4.2. Once in the class click on the folders tab
4.2.1. Click the add button to upload documents
4.2.2. Name the folder when prompted
4.3. Follow step 4.2 to create a new folder
4.2.3.1. Once folders are created they will have an icon under the folder tab

5. Add a note to begin a student discussion

5.1. Click on the post tab
5.1.1. Click on the note tab
5.1.2. Type note in space provided
5.1.3. Monitor student post
5.1.3.1. Click the note tab to view and respond to student discussion

6. Add an assignment to group page

6.1 Click on the assignment tab
6.2 Type the name of the assignment
6.2.1 Post documents needed under the folder tab
6.2.2. Follow instructions under step
6.3. Click the calendar to set the due date

7. Create a quiz for students in group

7.2 Click quiz tab
7.3 Click the green create quiz tab
7.3.1 Click the type of quiz from the drop down menu
7.3.2. Type the name of the quiz
7.3.3. Click add question
 7.3.4. Type the question in the space provided
7.3.5. Type the answer in the space provided
7.3.6. Click save

8. Create a poll question

8.1. Click on the poll tab
8.2. Type in the poll question
8.3 View student responses under the poll tab

9. Search for resources for your content

9.1. Click the spotlight icon in the top toolbar
9.2. click subject area on left toolbar
9.2.1. Click on a resource
9.2.2. review the resource
9.2.3. Click the add to library button for students in group to view

10. Log out of Edmodo

10.1 click the account icon person
10.2 Click log out

Part 4: Instructional Objectives

Terminal Objective 1: Define the Edmodo Learning Platform

Enabling Objective:
1A: To identify Edmodo as an interactive site for students and teachers.
1B: To describe the features used in Edmodo.

Terminal Objective 2: To explain the value of Edmodo to motivate learners.

Enabling Objectives:
2A: List the advantages of using a familiar social media like platform with middle grade
learners.
2B: Discuss the impact of instruction tools, assessment tools, and communication tools being
located on one easy to use site.

Terminal Objective 3: To set up a teacher Edmodo account for use in the classroom.
Enabling Objectives:
3A: Perform the procedures to set up an account on Edmodo.
3B: To create student classes on Edmodo.
3C: To write and introductory assignment for students to complete.
Terminal Objective 4: To design a lesson appropriate for middle grade learners.
Enabling Objectives:
4Acumentation of sources: Determine student needs based on previous assessment data.
4B: Chose a method for posting content related material.
4C: Identify assessment tool in Edmodo that will be used to assess student achievement.

Terminal Objective 5: To monitor and contribute to class posts.

Enabling Objectives:
5A: To practice modeling appropriate responses.
5B: To employ age appropriate vocabulary for middle grades learners.
5C: To determine acceptable student responses and assess student understanding.

Classification of Instructional Objectives:

Performance
Content Recall Application
Fact
Concept 1, 1A, 1B 5B, 5C
Principals 2, 4A, 2B,
Procedure 3, 3A, 3B, 3C, 4, 4B, 4C,
Interpersonal 5, 5A,
Attitude

Instructional ISTE Standards

Objectives
1, 1B, 3, 3A, 3B, ISTE 1a. Promote, support, and model creative and innovative thinking
3C and inventiveness.
1A, 2, 5C ISTE 1c. Promote student reflection using collaborative tools to reveal
and clarify students conceptual understanding and thinking, planning, and
creative processes.
2A, 2B, 3, 4, 4B, ISTE 2a. Design or adapt relevant learning experiences that incorporate
5B digital tools and resources to promote student learning and creativity.
4A, 4C, ISTE 2d. Provide students with multiple and varied formative and
 summative assessments aligned with content and technology standards,
and use resulting data to inform learning and teaching.
5, 5A, ISTE 4a. Advocate, model, and teach safe, legal, and ethical use of digital
information and technology, including respect for copyright, intellectual
property, and the appropriate do

Part 5: Development of Assessments

Instruction Goals Objectives UDL Assessments

al
Strategies
Lesson 1: Introduce and Objective 1: Information is -Learners will create
Watch define the Define the presented in various a brief summary of
video and Edmodo Edmodo ways. Learners will the Edmodo learning
define online learning Learning gain information site. The summary
Edmodo as platform. Platform about Edmodo should detail Edmodo
interactive 1A: To through video and features and persuade
learning identify exploration of the other educators to use
site. Edmodo as an site. the site.
The interactive site - Use list of Edmodo
learner for students Learners are being features, for each
will create and teachers. assigned authentic feature give
a T-chart 1B: To tasks that are explanation of how it
comparing describe the purposeful and will encourage
traditional features used motivating. motivated 21 century
st

classroom in Edmodo. Comparing Edmodo learners.

task with features to current -Differentiation:
matching classroom tasks will Provide list of
tasks in allow learners to see Edmodo Features for
Edmodo. value in the site. use of students who
are less familiar with
the platform. This
list will be used to list
link to motivation.
Lesson 2: Discuss the Objective 2: Information is - Participate in class
Learners value of an To explain the presented in various discussion
will interactive value of ways. A video link is How will the use of
brainstorm learning site Edmodo to posted along with Edmodo impact
how an for middle motivate links to Edmodo site. learners in my
interactive grade learners. learners. classroom?
site might Outline the 2A: List the Learners are being -Learners will take a
motivate features of the advantages of assigned authentic short quiz on features
modern site and using a tasks that are of Edmodo.
students. impacts on familiar social purposeful and -Differentiation:
Learners learning. media like motivating. Learners Provide list of
will watch platform with are given a success Edmodo features for
a teachers story from another student use. List will
story about middle grade educator. be used to guide
her learners. impact on student
students 2B: Discuss learning discussion.
motivation the impact of
when instruction
using tools,
Edmodo. assessment
Learners tools, and
will create communicatio
a table n tools being
with the located on one
feature of easy to use
Edmodo site.
and how it
might
motivate
learners.

Lesson 3: Create teacher Objective 3: Learners are being -Create a how-to for
Set up account and To set up a assigned tasks that teachers to create an
teacher invite students teacher are authentic and Edmodo account.
account to join. Edmodo purposeful. Learners will pick
and invite account for any web 2.0 tool to
students to use in the create how to.
join. classroom. Learners are given
Create a 3A: Perform choice on product -Complete a brief
how to the procedures they create to show quiz related to
presentatio to set up an what they have creating groups in
n with account on learned. Edmodo.
details of Edmodo -Differentiation:
creating 3B: To create Provide a list of web
teacher student classes 2.0 tools that can be
accounts on Edmodo. used for presentation.
and 3C: To write This can be used for
creating and students who are
groups. introductory unfamiliar with web
Create an assignment for 2.0.
introductor students to
y complete
assignment
for
students to
complete.
Lesson 4: Use the Objective 4: Information is being -Learners will post
Explore features of To design a presented in various discussion and will
links on Edmodo to lesson ways. Links engage with other
features of teach and appropriate for provided are from learners about
Edmodo. assess a mini- middle grade Edmodo and other assessment features
Create a lesson. learners. sites to guide of Edmodo.
mini- 4A: learning.
lesson Determine If you were creating
using the student needs Learners are being a lesson how would
features of based on assigned authentic you post material on
Edmodo previous tasks that are Edmodo? How
and the assessment authentic and would this method be
other data. motivating. Mini more beneficial than
resources 4B: Chose a lessons created in presenting
posted. method for this task can be used information in the
posting in classrooms. traditional
content related classroom?
material. Learners are being
4C: Identify given multiple Which assessment
assessment means of expressing features do you feel
tool in what they have would be most useful
Edmodo that learned. Learners in your class and
will be used to can chose any content area,
assess student features in Edmodo explain.
achievement. to create lesson. -Differentiation:
Provide a quick
reference that can be
used when learners
are responding to
class discussion.
Lesson 5: Outline Objective 5: Learners are being -Read the sample
acceptable use To monitor assigned authentic student posts and
Read policies for and contribute tasks that are create a response
sample student posts to class posts. authentic and guiding the student to
acceptable on Edmodo. 5A: To motivating. Task in the appropriate use of
use policy. Model digital practice responding to technology.
Create a citizenship. modeling student is real life Reference the AUP
set of dos appropriate and meaningful in and the parts of the
and donts responses. that teachers need to policy that were not
of posting 5B: To be able to guide followed. Post
for employ age students to be good assignment to
students. appropriate digital citizens. dropbox.
Respond to vocabulary for -Differentiation: link
sample middle grades will be provided to
student learners. Cherokee County
 posts on 5C: To AUP for those who
digital determine are unfamiliar with
citizenship acceptable the policy.
student
responses and
assess student
understanding.

Lesson 1 assessments:

1. Rubric used to score Edmodo summary

0 1 2
Description of site is Description of site is
Edmodo Description of site is not
clearly indicated in most clearly indicated in all
description clear.
parts of the Summary parts of the summary
The summary does not
The summary lists some The summary lists most
Features list and features of
features of Edmodo features of Edmodo
Edmodo
This summary does not Parts of the summary
The summary persuades
Persuade persuade others to use the persuade others to use the
others to use the site
site site.
The summary contains The summary contains The summary contains no
Grammar
spelling errors that some spelling errors that spelling errors that
distracted the reader distract the reader. distracted the reader
Total Possible 8

2. Edmodo summary sample

Edmodo is a social media platform designed for educators. This platform allows teachers to
share content, post discussions, assess student learning, poll students, and interact with other
educators. This site creates a network for teachers and students and is a controlled environment
unlike other social media sites. Edmodo fosters motivation in the classroom since content can be
introduced and assessed in a familiar social media- like site. Edmodo if free to all teachers and
students. In our growing age of technology Edmodo is a great resource since it allows for
teachers to monitor student post and help teach digital citizenship. Edmodo is a great tool that
will enhance student motivation and desire to learn.

3. Rubric used to score Edmodo features and link to motivation

0 1 2
 The summary does not
The summary lists some The summary lists most
Features list and features of
features of Edmodo features of Edmodo
Edmodo
No link to Edmodo Some links to Edmodo Clear link to Edmodo
Link to
features and student features and student features and student
motivation
motivation motivation were made motivation
The list contains spelling The list contains some The list contains no
Grammar
errors that distracted the spelling errors that distract spelling errors that
reader the reader. distracted the reader
Total Possible 6

4. Example of response in Edmodo feature/motivation chart

Edmodo Motivation
Discussion Allows teachers to post content related question and gives students a place to
feature reflect upon question and reply to other classmates. The Edmodo homepage
resembles that of a social media site with a wall that shows all activity. This
will motivate students since it is a familiar view and allows students to respond
to content question in an informal situation.

5. Differentiation: List of Edmodo features

Edmodo Features Link to student motivation
Discussion post
Class Poll
Quizzes
Folders to add documents
Place to post links
Use of folders to organize units
Ability to complete assignments online

Lesson 2 Assessments:
1. Discussion rubric
0 1 2
Impact on Discussion does not Discussion clearly
Discussion outlines some impact
Student outline impact on outlines impact on
on student learning
Learning student learning student learning.
Learner engages with
Learner does not Discussion with other learners
Engage with student learner and
engage in discussion but lacks application. Only notes
classmates discusses impact on
with other learners. I agree or I disagree
student learning.
Grammar The list contains The list contains some spelling The list contains no
spelling errors that errors that distract the reader. spelling errors that
 distracted the reader distracted the reader
Total Possible 6

2. Impact of Edmodo/ sample response

Edmodo will impact the twenty-first century classroom in multiple ways. One of the largest
impacts seen by users would be the increase in student motivation. Students enjoy posting to
content questions and engaging with peers in discussion. The use of discussions allows
educators to increase rigor in the classroom by creating discussion post with higher order
thinking skills. Students are also encouraged to be responsible for their own learning: reviewing
links, reviewing documents, and watching related videos to learn at their own pace. Students
will be guided to follow the counties acceptable use policy and model digital citizenship. The
site allows for opportunity for built-in differentiation in that teachers can introduce information
by use of: video, link, document, or power point. Edmodo would have a positive impact on
learners of any content area.
3. Differentiation: Use list of Edmodo features to guide impact on student learning discussion
Edmodo Features
Discussion post
Class Poll
Quizzes
Folders to add documents
Place to post links
Use of folders to organize units
Ability to complete assignments online

4. Edmodo features quiz

Edmodo Quiz/key
1. Teachers, parents, and students can benefit from the use of Edmodo.
a. True
b. False

2. Teachers can post and score quizzes on Edmodo.

a. True
b. False

3. Students can respond to discussions but teacher are unable to monitor discussions.
a. True
b. False

4. Teachers can create a poll for students to respond to and Edmodo will organize the results of
the poll.
a. True
b. False

5. Edmodo has features to encourage digital citizenship.

a. True
b. False

6. Teachers are unable to post outside links for students to view.

a. True
b. False

7. Teachers can communicate with other educators nationwide.

a. True
b. False

8. Students are unable to upload documents to Edmodo, only teachers are able to upload files.
a. True
b. False

9. Teachers have access to free resources that have been reviewed by other educators.
a. True
b. False

10. The Edmodo platform is like that of social media.

a. True
b. False

Lesson 3 assessments:
1. web 2.0 rubric
0 1 2
The presentation
Presentation Information is sequenced Information is sequenced
demonstrates no logical
Organization logically logically; intuitive
sequence of information
Presentation The presentation does not The presentation provides The presentation
outlines provide steps for teachers steps but they are not provides clear and easy
student steps to to follow to set up account clear or easy to follow. to follow steps for
join groups and create groups students to use to join

The presentation
demonstrates minimal
effort to create a quality
Quality &
presentation; spelling
effort
errors; screens are dark or
hard to read; cluttered
screens
groups.
The presentation
functions; screens are not
The presentation
cluttered; color and font
functions, but color or
choices allow for easy
font choices may make
viewing
viewing it difficult

Citations/references are Citations/references are

given for graphics, given for graphics,
No citations/references are images, background
images, background
References given for graphics, images, music indicating they
music; may not be clear
background music were used legally
that they were used
legally

Total Points: 8

2. Explanatory notes for creating web 2.0 presentation

Pick Web 2.0 tool
Outline the steps for teachers to follow as the join Edmodo and get started creating
groups
Use graphics and text in an organized manner
Remember educators are the audience
Screen shots from the Edmodo site are encouraged
Make sure fonts are colors do not take away from the content being presented
3. Differentiation: Provide list of web 2.0 tools available for presentation
www.prezi.com
www.slideshare.com
www.picsviewr.com

4. Quiz/key
Edmodo Quiz
1. Who is in the Edmodo network?
a. Teachers and students
b. administrators, teachers, and students
c. parents and teachers
d. teachers, administrators, parents, and students

2. What are some ways in which Edmodo groups help to enhance learning?
a. Teachers can enable students in each group to participate in group discussions and learn from
each other.
b. Using small groups teachers can share content for particular units of study with select groups
of students.
c. Teachers can post assignments or share content with multiple groups at the same time
d. All of the above

3. Both teachers and students can grate groups in Edmodo

a. True
b. False

4. Where can you change the name, grade level, subject, or description for your group?
a. from the Members page
b. on your account settings page
c. through the group settings icon next to the name of your group

5. What information is required when students are signing up for an Edmodo account?
a. first/last name and email address
b. first/last name, unique user name, and group code from a teacher
c. First/last name, email address, and group code from teacher

6. Teachers do not create a username when creating their account. Instead, teachers will log in
using the email address associated with their account.
a. True
b. False

7. Students will need to create a new account each year they use Edmodo.
a. True
b. False

8. Parents can find their six digit parent code in the left panel of the student homepage
a. True
b. False

Lesson 4 assessments:

1. Discussion rubric
 0 1 2
Discussion does not Discussion clearly outlines
Use of outline how features Discussion outlines the use of how features can be used in
features could be used in the features but lacks explanation the classroom and gives
classroom explanation.
Learner engages with
Learner does not Discussion with other learners
Engage with student learner and
engage in discussion but lacks application. Only
classmates discusses impact on student
with other learners. notes I agree or I disagree
learning.
The list contains The list contains no
Grammar The list contains some spelling
spelling errors that spelling errors that
errors that distract the reader.
distracted the reader distracted the reader
Total Possible 6

2. Discussion sample
The tool that I found most useful for formative assessment was the discussion post. I often use
discussion type questions as an exit ticket in my classroom. I use the responses to guide further
instruction. I think the use of the discussion tool on Edmodo would motivate my students to
participate in class discussions. I like that the discussion tool allows students to respond to
discussion question but also allows students to respond to one another. The use of discussion
promotes higher level thinking skills and shows understanding of concepts, when students are
able to support their opinions with evidence from content materials on the site. The discussion
feature also allows for teachers to teach digital citizenship in a real life application for students.

If I were presenting a new unit in Edmodo I would use various tools to present the new
information. I often use power point presentations in the classroom, I would incorporate the
presentations on the Edmodo site. I also use video clips in my classroom, I would post the video
links on the Edmodo site as well. I would link articles and helpful websites that dealt with the
content I was teaching. The use of various presentation methods all on one site would benefit
my students since it will be easy to access and will appeal to many different learners.

3. Differentiation: Quick reference guide to help learners respond to class discussion.

Sign in to Edmodo with email address
Click on House Icon on top left toolbar
Click on the group Edmodo Training
Click in textbox to respond to class discussion.
To reply to a classmate's response, click reply under their post

Lesson 5 Assessments:

1. Response to student discussion rubric

 0 1 2
The response demonstrates
Response Information is Information is sequenced
no logical sequence of
Organization sequenced logically logically; intuitive
information
The response addresses
Presentation The response states
The response does not student error and gives
outlines student student error but
address student error examples of error from
error provides no examples.
original post.

The response offers The response offers clear

Presentation offers The response offers no suggestions to student on
some suggestions of
suggestions to fix suggestions on how to fix how to fix original post.
how to fix original
student error. post
post.

Some references References to AUP were

No citations/references to given to AUP but not provided and clear
References to AUP connections were made
the AUP clear connections
were made

Total Points: 8

2. Example of discussion posts

Original discussion topic: Describe the most important cell organelle. Provide support from the
resources on the Edmodo site. What would happen to the cell if your organelle did not function
properly?

Student A: I think the most important cell organelle is the cytoplasm. Cytoplasm is the jelly like
substance that keeps all the other cell parts in their places in the cell. Without the cytoplasm all
the organelles would bounce off of each other and this would not allow them to function
properly.

Student B: It is obvious that the nucleus is the most important organelle. It says in our text that
the nucleus contains the DNA which is like the instruction manual for the cell. Without the
nucleus no other organelle would know its role within the cell and the entire cell would self-
destruct. Student A apparently did not read the correct information and is silly to think that the
cytoplasm has an important role in the cell. Student A should receive and F since she clearly
did not do the assignment correctly.

Teacher response (in a private message to student B): I want to remind you of the lesson we did
on digital citizenship with the media specialist. Your post on cell organelles was not appropriate
in your response to student A. You can disagree with classmates, I encourage that, but you need
to do so in a respectful manner. You calling the student silly and stating that they should receive
an F was very disrespectful. This does nothing but discredit your response. We must disagree
with classmates by arguing the content only. I have removed your original post. You will need
to complete the assignment again and come up with a respectful way to disagree with your peer.
Think about citing evidence to support your idea rather than putting down the ideas of others.

3. Differentiation: Cherokee County Acceptable Use Policy

http://portal.cherokee.k12.ga.us/board/Online%20Policy%20Manual/IFBG%20-%20Internet
%20Acceptable%20Use.pdf

Assessments are aligned with objectives

Objectives Assessment
Objective 1: Define the Edmodo Learning 1, 1A: Summary
Platform 1B: table with Edmodo features and how they
1A: To identify Edmodo as an interactive will motivate learners
site for students and teachers.
1B: To describe the features used in
Edmodo.

Objective 2: To explain the value of 2, 2A: Discussion

Edmodo to motivate learners. 2B: Quiz
2A: List the advantages of using a familiar
social media like platform with
middle grade learners.
2B: Discuss the impact of instruction tools,
assessment tools, and
communication tools being located on one
easy to use site.
Objective 3: To set up a teacher Edmodo 3, 3A, 3B: web 2.0 presentation
account for use in the classroom. 3C: Quiz
3A: Perform the procedures to set up an
account on Edmodo
3B: To create student classes on Edmodo.
3C: To write and introductory assignment
for students to complete

Objective 4: To design a lesson appropriate 4, 4A, 4B, 4C: discussion post

for middle grade learners.
4A: Determine student needs based on
previous assessment data.
4B: Chose a method for posting content
related material.
4C: Identify assessment tool in Edmodo that
will be used to assess student achievement.

Objective 5: To monitor and contribute to 5, 5A, 5B, 5C: sample student post, send
class posts. message to student who responded
 5A: To practice modeling appropriate inappropriately.
responses.
5B: To employ age appropriate vocabulary
for middle grades learners.
5C: To determine acceptable student
responses and assess student understanding.

Part 6: Content Sequencing and Instructional Strategies

Instructional Sequence
Sequence Description Objective
1 Define Edmodo and describe the features of Edmodo. 1
2 Outline the value of Edmodo in motivating middle grade learners. 2
3 Creating teacher accounts and set up students classes 3
4 Designing a lesson appropriate for middle grade learners 4
5 Monitor student responses and model digital citizenship for students. 5

This unit will be taught in the world-related sequence. Since the learners in this unit will
be certified teachers, the unit will progress as they would move through teaching a unit. First,
the pre-requisite information about the Edmodo site and its features must be taught before the
learners can use its features in designing a lesson. The sequences alternates through individual
work and group discussions in learning about Edmodo.
Lesson 1: An Introduction to Edmodo
Objective 1: Define the Edmodo Learning Platform
Objective 1A: To identify Edmodo as an interactive site for students and teachers.
Objective 1B: To describe the features used in Edmodo.

Initial Strategy: First, introduce Edmodo with a video found on the Edmodo site. Second,
identify Edmodo as an interactive site for students and teachers as compared to social media.
Third, post links to features of Edmodo and instructions for use.
UDL: Content is presented in various ways: links posted documents, and video clips. The use
of various presentation methods encourages different types of learners to engage in the unit.
Well-developed knowledge is essential for learning (Rittle-Johnson, Siegler, & Alibali, 2001)
Providing multiple sources and types of content to student allows them to gain a broader and
more sustainable knowledge of the content being taught. As cited above, this broad
understanding of newly presented content is a crucial component of learning.
Generative Strategy: Have the learners create a T-chart, one side showing current classroom
tasks and the other side showing how they could be replaced with a feature of Edmodo.
UDL: Assigned tasks are authentic and have real life applications. Requiring learners to
compare Edmodo features to traditional classroom tasks allows learners to think about ways in
which they can use Edmodo in their classrooms.
Integrate existing knowledge with new information (Jonassen,1988)
Educators are familiar with ways to motivate learners but at times are in need of additional
resources to do so. Teachers are able to take their existing knowledge of student motivation and
pair it with new information, features of Edmodo, to better serve their students.

Lesson 2: Understanding the Value of Edmodo in Student Motivation

Objective 2: To explain the value of Edmodo to motivate learners.
Objective 2A: List the advantages of using a familiar social media like platform with
middle grade learners.
Objective 2B: Discuss the impact of instruction tools, assessment tools, and
communication tools being located on one easy to use site.

Initial Strategy: First, learners will brainstorm the benefits of Edmodos interactive platform on
student motivation. Second, learners will watch a short video from Edmodo on a teacher's story
about student motivation.
UDL: Assigned tasks are authentic and have real life applications. Allowing learners to see a
true success story from another educator makes learning more meaningful.
Elaboration can be explaining the importance of a concept or a fact (Wiley, 2013)
Elaboration is a strategy that requires the learner to add their ideas to new information. Learners
will be required to make this connection when thinking about how an interactive platform would
foster student engagement.
Generative Strategy: Learners will generate a chart comparing features of Edmodo and how
the features will motivate the modern learner.
UDL: Assigned tasks are authentic and have real life applications. Learners are being
encouraged to think of ways the Edmodo platform could motivate 21st century learners, this
allows learners to see the value of the Edmodo program.
Identify key ideas and interrelate them (West, Farmer, and Wolf, 1991)
In this task learners are required to take the two components; Edmodo features, and student
motivation and think about the link between the two.
Lesson 3: Getting Started and Creating Accounts
Objective 3: To set up a teacher Edmodo account for use in the classroom.
Objective 3A: Perform the procedures to set up an account on Edmodo.
Objective 3B: To create student classes on Edmodo.
Objective 3C: To write and introductory assignment for students to complete
Initial Strategy: First, learners will access a video with voice over detailing how to set up
teacher account and add students to classes. Second, learners will be given an introductory
assignment of exploring the features of Edmodo on their own and emailing professor the two
most and least likely to use.
UDL: Assigned tasks are authentic and have real life applications. Learners are being
encouraged to think of ways they would use the features of Edmodo in their own classrooms.
Content is presented in various ways: video clip and exploration of Edmodo site. The use of
various presentation methods encourages different types of learners to engage in the unit.
When first learning a procedure, having the learner explain the procedure reduces the need for
the designer to explain the procedure. (Wittwer & Renkl, 2010)
The learners are required to explore the features of Edmodo on their own and post a discussion
detailing which features would be most useful in their classroom. Having students learn by
doing makes the lesson student-centered and not teacher centered; which makes learning more
meaningful.
Generative Strategy: Learners will create a how to presentation using a web 2.0 tool of their
choice. The presentation will teach other teachers how to sign in to Edmodo and create groups.
Learners will create an introductory assignment for students to complete once they sign into the
class.
UDL: Learners are being given multiple means of expressing what they have learned. Learners
have the choice of different web 2.0 tools to create presentation. The use of choice allows
learners to express themselves in a way that is comfortable to them.
Integrate existing knowledge with new knowledge (Jonassen,1988)
Allowing learners to take what they have learned and their already existing knowledge about
designing instruction allows them to make meaningful connections.

Lesson 4: Designing a Lesson for Middle School Students

Objective 4: To design a lesson appropriate for middle grade learners.
Objective 4A: Determine student needs based on previous assessment data.
Objective 4B: Chose a method for posting content related material.
Objective 4C: Identify assessment tool in Edmodo that will be used to assess student
achievement.

Initial Strategy: Provide link to an exemplar or an example of a mini-lesson created using

features of Edmodo. Provide a rubric detailing what components are expected within the lesson.
Post links for students to access that will guide them through the features of Edmodo.
UDL: Assigned tasks are authentic and have real life applications. Learners are able to review a
real lesson on Edmodo before creating their own.
Give an exemplar example in initial presentation (Tennyson & Cocciarella, 1986)
Providing an exemplar allows learners to see what is expected of them provides a reference to
guide the learner through the assignment.
Generative Strategy: Create a mini- lesson in Edmodo; posting content, and assessing learning,
using the features in Edmodo. Reference document provided that outlines the features of
Edmodo that go with each required task.
UDL: Assigned tasks are authentic and have real life applications. This assignments will allow
learners to practice posting documents and links on the Edmodo site. It will also allow teachers
to envision how they can use the site in their own classroom.
Using Integration and organization strategies together is useful in facilitating generative learning.
(Wiley, 2013)
Both integration and organizational strategies were used in this task which fosters learning.

Lesson 5: Monitor Student Responses and Model Digital Citizenship

Objective 5: To monitor and contribute to class posts.
Objective 5A: To practice modeling appropriate responses.
Objective 5B: To employ age appropriate vocabulary for middle grades learners.
Objective 5C: To determine acceptable student responses and assess student
understanding.

Initial Strategy: First, have learners read over the sample acceptable use policy. Post on class
discussion board the importance of teaching digital citizenship in the classroom.
UDL: Assigned tasks are authentic and have real life applications. Learners are encouraged to
think of the importance of teaching digital citizenship in the classroom to prepare students for the
use of Edmodo.
Supports discussion with peers over individual posts (Asterhan & Schwarz, 2008)
Requiring learners to engage with one another on a discussion topic fosters understanding of the
concept being discussed.
Generative Strategy: Create a set of dos and donts for students when posting on Edmodo.
Read over a sample discussion on Edmodo, make a lists of discussion posts that need to be
modified. For the posts that need to be modified create message to the student explaining why
their post does not meet the AUP.
UDL: Assigned tasks are authentic and have real life applications. Learners will need to be able
to address students who do not follow the AUP. Learners are being encouraged to think about
ways to address students who are not following the AUP.
Third step of Banduras social learning theory: providing opportunity for practice, how learners
will respond. (Bandura, 1977)
This assignment is practice for real life scenarios that may be presented when learners use the
discussion feature in Edmodo.

References
Morrison, G., & Ross, S. (n.d.). Designing effective instruction (Seventh ed.).
Rittle-Johnson, B. Siegler R. S., & Alibali, M. W. (2001). Developing Conceptual understanding
and procedural skill in mathematics: An iterative process. Journal of Educational
Psychology,93(2), 346-362.
Witter, J., & Renkl, A. (2110). How effective are instructional explanations in example- based
learning? A meta-analytic review. Educational Psychology Review,22(4), 393-409.
Tennyson, R.D., & Cocchiarella, M.J. (1986). An empirically based instructional design theory
for teaching concepts. Review of Educational Research, 56,40-71.
Part 7:Design of Instruction

Instructional Goals Objectives UDL Assessments

Strategies
Lesson 1: Introduce and Objective 1: Information is -Learners will create
Watch video define the Define the presented in various a brief summary of
and define Edmodo Edmodo ways. Learners will the Edmodo learning
Edmodo as online Learning gain information site. The summary
interactive learning Platform about Edmodo should detail
learning site. platform. 1A: To through video and Edmodo features and
The learner identify exploration of the persuade other
will create a Edmodo as an site. educators to use the
T-chart interactive site.
comparing site for Learners are being - Use list of Edmodo
traditional students and assigned authentic features, for each
classroom teachers. tasks that are feature give
task with 1B: To purposeful and explanation of how it
matching describe the motivating. will encourage
tasks in features used Comparing motivated 21 st

Edmodo. in Edmodo. Edmodo features to century learners.

current classroom -Differentiation:
tasks will allow Provide list of
learners to see value Edmodo Features for
in the site. use of students who
are less familiar with
the platform. This
list will be used to
list link to
motivation.
Lesson 2: Discuss the Objective 2: Information is - Participate in class
Learners will value of an To explain presented in various discussion
brainstorm interactive the value of ways. A video link is How will the use of
how an learning site Edmodo to posted along with Edmodo impact
interactive for middle motivate links to Edmodo learners in my
site might grade learners. learners. site. classroom?
motivate Outline the 2A: List the -Learners will take a
modern features of the advantages of Learners are being short quiz on
students. site and using a assigned authentic features of Edmodo.
Learners will impacts on familiar social tasks that are
watch a learning. media like purposeful and -Differentiation:
teachers platform with motivating. Provide list of
story about Learners are given Edmodo features for
her students middle grade a success story from student use. List will
motivation learners. another educator. be used to guide
when using 2B: Discuss impact on student
Edmodo. the impact of learning discussion.
Learners will instruction
create a table tools,
with the assessment
feature of tools, and
Edmodo and communicatio
how it might n tools being
motivate located on
learners. one easy to
use site.

Lesson 3: Create teacher Objective 3: -Create a how-to for

Set up account and To set up a Learners are being teachers to create an
teacher invite students teacher assigned tasks that Edmodo account.
account and to join. Edmodo are authentic and Learners will pick
invite account for purposeful. any web 2.0 tool to
students to use in the create how to.
join. classroom.
Create a how 3A: Perform Learners are given -Complete a brief
to the choice on product quiz related to
presentation procedures to they create to show creating groups in
detailing set up an what they have Edmodo.
how to account on learned. -Differentiation:
create Edmodo Provide a list of web
teacher 3B: To create 2.0 tools that can be
accounts and student used for
create classes on presentation. This
groups. Edmodo. can be used for
Create an 3C: To write students who are
introductory and unfamiliar with web
assignment introductory 2.0.
for students assignment
to complete. for students to
complete

Lesson 4: Use the Objective 4: Information is being -Learners will post

Explore features of To design a presented in various discussion and will
links on Edmodo to lesson ways. Links engage with other
features of teach and appropriate provided are from learners about
Edmodo. assess a mini- for middle Edmodo and other assessment features
Create a lesson. grade sites to guide of Edmodo.
mini-lesson learners. learning.
using the 4A: If you were creating
features of Determine Learners are being a lesson how would
Edmodo and student needs assigned authentic you post material on
the other based on tasks that are Edmodo? How
resources previous authentic and would this method
posted. assessment motivating. Mini be more beneficial
data. lessons created in than presenting
4B: Chose a this task can be used information in the
method for in classrooms. traditional
posting classroom?
content Learners are being
related given multiple Which assessment
material. means of expressing features do you feel
4C: Identify what they have would be most useful
assessment learned. Learners in your class and
tool in can chose any content area,
Edmodo that features in Edmodo explain.
will be used to create lesson. -Differentiation:
to assess Provide a quick
student reference that can be
achievement. used when learners
are responding to
class discussion.

Lesson 5: Outline Objective 5: Learners are being -Read the sample

acceptable use To monitor assigned authentic student posts and
Read policies for and contribute tasks that are create a response
counties student posts to class posts. authentic and guiding the student
acceptable on Edmodo. 5A: To motivating. Task in to the appropriate
use policy. Model digital practice responding to use of technology.
Create a set citizenship. modeling student is real life Reference the AUP
of dos and appropriate and meaningful in and the parts of the
donts of responses. that teachers need to policy that were not
posting for 5B: To be able to guide followed. Post
students. employ age students to be good assignment to
Respond to appropriate digital citizens. dropbox.
sample vocabulary -Differentiation: link
student posts for middle will be provided to
on digital grades Cherokee County
citizenship learners. AUP for those who
 5C: To are unfamiliar with
determine the policy.
acceptable
student
responses and
assess student
understanding
.

Part 8: Formative Evaluation Plan

Data analysis and use

Once learners have completed the online learning module they will complete a survey on
the effectiveness of the module. Students will assess the designer on multiple criteria: real life
application of module, learner choice, multiple presentation criteria, and overall effectiveness of
course. Learners will also have a section to list ways in which the designer could improve the
course. Learners will have a chance to list the most and least effective components of the design
and use of module. Survey will be a Likert scale, with ratings ranging from, 0-strongly disagree
to 4-strongly agree.
Once surveys are complete data will be analyzed. The results will be placed in frequency
graphs and tables. Descriptive statistics will be used to analyze the mean, median, and mode, of
responses. Once graphs and calculations are complete, the designer will list comments that
correspond to the most frequent positive and negative responses. After data has been reviewed
the designer will come up with a plan to improve upon design based on responses from learners
who completed the module. Changes will then be made to the module to reflect learner analysis.
The Subject matter expert will also rate the module using a survey. My subject matter
expert is the technology specialist assigned to my school. She has been a classroom teacher for
thirteen years and has her masters in instructional technology. She has been serving as a
technology specialist for two years and has done multiple trainings in the county on Edmodo.
The SME will rate various features of the design: clear objectives, lesson activities, assessment
use, assessment alignment with objectives, and UDL. SME will have an opportunity to discuss
effective and ineffective components of design. SME will be asked to offer suggestions on ways
to improve design. Survey will be a Likert scale, with ratings ranging from, 0-strongly disagree
to 4-strongly agree.
Once surveys are complete data will be analyzed. The results will be placed in frequency
graphs and tables. Descriptive statistics will be used to analyze the mean, median, and mode, of
responses. Once graphs and calculations are complete, the designer will list comments that
correspond to the most frequent positive and negative responses. After data has been reviewed
the designer will come up with a plan to improve upon design based on feedback from the SME.
Changes will then be made to the module to reflect the SME analysis.
 Learner evaluation of module
Strongly Disagree Neutral Agree Strongly
disagree Agree
1. Content sequence was logical and
easy to follow.

2. Activities offered meaningful

application of knowledge.

3. Learner was given multiple means

to express what they learned.

4. Content was presented in various

ways.

5. Learner was given information

needed to implement the use of
Edmodo in their classroom.

6. Rubrics and work samples were

provided to guide learners.

7. I developed the skills expected

from this training.

8. Overall, I am satisfied with my

training.

9. I received useful feedback on my

assignments.

10. Assessments were based on

realistic activities.

11. I will use Edmodo in my

classroom.

Suggestions to improve module

What components of the course were

most effective to help you learn about
Edmodo?
Additional comments
 SME evaluation of instructional design

Strongly Disagree Neutral Agree Strongly

disagree Agree
1. Content sequence was logical and
easy to follow.

2. Goals and objectives were clear

and logical.

3. Assessments were linked to course

objectives

4. Multiple assessments were utilized

5. Designer offered learners choice

in ways to show mastery of content

6. Were instructional strategies

planned to meet objectives

7. Designer used generative

strategies that were effective in
meeting course objectives

8. Designer used pre-instructional

strategies that were effective in
meeting course objectives

9. Designer provided references to

support choice of instructional
strategies

10. A plan for differentiation was

included

Suggestions to improve design

Most effective features of design

Least effective features of design