Sonoma Moodle Moot 2011

1. Sonoma Moodle Moot 2011 Rev. Renee Ford, Instructor: rjf227@psu.edu Marybeth Morrison, PhD, Assistant Professor: msm11@psu.edu Renee Ford, rjf227@psu.edu; Marybeth Morrison, msm11@psu.edu - July 2011

2. Thank You For Coming to: Moving Beyond Fear: Implementing Teacher Education Training via Moodle Renee Ford, rjf227@psu.edu; Marybeth Morrison, msm11@psu.edu - July 2011

3. Introduction and Background • One piece of Penn State’s Workforce Education and Development Program is teacher certification for Career and Technical (Vocational) teachers in PA. • We had to find an affordable, simple way to deliver course material to a variety of students and instructors in a variety of schools with the full-range of internet services, including dial-up (yes, in 2011 – some rural areas in PA where our students live still only have dial-up)! • None of us has the sole responsibility of taking care of online learning. Though Penn State is big, our program is relatively small and we are all responsible for many tasks in our center. Renee Ford, rjf227@psu.edu; Marybeth Morrison, msm11@psu.edu - July 2011

4. Introduction and Background continued… • We have students from the MD to NY border across the center third of PA. • Most students work as full-time teachers during the day. • Most of our faculty have been trained and have become accustomed to teaching in a traditional classroom. • Our Instructors range in creativity and ability with Moodle, but those who want to make the most of Moodle have excellent experiences that will only improve as technology improves. Using Moodle actually enhances their teaching and their ability to connect with their students. Once we accept our limits, we go beyond them. (Albert Einstein) Renee Ford, rjf227@psu.edu; Marybeth Morrison, msm11@psu.edu - July 2011

5. Presentation Objectives In this session, we will begin to: • -Analyze important features of designing teacher education for students from a variety of technology comfort levels; • -Recognize challenges from working with a cross-disciplinary staff to integrate curriculum; • -Evaluate the benefits of using Moodle to boost computer literacy among teachers who are not digital natives; • -Demonstrate Penn State Workforce Education and Development’s uses of Moodle and the presenters’ uses of Moodle; • -Improve teachers' creativity and ability to use computer technology in their own classrooms with students who are digital natives. Renee Ford, rjf227@psu.edu; Marybeth Morrison, msm11@psu.edu - July 2011

6. Question Bank – Before We Go On In order to best serve your needs during this session, we’d like to know… What are you personally struggling with in the areas of: • Working with individuals from a variety of technological skill levels? • Working with a cross-disciplinary staff? • Ways to use Moodle with technologically diverse participants? • Ways to improve teacher creativity for the benefit of students who are all digital natives? Renee Ford, rjf227@psu.edu; Marybeth Morrison, msm11@psu.edu - July 2011

7. Getting Moodle Up & Running • The Fairytale: One person who is not from a computer technology background could take care of hosting Moodle on the server. Well, we did for about 6 months… • Then, the server crashed. • The Reality: Moodlerooms to the rescue! LESSON LEARNED: Focus on what you are good at and enlist help when needed. Renee Ford, rjf227@psu.edu; Marybeth Morrison, msm11@psu.edu - July 2011

8. Our Courses Renee Ford, rjf227@psu.edu; Marybeth Morrison, msm11@psu.edu - July 2011

9. What Our Courses Include • Our courses designs are somewhat basic. (remember the dial-up factor) • We have 335 users (and growing) • We have 8 (10 beginning Fall 2011) courses that are very basic. In addition to file uploads and links, we primarily use: • Glossary • Quiz • Asssignment • Drop Box • Forums Renee Ford, rjf227@psu.edu; Marybeth Morrison, msm11@psu.edu - July 2011

10. In addition to our courses…. • We also use Moodle for: • A social forum for teachers • A discussion and planning forum for instructors • A repository for The National Council for Accreditation of Teacher Education (NCATE) • We currently have a DimDim plug-in (that will be replaced by Jan 2012) for virtual, synchronous meetings • Housing student e-portfolios. Renee Ford, rjf227@psu.edu; Marybeth Morrison, msm11@psu.edu - July 2011

11. Other Current and Potential Uses for Moodle • Penn State Athletics – Current; • Leadership University for the United Methodist Church in PA - current; • Small Group Courses(From Ancient Prayer Practices to Conflict Management) with a Prayer Forum for a Church – Current; • Teacher Training in Singapore – Future. Renee Ford, rjf227@psu.edu; Marybeth Morrison, msm11@psu.edu - July 2011

12. What was/is necessary for Success • Training for instructors; • Step-by-Step instructions for almost everything from logging in to navigating Moodle, to uploading files and making sure to click “Save.” • Time to communicate and solicit feedback for improvement; • LESSON LEARNED: MAKE NO ASSUMPTIONS THAT ANYTHING IS CLEAR OR MAKES SENSE!! LEAVE NO GREY AREAS. Renee Ford, rjf227@psu.edu; Marybeth Morrison, msm11@psu.edu - July 2011

13. Every Course Includes How-To Guides Renee Ford, rjf227@psu.edu; Marybeth Morrison, msm11@psu.edu - July 2011

14. WFED… a Different Kind of Teacher Training • On Friday a welder on Monday a teacher! • Take first 12 credits with a field resource person (FRP) • Have a local resource person (LRP) who mentors on site at their school • Take the remainder of their coursework by doing night courses either at their career and tech school or at main campus Renee Ford, rjf227@psu.edu; Marybeth Morrison, msm11@psu.edu - July 2011

15. Changes in PA Teacher Certification • In 2007 PA re-opened teacher certification and added: • All teachers, regardless of their area of expertise, must complete the equivalent of: • 9 credits in special education • 3 credits in English Language Learners (ELL) Renee Ford, rjf227@psu.edu; Marybeth Morrison, msm11@psu.edu - July 2011

16. Curriculum Design • Decided to do individual stand alone modules • Attach them to courses that students were already taking • Had our field resource people look at prototype • Took them to our annual Local Resource Person meeting • Overwhelmingly felt that modules should be integrated Renee Ford, rjf227@psu.edu; Marybeth Morrison, msm11@psu.edu - July 2011

17. Back to the Drawing Board • Redesigned the courses so that the SPLED content and ELL content was embedded • Had an interdisciplinary team work on curriculum • Piloted a few courses at a time • Meet monthly with the FRP’s to update on student progress and get feedback • 8 courses with content embedded • Now doing same thing for Agricultural Education Renee Ford, rjf227@psu.edu; Marybeth Morrison, msm11@psu.edu - July 2011

18. What We Learned • Would have been much easier to do stand alone courses • Would not have been as effective • Helped us revamp our entire curriculum • Helped make ‘inclusion’ of students with special needs more of a reality because the curriculum was infused • Realized that technology could create community • Helped teachers not feel so isolated. Renee Ford, rjf227@psu.edu; Marybeth Morrison, msm11@psu.edu - July 2011

19. Questions/Discussion • What else would you like to talk about in our remaining time together? Renee Ford, rjf227@psu.edu; Marybeth Morrison, msm11@psu.edu - July 2011

20. THANK YOU! Rev. Renee Ford, Instructor: rjf227@psu.edu Marybeth Morrison, PhD, Assistant Professor: msm11@psu.edu Renee Ford, rjf227@psu.edu; Marybeth Morrison, msm11@psu.edu - July 2011