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Introducing Blended Learning:

Using Edmodo and Apps to Extend the Classroom
Design Document
Megan Taylor
October 2013

Edmodo course URL: https://edmo.do/j/8gpw9b

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Overview
Topic
Edmodo is part of the new movement in educational technology to create blended
learning environments to extend learning outside the physical walls of the classroom.
Edmodo offers many features that can benefit teachers with organization and
housekeeping tasks, but it also has many capabilities to enhance students learning
online. However, for individuals who are not experienced with computers, learning
management systems, and creating and uploading files, it can be difficult to get started
and develop a space that is truly effective. My client, as well as other K-12 teachers, will
be able to access this Edmodo-based training to serve as a guide to building their own
Edmodo classroom.
Audience
The client is an 8th grade reading teacher who has been working in the state of
Texas for about 12 years. He uses independent reading to work on literature concepts
and build students reading skills. He has 5 50-minute sections of 8th grade Reading
each day with approximately 20 students in each section.
The client has established a good instructional design where students spend a
good deal of time each class period, approximately 20 minutes, on independent reading,
small group discussions, and progress checks with individual students. He will teach
concepts and then students use their independent reading books to complete short
activities and logs. The client also uses the independent reading time each day to discuss
their work with students. Since beginning this program utilizing independent reading,
he has seen an increase in student's motivation and interest in reading, as well as test
scores.
The client has extensive experience with various technologies, including
educational softwares, mobile technology and applications, which will help him easily
learn the Edmodo site. One of the clients team teachers also uses an Edmodo space in
her classroom. Therefore, the client has an additional resource to go to with questions,
concerns, ideas, etc. The client has personal experience using an online book
database/review website, which may prove beneficial when developing his Edmodo
Reading Class and incorporating the DOGObooks app.
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Problem
The client has had success with this format of instruction, but with upcoming
standardized testing more class time will have to be devoted to preparing students and
meeting state requirements. Therefore his independent reading time will be reduced.
The new instructional design for the client will introduce an Edmodo space that will
open up more possibilities for him to continue his independent reading activities with
his students. Activities normally completed during this time, such as reading
comprehension checks, small group discussions, and books reviews, can be completed
by the student as homework.
In addition to this central issue, the client also feels that participation could be
higher on discussion activities. An online discussion forum will help those students who
are more reserved to share their books and thoughts. Students will be able to review
their books online and explore booklists and reviews by other students; the client has
never had the option to use this technology in his classroom before. He will also be able
to use the Edmodo space to send students alerts about upcoming tests, assignment due
dates, or friendly reminders to read over the weekend.
These obstacles are relevant for many other teachers who want to integrate more
technology into their instruction but are unsure how to begin. My instructional design
will get the client started by providing a comprehensive training, including how to setup Edmodo accounts for him and his students, develop the space, and complete various
tasks within the program. The training will not be limited to only my client, but can be
used generically by any K-12 teacher who wishes to establish an Edmodo learning space.
Learning Format
The format for the instruction will be online, since the client lives in a different
location. All the work done will be online (i.e. setting up the accounts, developing
course materials, etc.), so a web-based instruction will be more appropriate for the client
to follow since he can view the instruction and carry out tasks simultaneously. Also,
being online, the client will be able to refer back to the instructional materials as
necessary and always have access to the resources. The training course will be accessed
via Edmodo; and in this way, the learner will be gaining experience with the program
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while learning about it. They will also gain an understanding of an Edmodo course from
the students perspective, which will help them to create better student-friendly spaces.
Needs
Instruction/training needs:
- Edmodo administrator account
- Edmodo course space to host training
- generic training for any K-12 teacher
- step-by-step instructions for setting up Edmodo account
- outlined benefits and features of Edmodo
- introduction activity to Edmodo to gain learners interest and encourage critical
thinking
- hands-on activities for learners to apply knowledge
- assessment tool to gauge learners mastery of Edmodo development skills
- independently accessible assessment tools
- quiz to assess learners acquisition of basic navigation information
Client (learner) needs:
- ability to manage and monitor students participation
- a learning management system that can be accessed via multiple technologies
- student accounts for Edmodo and DOGObooks
- initial job aid to access site and create account, to use before entering course
space
- job aid for developing Edmodo course
- access to iPod, iPhone, iPad, or computer
- access to high-speed internet and/or data network
- database for searching for books
- supporting TEKS related to activities and technologies
- platform that allows moderation of student comments before publishing
- student reminder app
- ability to informally poll students; to check for understanding, encourage
participation, and motivate students
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Learning Theory
This instructional design will be rooted in constructivist pedagogical theory.
Constructivist theory purports that there is no knowledge independent of the meaning
attributed to experience constructed by the learner (Hein, 1991). When completing this
training, the learner will only truly benefit if instruction is tied to experience and
requires the learner to apply information to construct knowledge. Given instructions for
how to complete various tasks with Edmodo the learner will construct knowledge and
develop skills based on application and past technological and instructional experiences.
Learning will be self-paced and will require learner to be self-disciplined.
Learning Expectations
These goals and objectives aims to prepare the learner to independently create
Edmodo spaces and become familiar with the program. The learner will need to master
the skills necessary to be the administrator of the group. The level of knowledge gained
will need to be sufficient to teach and lead students through process of learning to use
Edmodo themselves.
Goals and Objectives
G.1 The learner will gain an understanding of blended learning, the Edmodo platform,
its benefits, features, and importance in education.
1.1 Given the URL, the learner will watch (cognitive) the Edmodo About video,
which outlines the benefits and relevance of Edmodo.
1.2 The learner will read (cognitive) the introductory presentation Introduction
to Blended Learning.
1.3 Using information from the Edmodo video, the learner will brainstorm
(cognitive) and record (psychomotor) ideas for how to utilize Edmodo for own
classroom, and reflect (affective) on inspiration obtained from video.
1.4 The learner will view and read (cognitive) the Navigating Edmodo
presentation.
1.5 The learner will demonstrate (cognitive) knowledge of blended learning, the
Edmodo site, features, and functions (by completing quiz).
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G.2 The learner will understand how to operate Edmodo site.

2.1 Referring back to Navigating presentations for a job aid, the learner will
access the Edmodo site and create (psychomotor) an Edmodo account.
2.2 Given a checklist, the learner will identify (cognitive) features and their
locations, which are available on the Edmodo course page.
2.3 The learner will demonstrate (cognitive) knowledge of creating quizzes and
polls.
2.4 The learner will explain (cognitive) how to create small groups within an
Edmodo group page.
G.3 The learner will set-up and develop an Edmodo instructional space.
3.1 Using a job aid, the learner will recall and create (cognitive & psychomotor)
his/her Edmodo classroom.
3.2 The learner will demonstrate (cognitive & psychomotor) ability to send alert
messages and post notes.
3.3 The learner will demonstrate (cognitive & psychomotor) ability to create poll
questions.
3.4 The learner will demonstrate (cognitive & psychomotor) ability to upload
files and create folders.
3.5 The learner will demonstrate (cognitive & psychomotor) ability to create
quizzes within Edmodo.
Learning Activities
1. The learner will, first, refer to the job aid to access Edmodo site and create an
Edmodo account in order to join training course [2.1].
2. The learner will view the Edmodo-sponsored About video [1.1] and the
Introduction to Blended Learning presentation [1.2].
3. Activity 1: The learner will write down ideas and/or inspiration based on the
testimonials in the About video for their own personal reference [1.3].
4. The learner will view the Navigating Edmodo presentation [1.4] and take a
short quiz to assess understanding of basic function of site [1.5].
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5. The learner will take a short quiz within Edmodo that assesses their knowledge of
how to create quizzes, small groups, and develop the classroom [2.4, 2.5].
6. The learner will use a job aid from the Edmodo course files to reference and
create their own Edmodo course space [3.1], while referring to checklist to ensure
meeting each requirement [2.2].
7. The learner will practice completing various tasks within their Edmodo course
[3.2, 3.3, 3.4, 3.5] and will use a checklist to ensure all tasks are completed.
Timeline

Assessment
The assessment for these objectives will fit into a cognitive constructivist learning
theory. Assessment tools will include quizzes to check for learner comprehension based
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on information modules, checklists to evaluate learners understanding of concepts and

skills, checklists for learners to self-assess development of their own Edmodo course,
and rubrics to evaluate the completed Edmodo space. All of these assessment tools can
be utilized by the learner independently in order to self-assess their learning and
progress. This correlates with constructivist theories that put the student in control of
his or her own learning. It will be beneficial for the continuation of the course, as it will
be available for future students who wish to complete it.
Evaluation
The training courses effectiveness to prepare learners to create Edmodo course
spaces will be evaluated using survey tools. After completion of the training, the learner
will be given a link to an online survey. The learners input will provide information
about the effectiveness of the training, his/her preparedness and self-perceived ability to
independently develop an online classroom, and reflection on what areas he or she may
still not be sure of and what tasks he or she still needs to be able to carry out.

References
Hein, G.E. (1991). Proceedings from CECA (International Committee of Museum
Educators) Conference: Constructivist Learning Theory. Cambridge, MA. Retrieved
from:
http://www.exploratorium.edu/ifi/resources/research/constructivistlearning.html

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Appendix A
Assessment

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Edmodo Development Rubric

Element

Group page

10

Good

Acceptable

Learner successfully
Learner created a
created a group (or
group page, but does
course) page, with
not have specific
the intended &
group settings
appropriate settings

Notes/Alerts

Learner
demonstrates ability
to write and post
notes and alerts
within the group
page

Assignment

Learner's Edmodo
Learner has an
includes assignment, assignment but it is
with due date,
not created with the
description, etc.
assignment creator

Learner uses a note

or alert

Unacceptable
Group page is not
present or does not
have appropriate
settings

Learner does not

post note or alert
messages

Learner has not

included any
assignments in the
group page

Files/Folders

Learners Edmodo
reflects organized
folder system, and
includes various
uploaded files

Learner has folder(s)

and file(s), but they
are not organized

Learners Edmodo
has no folders or
files

Quiz

Learners Edmodo
consists of a quiz
created with Quiz
Wizard

Learners Edmodo
has user-created,
uploaded quiz

Learners Edmodo
does not reflect
knowledge of quiz
feature

Poll

Learners Edmodo
has one or more
relevant Poll
questions

Learners Edmodo
reflects attempt to
create a poll
question

Does not have poll

question on group
page

Calendar

Learner is able to
access calendar and
add events or
reminders

Learner can access

calendar, but cannot
add events

Learner does not

have awareness of
calendar or use

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Edmodo Development Self-Checklist
Feature/element
Created group
Established group settings
Sent note/alert
Created folders
Uploaded course files
Created assignment in assignment tool
Created poll question
Created quiz in quiz tool (wizard)
Added date/events/reminders to calendar
Explored App store and added app to
group (if applicable)

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Mastered

NM/Unsure/?

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Quiz 1 (found in Edmodo)

1. What is blended learning?
2. Name two benefits of blended learning

- In the message field

- In the group settings

- On the group homepage

3. How do you set the moderator feature in your group?

4. Where will notifications appear?

- On the message board

- in the notifications center

- On the user profile

5. What kinds of files can you add to the library?

6. What kinds (format) of quizzes can you create in the quiz wizard?
7. What feature within Edmodo are you most excited about for your classroom?

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Appendix B
Evaluation

Link to online survey:

http://www.surveymonkey.com/s/QPD5PKB

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Introducing Blended Learning:

Using Edmodo and Apps to Extend the Classroom

JOB AID 1
Accessing Edmodo and Creating an Account

Developed by Megan Taylor

October 2013

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Create your Edmodo account

1. In your web browser,
go to www.edmodo.com
2. Click on Im a Teacher

3. Input your information and click

4. Find your School by

searching, then click
Next Step. Selecting
your school allows you
to connect with other
teachers and students
already enrolled on
Edmodo. (Make sure the
city and state are accurate
in addition to your school name.)
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5. The next step will ask you

to choose your
communities. The
communities you
select will connect you
with other teachers in
those groups. You can
also post to the discussion
board for that group. Click
Go to my Homepage to
finish.

Pr
il e
of

This will be your home page on Edmodo. On the left you can find the groups/courses you
have joined, as well as communities you belong to. Posts from your groups and
communities can be found on this page. You can also edit your profile by clicking on your
name.

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Final step: Join the Introducing Blended Learning Group to begin your training.

Click the + sign, then JOIN.

Enter the following code to enter the
course:

6gtvgu

(code is case sensitive)









*After you have joined the group, check out the message
posts for instructions on how to get started.

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Learning Modules (see attached PDF files)

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