DE Learning Experience

1. DE Learning Experience http://www.onlinedegreetalk.org/wp-content/themes/odt2/images/Learning-with-Distance-Education.jpg EDEL 523-Section 52-Stefny Courtney (Woolston)

2. Lesson Plan Students were placed in groups of 5 and assigned a specific role to complete a group project on www.Padlet.com. Through Padlet, each group was expected to work together to create a wall that demonstrated their understanding of the Scientific Method using written information, pictures, and video. Each group was given about two weeks to create their wall and notify their teacher upon completion. • Objectives: • To demonstrate ability in using technology and collaborate with peers. • To demonstrate knowledge of the Scientific Method. • 7th Grade California State Science Standards:Students must be able to… • 7.a. Use a variety of print and electronic resources to collect information • 7.c. Communicate the logical connection among science concepts • 7.e. Construct diagrams to communicate scientific knowledge

3. Padlet.com https://padlet.com/

4. Grouping • 7 groups were constructed and participants were assigned at random, but designed to include a mixture of boys and girls. • Group roles: • Project Manager – receives group wall assignment through teacher; invites other group members through email to join the wall; keeps the group on pace; helps any teammate in need; communicates with the teacher • Peer Editor – responsible for gathering information from the group members to answer the reflection questions; sends info to project leader • Media Specialist – finds pictures and videos that represent, explain, etc. the Scientific Method • Writer– defines the Scientific Method, its steps, and includes a sample lab report • Designer – gathers information from the Media Specialist and the Writer to organize the wall (creates the layout)

5. Introduction Day Groups were assigned and students decided amongst themselves who would fulfill each role in the group. Once roles were determined, students collected contact information from each member of their group. I reviewed the assignment guidelines with the students and showed them a sample wall. The last task of the day was for the Project Manager in each group to email me to receive an invitation to Padlet.

6. Student Samples

7. Student Samples

8. Student Samples

9. Student Samples

10. Reflection • Student Demographics: • 21 girls, 15 boys • 9 identified special ed., IEP/RSP, speech students • 16 identified English Language Learners • Class Technology Access: • 26 out of 36 students have internet at home • 16 out of 36 students have computer access at home (some students mentioned it was their parent’s work computer so it wasn’t always accessible) • Students mainly used a computer to complete the project; very few used a phone or iPad • Main computer access was the library at school

11. Reflection • Using Padlet: • Initial signup was confusing and difficult • Some students didn’t have an email, forgot their password, or didn’t accept the invitation to join the wall • Difficult to navigate in the beginning, but with more use it became easier • Students liked the program and would use it in the future. They found it to be an interesting way to post information. http://www.candcoedlaw.com/blog/wp-content/uploads/2014/04/Frustrated.jpg https://picnicwithants.files.wordpress.com/2012/03/woman-computer-drawing1.jpg http://signmee.com/blog/wp-content/uploads/2014/01/School-boy-and-blackboard.jpg http://empowermoments.files.wordpress.com/2011/07/light-bulb.jpg

12. Reflection • Difficulties Overall: • Working in a group was one of the largest complaints of the students because they felt that their group members held them back • Reasons: complicated, unfocused, excuses, last minute effort, dependability, prefer to work alone (have more choice in what they’re creating) • Other complaints were: creating and remembering an email account, posting pictures, finding pictures, getting access to a computer, working outside of class • Majority of the students found it easiest to write the information for the project • Students also found it easy to find pictures and design the wall

13. Reflection • What the students learned: • How to use the internet to search for pictures • How to be reasonable • How to work together • That it’s difficult to work in groups • Requires patience and compromise • What I learned: • Many of my students lack basic computer skills in typing and in navigating the internet • My students understand the scientific method based on the pictures and video they posted to their walls • Most of my students struggled to work in groups, but would like to try it again in the future • Most of my students struggle with completing assignments using technology outside of the classroom http://sophialearning.s3.amazonaws.com/packet_logos/51701/large/working-together-lumix-art.jpg?1346443273

14. Overall Experience I chose to use Padlet.com for my DE assignment because it’s a free program I discovered while looking for online learning programs that allows students to collaborate by creating a visual representation of information through writing, pictures, files, webcam, etc. The only requirement of this program was an email account with Gmail or Facebook which I naively believed that most, if not all, of my students would have because of the popularity of social media. To my surprise, most of my students didn’t have an email and didn’t speak up when I initially assigned the project. The next day when I discovered this problem, I told the students to talk with their parents about borrowing their account or helping them create one to use for this project only. There was definite push-back from the parents and the biggest reason why was because the parents viewed their child being online as a safety issue. I suggested to parents that they monitor their child’s use and suggested filters and parent controls, but the answer was still no. Even with this set-back, I continued with the project and told everyone that as long as their project manager had an email account then, everyone was still capable of fulfilling their roles. Most of the first week of this project was spent showing students how they could post information, gathering email accounts from students, and working out solutions for students who didn’t have internet access or a computer to use at home. Because my project managers were limited on their technology abilities, I wrote down all students that had an email and invited them to their group walls. Because of time constraints and the challenge of the initial start for both my students and I, I cut-out the second part of the assignment which was to evaluate each other’s walls. Instead, I assessed the assignment by comparing the technical difficulties of the group with what they produced as well as what each student wrote in their group reflection about their own work and the work of their group members. Based on the feedback provided by my students, they would like to do more assignments using technology, but prefer to do it within the classroom setting due to limited outside access and would like to try the next project on their own for more creative expression. I would definitely try using Padlet again, but I would need to survey the technology my students have access to and possibly allow the students to chose their own groups to remedy the frustration associated with working in a group. My biggest challenge with this assignment was keeping the students interested and motivated to keep trying no matter what road block they ran in to, but I’m glad I stuck with it.