qwertyuiopasdfghjklzxcvbnmqwertyui opasdfghjklzxcvbnmqwertyuiopasdfgh jklzxcvbnmqwertyuiopasdfghjklzxcvb nmqwertyuiopasdfghjklzxcvbnmqwer UsingMoodleasaClassroom ManagementTool tyuiopasdfghjklzxcvbnmqwertyuiopas EDTech503InstructionalDesignProject1 dfghjklzxcvbnmqwertyuiopasdfghjklzx cvbnmqwertyuiopasdfghjklzxcvbnmq wertyuiopasdfghjklzxcvbnmqwertyuio pasdfghjklzxcvbnmqwertyuiopasdfghj klzxcvbnmqwertyuiopasdfghjklzxcvbn mqwertyuiopasdfghjklzxcvbnmqwerty uiopasdfghjklzxcvbnmqwertyuiopasdf

ghjklzxcvbnmqwertyuiopasdfghjklzxc vbnmqwertyuiopasdfghjklzxcvbnmrty uiopasdfghjklzxcvbnmqwertyuiopasdf ghjklzxcvbnmqwertyuiopasdfghjklzxc

7/11/2010 DanielFlynn

UsingMoodleasaClassroomManagementTool 2010

TableOfContents

BackgroundandIDModel2 Background1.A.2 Background1.BInstructionalDesignModel.....2 Part2AnalysisoflearningContent..4 Part3Analysisoflearner.5 A. Planandrationale.5 B. SurveyLink.6 C. SurveyResponses...7 Part4AnalysisoftheLearningTask12 A. LearningGoals.12 B. TaskAnalysis.13 C. LearningObjectives13 Part5Assessment.14 Rubric.15 AppedenixAF.17 PhoneinterviewQuestions..20 TaskAnalysis...21 Biography.22

UsingMoodleasaClassroomManagementTool 2010

BackgroundandIDModel
Background1.A

Thisprojectwascreatedforthepurposesoftraining160teachersintheWashingtonCounty,SC SchoolDistrict.TeachersofthedistrictwillparticipateinaMoodleClassroomManagementtraining coursetosupporttheirteachingandsupportstudentslearning.Teacherswillbetrainedinaschool providedcomputerlabwithallequipmentandsoftwareneededtoaccommodatetherequirementsof Moodle.Thefirstsessionwillbe120minutesandthefollowupsessionwill60minutes,foratotalof 180instructionalminuets. Background1.B Theworkshopisintensiveandwillrequirethattherearemanyresourcesgiventoaccomplish

MoodleasaClassroomManagementTool,suchasbroadband,anInternetBrowser,MicrosoftSuite Package,andsoon.Aswellparticipantsinthepresentationwillbetobeabletohaveunderstandingof skillsneededtoperformtheworkshop,basictechnicalskills,classroomorganizationalskills,andso forth.Participantswillalsobeexpectedtodevelopandhonetechnologyskillsthatwillassistintheir teaching,thusaproductwillbecreated.TheMoodleasaclassroommanagementtoolworkshopwillbe developedwithaproductorienteddevelopmentalmodel. Specifically,theBergmanandMooremodelwillbeusedtocreatethisproduct.Oneofthemain

reasonswhythishasbeenchosenisbecauseitwascreatedandfocusesoninteractivemultimedia.As wellthemodeloffersabilitytoworkinteamstocompleteprojectsofthisnature.Thisisbasedonthe districthavingteamsingradelevels,departmentsandcollaborationmeetingswithmultiplechancesand opportunitiestoworkongrouporientedmaterial.GustafsonandBranchstate,Theoutputofeach

UsingMoodleasaClassroomManagementTool 2010
activityprovidesinputforthenextforeachsubsequentactivity.Thisisimportantasthisallowsfor eachparticipatingteachertofullyunderstandonesegmentoftheinstructionbeforecontinuingonthe subsequentsections.Aswell,thiswillallowtheinstructortomeasureperformanceofeachparticipant beforegoingtothenextstep,aseachstepisdependentonthelast.Forthismodelandthe complexitiesofthemodelstoworkwitheachparticipanttoendwithapositiveclearunderstandingof howMoodlewillbeusedasaclassroommanagementtool.Belowthereisascreenshotattachedofthe BerganandMooremodel.

UsingMoodleasaClassroomManagementTool 2010

Part2AnalysisoftheLearningContent
Therearemanyvariablestothelearningcontextthatarecrucialtothedevelopmentofa

successfulworkshop.ThefirstthingthatisimportantistomeetwiththeschooldistrictsITdirectoror equivalenttoaskthefollowingquestions:Whatinternetbrowsersareinstalledanddoplugins, firewalls,orfiltersthatblockstheuseofMoodleorotherWeb2.0tools?ArethecomputersJavaRun Timeinstalled?IsMoodlegoingtobehostedonschoolserversoranoutsidesource?Isthereserver capableofholdingthecontentsandfilestorageofahostedMoodlesoftware?Aswellbesidesthe technicalquestions,whowillcreateaccountsandsetupdummysectionclasses,suchasexamplemath, science,English,historyandelectivescoursetohaveparticipantsworkwithduringtheworkshop. Asapartofthelearningcontextitisimportanttounderstandasaskthedistrictifthisisgoingto

beamandatedprogramorjustamandatoryworkshopwithteacheroptiontouseattheirindividual discretion.Requirementsofthecoursedevelopmentandlearningcontentwillvarydependingonthe needsofthedistrict.Ifteachersarerequiredtousethiswilltherebeconsequencesfornotusing Moodleasaclassroommanagementtool? Aswell,isthisgoingtobeaprogramthatwillbeusedoutsideofschoolandifsohowwill studentswhodonothavereliableaccesstointernetusegoingtobeaddressed?Willstudentsbe requiredtoaccessthisfromoutsideofschoolasapartoftheireverydayinstructionandlessons?In, addition,theremightbeissueswithparentsandtheirconcernwiththeirstudentsuseofanonline classroommanagementtoolathome,howwillthisbeaddressed?

UsingMoodleasaClassroomManagementTool 2010
Thefirstinitial120minutewillbetrainingonthebasicsofhowMoodleworksandothersuch

basics.Thefollowupsession,whenteachershavehadtimetopractice,andwillbeputtingthesetools touseandmoreadvancedtools.Giventhis,theneedsassessmentwillbebasedoffoftheinnovation modelasthisisthenewproductthatthedistrictisusing.ItisclearthatMoodleisanewproductthe districtwantsitsemployeestouseasaclassroommanagementtool.Withthisnewtoolteachersare goingtobeembarkingonnewgoalsandambitionsthatthedistrictissettingoutforthewayinwhich instructionisdelivered. Teacherswillface,andareexpected(basedonwhatthedistrictneedsare)agoalofcreating onefullunitusingvariousresourcesthattheinternet(Web2.0)andMoodlehavetooffer.

Part3AnalysisoftheLearners
3ASurveyPlan

ACrucialstepindevelopingproperinstructionistoanalyzethelearnerandhowtheywilllearn

best.Theplantodevelopanalysisofthelearnerforthepurposesofthisworkshop.Thiswillbedonein atwophaseofanalysis,oneaphoneorfacetofaceinterviewandtwoageneralsurveywillalsobe conducted.Thesurveypartofthisanalysiswillbedonetoaskthemotivationalquestionsandself assessmentsofskilllevels,languageusageandsensorycapacitiesoftheparticipant.Asurveywillbe sentouttoeachparticipantandareturnof50%isexpected. First,itcanbequitedifficulttoconductameaningfulsurveyforlearningstylesbyclickinga

coupleofboxesorfillinginashortparagraph.Eachpersonlearnsdifferently,throughsuchthingsas

UsingMoodleasaClassroomManagementTool 2010
auditory,kinesthetic,orvisuallearning,whichcanaffectthewayinwhichtheyprocessinformation fromwhatisbeingtaught.Aswell,thereareotherfactorsthatcomeintoeffectsuchaslanguage abilitiesasinthecaseofWashingtonCountySCSchoolDistrict,inwhichEnglishisnottheirnative tongue.Eventhoughsomeofthesequestionswillbeaskedthroughthesurveyitisimportanttogeta feelofhowpersonaltheissuesorconcernsarewithworkshopparticipants.Theplanistosampleabout 3%oftheteachersasthiswillgetagoodfeeloftheconsensusoftheoverall,previouslearning,learning abilitiesandstyles,andspecialconcernsoftheparticipatingaudience. Thesurveyportionofthelearninganalysiswillbecompletedtogatherharddataofthree

differentareasofconcern.First,thesurveyisdesignedtofindparticipantspriorknowledgeand experienceoftoolsthataregoingtobeusedformoodle.Second,itisimportanttounderstandhowthe learnerusestechnology,aretheygoodwithtechnologyordotheyneedhelp.Third,thesurveyisto findoutthetoneoftheparticipants,throughaseriesofmotivationalgaugingquestionsthatfocuson theupcomingworkshop.Questionsshouldalsobeusedaccordinglytoachievethemostinformation outofthemwithoutdistractingorangeringtheparticipantsandthuspossiblycausinganegative assertiontoworkshop.Thiscanbeavoidedbysimplywritinginlaymen'stermsratherthantechnical detailsandshortingthesurveytoaminimaltimeamount.Thismeansthatthequestionsthatare writtenforthesurveymustbeabletoanswerseveralareasofconcerninordertoachievemaximum dataanalysis(inotherwords,thesurveymustdoubledipinareasofconcern). 3BSurveycreation Thesurveywillconsistof15questionsandvaryfromgrid,scale,multiplechoicequestionsto

shortopenendedquestions.Thesurveywillbelinkedtothedistrictswebsite,inthesecureteacher areaofthewebsite.Aswellthesurveywillbeemailedtoallparticipatingteachersthatareenrolledin

UsingMoodleasaClassroomManagementTool 2010
theupcomingworkshop.Thesurveywasallocatedfora7daytimeperiod.Thesurveycanbefoundby clickingthefollowinglinkhttp://bit.ly/cEhCCl 3CSurveyResults Thesurveyyielded90%returnresponses(144completedresponses).Thedatabreaksdownas

follows:

TechnologyUse
60 50 40 30 TechnologyUse 20 10 0 1 2 3 4 5 6 7 8 9 10

Animportantaccessintothemindsoftheparticipantsistofigureouttheregeneralselfassessmentof howtousetechnologyintheireverydaylives.Mostparticipantsratedthemselvesabithigherthan expected;however,thereisaclearindicationthatmostaremidrangeusersoftechnology. Thenextdatareportthatisnecessaryasitmeasurestheuseofsoftwaretoolsthatthe

participantsuseonandhaveexperiencewithitthemastheycanbeusedformoodleoperations.This

UsingMoodleasaClassroomManagementTool 2010
questiongoesmoreindepthwiththeanalysisofthetoolsthatwillbeusedwithmoodle.Theresults areasfollows:

160 140 120 100 NoExp 80 60 40 20 0 MSSuite Google Hot BasicPic Docs Potatoes Editing AdvPic Editing Adobe CanDoneedassistance Proficant Advanced

Theinitialanalysisofthedatachartindicatesthattheusersaremidrangetechnologyproficient.

Thisisbasedontheresponsestwokeyquestions,theuseandexperiencewithMSWordandAdobe PDF.Thisalsohascorrelationtopreviousdistricttrainingandthewillingnessforteacherstolearnmore abouttheuseoftechnologyandhowitcaninfluencetheirinstructionintheclassroom.Itisquiteclear thattheuseofPDFisarequirementforthedistrictandteachersforthemostpartknowhowtousethis program,thuswillbeagoodindicationofuseformoodle.ThequestionoftheuseofHotPotatoeswas enteredintothesurveyasanindicatorpoint.Thisistofindoutifthedistrictusestoolsthatare designedtowardsonlinelearningandhowmuchsoftwareisallocatedtoteachers.Theresultsarean indicationthatteacherswillneedmoreworkwithusesoftechnologiesthataregearedtomoodle.

UsingMoodleasaClassroomManagementTool 2010
Thenextsetofdatawastomeasurethespecificsofanonlineuse,notmeasuringtheuseof

staticwebsites(searching,Web1.0)butratherdynamicallycreatingandusingcontent.Theresultsare asfollows:

140 120 100 80 60 Yes 40 20 0 No

Resultsindicatethatparticipantsarenotnecessarilyonlineproficient,however,theparticipantshave groundingintheonlineworldofunderstandingandhowitoperates.Moodleisaprogramthatisbased offofuploading,downloading,creatingcontent,blogging,embeddingoutsidesources,etc.,sogiven thesespecificresultsthereisaneedforabasicentrylevelintothemoodleworkshop. Thenextsetofdatawasdesignedtomeasurethedesirabilityoftheparticipantsinthiswork

shoptolearnmoodle.Thedatagoesasfollows

UsingMoodleasaClassroomManagementTool 2010

80 70 60 50 40 30 20 10 0 OnlineEducationagood idea? LookingForwardto Workshop HowMuchareyou expecting 1Low 2 3Mid 4 5High

Thedataindicatesthatthereisheightenedlevelofinterestfortheworkshoptotakeplaceinfor

theparticipants.However,thereareindicationsthatthereneedstobeaclearerconnectionforthe participantsonhowMoodleistobeusedasaclassroommanagementtool.Sincemoodleisonline basedandthereisgoingtobeclearusesofonlineeducationitiscriticalthatparticipantsknowand understandtheusesofmoodle Thelastsetofdatawasmeasuredtoseeifaccommodationsareneededbasedontheresponses

givenbytheparticipants.TheDatagoesasfollows

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UsingMoodleasaClassroomManagementTool 2010

Series1
120 100 80 60 Series1 40 20 0 Auditory Visual kinesthetic

Mostparticipantsindicatedthattheywerevisuallearnersthusmakingtheworkshopmore

visualbased,seeinggraphics,videos,instructors,oranythingthatisvisuallystimulatingtothe participant.However,tonote,kinestheticlearnersaretheotherdominatinggroup,indicatingthat thereneedstobeafocuspointonusinghandsontools. Thelastsetofdatawastogetinformationforparticipantstoindicateiftheyhaveasensory

impairmentorhavedifficultieswithcomputers.Noparticipantcamebackindicatinganydifficulties withcomputeruseforthepurposesoftheworkshop.However,therearesomeconcernswith4 teachersastheyindicatedthattheyhaveissueswithsightandlookingatthecomputerscreen.Thiswill beaddressedbypairingtheseidentifiedparticipantswithotherpeersthatcanassistandaidtheminthe process. Theoverallneedsofthelearnersarequiteclear,asthedataindicatesthisthroughtheuseof

thesurveyinstrument.Particularfocusshouldbetocreateamidrangebeginnerworkshopthatwill starttheclassonfirmground.Aswelltheinitial120minuteworkshopmightwanttofocusonthemore

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UsingMoodleasaClassroomManagementTool 2010
basictaskssuchasuploading,downloading,andcreatingtoolsthatareexclusivelyonmoodle.The followupsessionwithpracticealreadyinhand,shouldincludetheWeb2.0features,suchasoutside resources,HotPotatoes,Dipity,Webinars,etc.Aswelltheworkshopshouldincludefollowuptraining videosforteachersthatwantmoreindepthknowledgeandforreference.

Part4LearningTask
4ALearningGoal Givenmoodlewebbasedprogram,learnerswillcreateafunctioningclassroommanagementtoolwith uploaddocumentsandwebbasedtools. 4BLearningTask Thisisaninformationalprocessofthemoodleasaclassroommanagementtoolofthelearningtask. Theflowchartpicturedbelow,goesoverthebasicsofhowmoodleoperatesandissetupforbasictasks forworkshopparticipants.Eachsetiscoveredindifferentcolors,indicatingmasteryoftaskand understandingofmoodleasatool.Materialswillberequiredasapartoftheworkshop,withthree photosandanexampleclasssyllabus,thateachteacherwillbringinforthepurposesoflearning moodle.Thelinktothefullflowchartcanbefoundherehttp://bit.ly/awfNFF.

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UsingMoodleasaClassroomManagementTool 2010
4CLearningObjectives: Therearefourmajorobjectiveareasforusingmoodleasaclassroomtool. 1. Usingtheadministrationtoolsofmoodletosetupaneffectiveclassroommanagementtool. 2. Usingmodulestosetupclassworkandinformation 3. Usingmoodletosetupclassresources 4. Usingmoodletosetupclassactivities. 5. Createafunctioningclassthatreflectstoolslearnedinmoodle Objectivesarelistedindetailintheappendixsection

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UsingMoodleasaClassroomManagementTool 2010

Part5Assessmentofthelearning

Thisisaprojectbasedworkshopthatstudentswillparticipatein,withtwoformsofassessment,

formativeandsummative.Theworkshopwillconsistofmostlyformativeassessment(duemostlybeing aprojectbasedworkshopandlackoftime)basedoninstructorandpeerobservationsfortheactivities plannedout.Summativeassessmentwillbeconductedaftertheworkshophasbeencompleted,itwill beevaluatedbytheadministrator.Thepurposeofthefollowupmoodleworkistoreinforceandmake relevantthetopicoftheworkshop,asthiswillbeapossiblecomponentofdistrictrequirements.The first90minuteclassisdesignedtointroducethemainfeaturesofmoodle,withfocusonfindingmoodle, loggingon,accessingclass,andfindingsettings(administrationtools).Materialsneedtofocusonthe secondhalfofthefirstworkshop,whichwouldinclude,maintopicsetup,addingresourcesand activitiestospecifictopicsetup,uploadingpicturestomaintopic,embeddingaYouTubevideoandtext. Thefollowupworkshopwillfocusoncreatingactivities,suchasforums,textpages,andassignmentsfor uploading.Clearunderstandingandmasteryofusingmoodleasaclassroommanagementtoolisshown byawellsetupinteractivemoodlepage. Administratorswillbemadeawareofwhattheyareexpectedtoseewhenparticipantsshow

themtheirmoodleclassroommanagementpage.

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UsingMoodleasaClassroomManagementTool 2010
MoodleRubric RubricforWorkshops Filesareuploadedto filemanagementtool ExceedsExpectations Allfilesarepresentin JPEGandWordandare loadedwithnoissues MeetsExpectations Doesnotmeet expectations Filesarenotthere and/orhavetobegiven toparticipant. Doesnotcreateaany changesinsettings and/ornotfunctioning Nosyllabuspresentor wrongformat

Filesarepartiallythere andarenotincorrect formatbutwillwork withtheworkshop Understandsthetools Settingsarechanged UseEditingtools dependingonneedsof tochangesettings changesettingto theclass,demonstrates however,littletono personalneeds changesdelivered mastery Uploadandmake Coursesyllabusis Syllabusispresent presentthecourse enteredandeasily however,itisnot syllabusinWordorPDF accessibletousers accessibleorinproper placeorwrongformat. InsetPictureandtext Pictureisclearlyvisible, Pictureispresentand textmayormaynotbe intoTopicModule notbrokenlink,textis presentorrelevantto fluidandrelatedto topic topic Setuptextpageto Textisonawebpage Textispresent introduceclass (samewindowornew) however,textisnot withclearlywrittentext clearorrelevant UploadaYouTubevideo YouTubeVideois toawebpage presentandoperational inMoodlewebpage SetupdropBox Dropboxisproperlyset Dropboxisinwrong areawithnoheaders upwithclearheaders setuptoidentify Forumissetup,with Setupforumswith Forumissetupin textandnopictureorit picture correctareawith isplacedinwrongarea pictureanddiscussion question Gradewasentered Gradeentered(afake Gradewassetupusing however,participant paperwillbeputinfor theoptionsthatwas hadnoideahowitwas sakeoftime) usedinsettingup setupinthefirstplace upload RubricforHomeworkSummative

Nopictureortext presentorbrokenlinks topicture Notextpagecreatedor placedanotherposition YouTubeIsnotpresent inMoodlewebpage Nodropboxpresent

Noforumsetuporis emptyofcontent

NoGradepresent

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UsingMoodleasaClassroomManagementTool 2010
Studentsetupone moduleforrealclass ExceedsExpectations Moduleshowsclear continuity,withclear understandingofwhat expectationsare Activityispresentandis functionalandhasreal meaningtouseof moodle YouTubevideois presentandrelatesto topicofparticipants module Textandpictureare relevanttothecourse materialandpresentin themodule Forumissetupandis clearlyaccessibleto studentswith meaningfuldiscussion topics StudentsDLandULan assignmentviamoodle, withnoissues,material isrelevant MeetsExpectations Moduleissetupbut notconsistentwith formorfunction Doesnotmeet expectations Nothingpresentor confusing

ActivitySetUp (studentschose)

NoActivitypresent Activityispresent howeverisnotlabeled correctlyorisconfusing YouTubepresentbut hasnorelevanceto coursematerial NoYouTubevideo presentorbrokenlink

SetupYouTube Resourcethatreflects topic Setupamoduletext introductionwitha picture Setupforumwith meaningfulstudent discussion

Textandpicturemaybe Notextorpicture present presentormaynotbe relevanttocourse materials Forumissetup Noforumsetup however,isunclear withtopic.

AssignmentinWord Documentissetupfor DLandstudentswillUL tomoodle

EitherULorDLis missingfrommoodle

NoULorDLispresent.

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UsingMoodleasaClassroomManagementTool 2010
AppendixA LearningTask 1.0Usingthe administrationtoolsof moodletosetupan effectiveclassroom managementtool 1.1 Lookforadmin toolsclickfiles 1.2ClickonFilesand upload 1.3Clickeditingpenon topic 1.4Usingsettings Objective Outcome Assessment

Usingtoolsofmoodle toolswilllocatefiles Uploadingfilesinthe moodleadmin Usingeditingpento createcontentonto moodle Usingsettingstochange logisticalbasisof moodletofitonesclass

Knowledge Knowledgeand Application Knowledge

Formative:Observation Formative:Observation Formative:Observation

Knowledgeand application

Formative:Observation

AppendixB LearningTask 2.0Usingmodulesto setupclassworkand information 2.1UsePentoolto openuptopic./week 2.2UseImagetoolsto insertpictureandtext forintroductorysection ofcourse 2.3Usesameasabove forsubtopics Objective Outcome Assessment

Usingeditingtoolsto setupmodules Usetheimagetoolsand texttoolstoinput information Createasubtopicfor studentinformation andwork

Knowledgeand application Knowledgeand application

Formative:Observation Formative:Observation peercheck

Synthesis

Formative:Observation

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UsingMoodleasaClassroomManagementTool 2010
AppendixC LearningTask 3.0Usingmoodleto setupclassresources 3.1Uploadafilethat participantbroughtin tomaintopic(the header). 3.2Setupatextpage Objective Outcome Assessment

Usingthefile,itwillbe uploadedtothetopic page

Applicationand knowledge

Formative:Observation

3.3Createawebpage withaYouTubevideo

Usingtexttoolresource Synthesis participantswillcreate awelcometoclass document Usingtheembeddable Applicationand knowledge toolsofYouTubeand Moodle,participants willuploadavideoto theirclass

Formative:Observation

Formativeobservations

AppendixD LearningTask 4.0Usingmoodletoset upclassactivities 4.1Setupaforum activity Objective Forumswillbesetupto showhowdiscussions workinaclassroom managementtool Usingtheactivitytools participantswillcreate aworkdropboxfor grading Usingthegradingtools inputagradeforwork Outcome Knowledgeand synthesis Assessment Formative:Peer observation

4.2Setupadropbox forstudentworkand gradesystem 4.3Inputfakegrade

Knowledgeand application

Formative:Observation

Knowledgeand application

Formative:Observation

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UsingMoodleasaClassroomManagementTool 2010
AppendixE LearningTask 5.0Createafunctioning classthatreflectstools learnedinmoodle 5.1Createafunctioning class Objective Outcome Assessment

Participantswillcreate afunctioningmoodle siteforstudentsto access

Synthesisand evaluation

Summative

AppendixF EntrylevelSkills Participantsareableto: Turnonthecomputer,navigateWebPages,savedocuments,understandthekeyboardandmouse Homeworkassigned Participantswillbringinthreepictures,allJPEGorGIF,acoursesyllabusandexamplesofclass assignments.ThisshouldbedoneusingthedistrictsfileserverorUSBDrive.

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UsingMoodleasaClassroomManagementTool 2010
AppendixG TelephoneInterviewQuestions: 1.Describeyourcomputeruseandskillsthatyouperformwellwith 2.Describethedifficultiesyouhavewithcomputertechnologies 3.Whatareyoulookingforwhenyouusetheinternetforeducationalpurposes? 4.Howcomfortableareyouwillpostingclasscontentonline? 5.Haveyouevertakenanonlineclassinwhichyouhadtopostassignments? 6.Onascaleof15howcomfortablewouldyoubetouseanonlineclassroommanager? 7.Areyouopposedtoonlinelearning? 8.Whyareyoutakingthistrainingsession?

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AppendixH

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Bibliography Gustafson,K.L.&Branch,R.M.(2002).SurveyofInstructionalDevelopmentModels(4thEd.).Syracuse, NY:InformationResourcesPublications,Syracuse Smith,P.L.,&Ragan,T.J.(2005).InstructionalDesign3rdEdition.Hoboken:JohnWileyandSons.

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