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Teaching as Inquiry for Moodle KnowledgeNet Presentation

Claire Amos
Claire Amos
Claire AmosDeputy Principal at Hobsonville Point Secondary School

How to use teaching as inquiry to ensure your Moodling is about student outcomes.

Teaching as Inquiry for Moodle KnowledgeNet Presentation

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Using teaching as inquiry to ensure your
Moodling focuses on student outcomes
Claire Amos – Director of e-learning
http://www.vln.school.nz/pg/groups/49720/epsom-girls-grammar-school-ict-pd/
am@eggs.school.nz

Part One:          E-learning at EGGS 2011 to 2012
Part Two:          Creating your e-learning action plan
ICT PD 2011
Transitioning from 2010 to 2011

Overarching Programme Goals stayed the
same.
To improve student engagement through the
integration of ICT strategies to enhance:
(a) student centred learning
(b) strong learning relationships between
teachers, students and caregivers
1. Students to become successful
digital citizens

• Staff and student to define and promote
  practices that demonstrate behaviours of a
  successful digital citizen*
2. Principals to lead the
integration of e-learning in their
schools (strategic and operational)
• The Principal to lead the integration of e-
  learning in all areas of the school.
3. Teachers to integrate e-learning
effectively into their practice creating
an innovative and exciting learning
environment for all students
• Learning Areas to establish and/or further develop
  online learning environments in all subject areas, and
  to further develop effective teaching and learning
  strategies that are supported by the use of ICTs.

• Staff to encourage use of student owned Internet
  capable devices.
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Teaching as Inquiry for Moodle KnowledgeNet Presentation

  • 1. Using teaching as inquiry to ensure your Moodling focuses on student outcomes Claire Amos – Director of e-learning http://www.vln.school.nz/pg/groups/49720/epsom-girls-grammar-school-ict-pd/ am@eggs.school.nz Part One: E-learning at EGGS 2011 to 2012 Part Two: Creating your e-learning action plan
  • 3. Transitioning from 2010 to 2011 Overarching Programme Goals stayed the same. To improve student engagement through the integration of ICT strategies to enhance: (a) student centred learning (b) strong learning relationships between teachers, students and caregivers
  • 4. 1. Students to become successful digital citizens • Staff and student to define and promote practices that demonstrate behaviours of a successful digital citizen*
  • 5. 2. Principals to lead the integration of e-learning in their schools (strategic and operational) • The Principal to lead the integration of e- learning in all areas of the school.
  • 6. 3. Teachers to integrate e-learning effectively into their practice creating an innovative and exciting learning environment for all students • Learning Areas to establish and/or further develop online learning environments in all subject areas, and to further develop effective teaching and learning strategies that are supported by the use of ICTs. • Staff to encourage use of student owned Internet capable devices.
  • 7. 4. Family and whānau to actively participate in their child’s learning • SMT, curricular and co-curricular groups will actively encourage students to add relevant evidence of learning to their eportfolio which will enable active participation of their family, whānau and communities.
  • 8. 5. Sharing online professional reflections to inform colleagues of the challenges and opportunities afforded by e-learning • Learning Areas to share online professional reflections and learning stories to inform colleagues and the wider community about the challenges and opportunities afforded by e-learning.
  • 9. ICT tools and strategies that we will focus on
  • 10. Using Teaching as Inquiry to produce an ‘E-learning Action Plan’
  • 11. E-learning Action Plan Inquiry Cycle Stage E-learning Action Plan Stage Focusing Inquiry Selecting a group of students to focus on and ‘Desired Student Learning Outcome(s)’ (PLG Focus) Teaching Inquiry ICT/e-learning strategies that will support DSLO Teaching and Learning Who/When (Timeline) Learning Inquiry Evidence that you will collect to measure shift in regards to DSLO
  • 12. So how does this work? • E-mentors are Learning Area based • PLGs will have been formed within Learning Areas to suit specific needs of Learning Area • Learning Areas have produced an ‘E-learning Action Plan’ led by LADs and e-mentors • PLGs have developed specific ‘E-learning Action Plans based on desired student learning outcomes’
  • 13. and… • Several sessions a term have been allocated to PLG sessions to work on their ‘E-learning Action Plan’ and workshops offered (based on needs highlighted in the action plans) to support e-learning needs.
  • 14. Transitioning from 2011 to 2012 Overarching Programme Goals stayed the same. To improve student engagement through the integration of ICT strategies to enhance: (a) student centred learning (b) strong learning relationships between teachers, students and caregivers
  • 15. Transitioning from 2011 to 2012 Three ICT PD foci for 2012 1. Establishing online classroom environments on Moodle for all classes 2. Encouraging student to bring and use ‘student owned devices’ 3. Completing another cycle of a Teaching as Inquiry e-learning action plan with a greater focus on effective pedagogy (to ensure we continue to reflect and question the effect of integrating e-learning and ICTs)
  • 16. Student Outcomes to Effective Pedagogy The focus will change: • 2011 – Student Outcomes informed the ‘e- learning action plan’ • 2012 – Effective Pedagogy/Key Competencies will inform the ‘e-learning action plan’
  • 17. E-learning Action Plan 2012 Inquiry Cycle Stage E-learning Action Plan Stage Focusing Inquiry Selecting a group of students to focus on and an area of ‘Thinking’ to focus on (PLG Focus) Teaching Inquiry Collaborative/Differentiated/ICT/e- learning strategies that will support development of ‘Thinking’ Teaching and Learning Who/When (Timeline) Learning Inquiry Evidence that you will collect to measure shift in regards to ‘Thinking’
  • 18. Suggested timeline for 2012 Term One Weeks 1-5 PD focus on Effective Pedagogy/Student Competencies not IT Weeks 6-10 PLGs formed and ‘E-learning Action Plans’ developed Term Two ICTPD Workshops and PLG time Mid-year feedback gathered at end of Term 2 Term Three ICTPD Workshops and PLG time Term Four Sharing and final feedback
  • 19. Moodle, Google and Pedagogy Do the following online actions and tools support these pedagogical foci? Moodle Thinking Collaboration Differentiation Adding document Yes No Yes Adding a link Yes No Yes Forums Absolutely Yes Yes Wiki Yes Absolutely Yes Google Apps Thinking Collaboration Differentiation Docs Yes Absolutely Yes Presentation Yes Absolutely Yes Forms Yes Could do Yes Sites Yes Absolutely Absolutely
  • 20. Why this works! • It is based on effective pedagogy as outlined in the NZC • It can be personalised to fit personal professional needs • It can be contextualised into any curriculum area • It provides a plan of action with provides a structure and a level of accountability • It puts the focus on the student outcomes, not the technology!
  • 21. Tips • Integrate all school initiatives into the one teaching as inquiry cycle – rather than separating out into disparate topics • Allow teachers to work in curriculum based professional learning groups • Provide a common template • Provide a clear timeline for completing each part of the inquiry • Get them to publish and share their plans – this helps with the accountability but also provides opportunities for identifying needs and common foci. • Offer technical and ICT skills PD based on their plans (consider creating online tutorials to do this)
  • 22. Creating your own e-learning action plan Go to: http://www.claireamos.com/workshop-info To access more info and templates you can use to create your own e- learning action plan! Things to consider: • What are your school’s strategic goals? • What are your department’s goals? • What are your personal/professional goals? These will determine what you will focus on in your focusing inquiry and teaching and learning inquiry.