Core 168 LITERARY ANALYSIS ESSAYYour first essay for the c.docx

Core 168: LITERARY ANALYSIS ESSAY
Your first essay for the course will be a literary analysis essay.
You will choose one primary text (one of the poems, stories,
speeches, or memoirs) from our class reading so far and then
focus your essay analyzing the text.
Your analysis must have:
· a worthwhile, interesting introduction leading to your thesis
sentence (stating the focus/main point of the essay);
· a substantial body of paragraphs to support your analysis (at
least 2-3 paragraphs);
· an interesting, relevant conclusion.
You will follow these steps of the writing process to write your
essay. Each step will also earn you assignment credit. Your
assignments will provide guidance for how to approach and
perform a literary analysis. Also, included below are specific
directions for HOW TO WRITE A LITERARY ANALYSIS
ESSAY:
1. Read “How to Write a Literary Analysis Essay” (below in
this document);
2. Choose a primary text of literature as your focus for the
essay; (9/25/18)
3. Brainstorm regarding two different aspect of the text—the
content (WHAT THE TEXT SAYS) and the literary devices
(HOW THE TEXT SAYS WHAT IT SAYS). If you would like
to use a recommended topic, you may do so, but you are also
free to explore your own topic (9/27/18)
4. Determine WHAT is interesting and important about what
happens in the text and make a statement about it. That
statement is your thesis statement. (9/27/18)

5. Write an essay to support your thesis statement, using textual
evidence (quotes from the primary text) to illustrate and provide
examples of your thesis. (10/2/18)
6. Revise your essay for content and organization. (10/4/18)
7. Edit your essay for clarity and correctness.
8. Visit the Writing Center and do a peer review of your essay.
9. Proofread your essay before submitting it.
10. Submit your essay by the deadline of 10/10/18.
SUGGESTED/EXAMPLE TOPICS
· Examine Sherman Alexie’s poem “Grief Calls Us to the
Things of This World”
· Examine how Nora Naranjo-Morse uses the legend/tradition of
the coyote trickster in her poem “A Well Traveled Coyote”
· Analyze the coyote figure in any of the coyote texts from
Native American Coyote Mythology
· Analyze Red Jacket’s rhetorical strategies he used in his
speeches
· Examine how Black Elk uses descriptive details to evoke
empathy for his people in Black Elk Speaks
· Analyze Lame Deers use of one or more of the following
literary devices: simile/metaphor; circular storytelling; humor
· Analyze E. Pauline Johnson’s short story (fiction) “As It Was
in the Beginning,” focusing on one or more of the following:
· 1st person point of view;
· the focus on skin color and how race is characterized in the
text;
· the focus on womanhood, particularly Ester’s connection with
her mother and how Ester uses the wisdom passed from her
mother;
· the circularity of the story in terms of the beginning and end
of the text and Ester’s return home;
· the significance of the snake;
· how Christian ideas of heaven and hell affect the course of the
story;
· or the effects of forced assimilation on Ester.

· Analyze the themes important in Zitkala-Sa’s texts.
HOW TO WRITE A LITERARY ANALYSIS ESSAY
The purpose of a literary analysis essay is to carefully examine
and sometimes evaluate a work of literature or an aspect of a
work of literature. As with any analysis, this requires you to
break the subject down into its component parts. Examining the
different elements of a piece of literature is not an end in itself
but rather a process to help you better appreciate and
understand the work of literature as a whole. For instance, an
analysis of a poem might deal with the different types of images
in a poem or with the relationship between the form and content
of the work. If you were to analyze (discuss and explain) a
play, you might analyze the relationship between a subplot and
the main plot, or you might analyze the character flaw of the
tragic hero by tracing how it is revealed through the acts of the
play. Analyzing a short story might include identifying a
particular theme (like the difficulty of making the transition
from adolescence to adulthood) and showing how the writer
suggests that theme through the point of view from which the
story is told; or you might also explain how the main
character‟s attitude toward women is revealed through his
dialogue and/or actions.
REMEMBER: Writing is the sharpened, focused expression of
thought and study. As you develop your writing skills, you will
also improve your perceptions and increase your critical
abilities. Writing ultimately boils down to the development of
an idea. Your objective in writing a literary analysis essay is to
convince the person reading your essay that you have supported
the idea you are developing.Unlike ordinaryconversation and
classroom discussion, writing must stick with great
determination to the specific point of development. This kind
of writing demands tight organization and control. Therefore,
your essay must have a central idea (thesis), it must haveseveral

paragraphs that grow systematically out of the central idea, and
everything in it must be directly related to the central idea and
must contribute to the reader’s understanding of that central
idea. These three principles are listed again below:
1. Your essay must cover the topic you are writing about.
2. Your essay must have a central idea (stated in your thesis)
that governs its development.
3. Your essay must be organized so that every part contributes
something to the reader’s understanding of the central idea.
THE ELEMENTS OF A SOLID ESSAY
The Thesis Statement
The thesis statement tells your reader what to expect: it is a
restricted, precisely worded declarative sentence that states the
purpose of your essay -- the point you are trying to make.
Without a carefully conceived thesis, an essay has no chance of
success. The following are thesis statements which would work
for a 500-750 word literary analysis essay:
Gwendolyn Brooks‟s 1960 poem “The Ballad of
Rudolph Reed” demonstrates how the poet uses the conventional
poetic form of the ballad to treat the unconventional poetic
subject of racial intolerance.
The fate of the main characters in Antigone illustrates
the danger of excessive pride.
The imagery in Dylan Thomas‟s poem “Fern Hill”
reveals the ambiguity of humans‟ relationship with nature.
Typically, the thesis statement falls at the end of your
introductory paragraph.
The Introduction

The introduction to your literary analysis essay should try to
capture your reader‟s interest. To bring immediate focus to
your subject, you may want to use a quotation, a provocative
question, a brief anecdote, a startling statement, or a
combination of these. You may also want to include
background information relevant to your thesis and necessary
for the reader to understand the position you are taking. In
addition, you need to include the title of the work of literature
and name of the author. The following are satisfactory
introductory paragraphs which include appropriate thesis
statements:
A. What would one expect to be the personality of a man who
has his wife sent away to a convent (or perhaps has had her
murdered) because she took too much pleasure in the sunset and
in a compliment paid to her by another man? It is just such a
man—a Renaissance duke—who Robert Browning portrays in
his poem “My Last Duchess.” A character analysis of the Duke
reveals that through his internal dialogue, his interpretation of
earlier incidents, and his actions, his traits—arrogance,
jealousy, and greediness—emerge.
B. The first paragraph of Alberto Alvaro Rios‟s short story
“The Secret Lion” presents a twelve-year-old boy‟s view of
growing up—everything changes. As the narrator informs the
reader, when the magician pulls a tablecloth out from under a
pile of dishes, children are amazed at the “stay-the-same part,”
while adults focus only on the tablecloth itself (42). Adults
have the benefit of experience and know the trick will work as
long as the technique is correct. When people “grow up,” they
gain this experience and knowledge but lose their innocence and
sense of wonder. In other words, the price paid for growing up
is a permanent sense of loss. This tradeoff is central to “The
Secret Lion.” The key symbols in the story reinforce its main
theme: change is inevitable and always accompanied by a sense

of loss.
C. The setting of John Updike‟s story “A & P” is crucial to the
reader‟s understanding of Sammy‟s decision to quit his job.
Even though Sammy knows that his quitting will make life more
difficult for him, he instinctively insists upon rejecting what the
A & P represents in the story. When he rings up a “No Sale”
and “saunter[s]” out of the store, Sammy leaves behind not only
a job but the rigid state of mind associated with the A & P.
Although Sammy is the central character in the story, Updike
seems to invest as much effort in describing the setting as he
does Sammy. The title, after all, is not “Youthful Rebellion” or
“Sammy Quits” but “A & P.” The setting is the antagonist of the
story and plays a role that is as important as Sammy‟s.
The Body of the Essay and the Importance of Topic Sentences
The term regularly used for the development of the central idea
of a literary analysis essay is the body. In this section you
present the paragraphs (at least 3 paragraphs for a 500-750 word
essay) that support your thesis statement. Good literary
analysis essays contain an explanation of your ideas and
evidence from the text (short story, poem, play) that supports
those ideas. Textual evidence consists of summary, paraphrase,
specific details, and direct quotations.
Each paragraph should contain a topic sentence (usually the
first sentence of the paragraph) which states one of the topics
associated with your thesis, combined with some assertion about
how the topic will support the central idea. The purpose of the
topic sentence is twofold:

1. To relate the details of the paragraph to your thesis
statement.
2. To tie the details of the paragraph together.
The substance of each of your developmental paragraphs(the
body of your essay) will be the explanations, summaries,
paraphrases, specific details, and direct quotations you need to
support and develop the more general statement you have made
in your topic sentence. The following is the first developmental
paragraph after one of the introductory paragraphs (C) above:
TOPIC SENTENCE
EXPLANATIONS AND
TEXTUAL EVIDENCE
Sammy's descriptions of the A & P present a setting that is
ugly, monotonous, and rigidly regulated. The chain store is a
common fixture in modern society, so the reader can identify
with the uniformity Sammy describes. The fluorescent light is
as blandly cool as the "checkerboard green-and-cream rubber
tile floor" (486). The "usual traffic in thestore moves in one
direction (except for the swim suited girls, who move against
it), and everything is neatly organized and categorized in tidy
aisles. The dehumanizing routine of this environment is
suggested by Sammy's offhand references to the typical
shoppers as "sheep," "house slaves," and "pigs” (486). These
regular customers seem to walk through the store in a stupor; as
Sammy indicates, not even dynamite could move them out of
their routine (485).
This paragraph is a strong one because it is developed through
the use of quotations, summary, details, and explanation to
support the topic sentence. Notice how it relates back to the

thesis statement.
The Conclusion
Your literary analysis essay should have a concluding paragraph
that gives your essay a sense of completeness and lets your
readers know that they have come to the end of your paper.
Your concluding paragraph might restate the thesis in different
words, summarize the main points you have made, or make a
relevant comment about the literary work you are analyzing, but
from a different perspective. Do not introduce a new topic in
your conclusion.Below is the concluding paragraph from the
essay already quoted above (A) about Browning's poem "My
Last Duchess":
If the Duke has any redeeming qualities, they fail to appear in
the poem. Browning's emphasis on the Duke's traits of
arrogance, jealousy, and materialism make it apparent that
anyone who might have known the Duke personally would have
based his opinion of him on these three personality "flaws."
Ultimately, the reader‟s opinion of the Duke is not a favorable
one, and it is clear that Browning intended that the reader feel
this way.
The Title of Your Essay
It is essential that you give your essay a title that is descriptive
of the approach you are taking in your paper. Just as you did in
your introductory paragraph, try to get the reader's attention.
Using only the title of the literary work you are examining is
unsatisfactory.The titles that follow are appropriate for the
papers (A, B, C) discussed above:
Robert Browning's Duke: A Portrayal
of a Sinister Man

The A & P as a State of Mind
Theme in "The Secret Lion": The
Struggle of Adolescence
Audience
Consider the reader for whom you are writing your essay.
Imagine you are writing for not only your professor but also the
other students in your class who have about as much education
as you do. They have read the assigned work just as you have,
but perhaps they have not thought about it in exactly the same
way. In other words,it is not necessary to "retell" the work of
literature in any way. Rather, it is your role to be the explainer
or interpreter of the work—to tell what certain elements of the
work mean in relation to your central idea (thesis). When you
make references to the text of the short story, poem, or play,
you are doing so to remind your audience of something they
already know. The principle emphasis of your essay is to draw
conclusions and develop arguments. Be sure to avoid plot
summary.
USING TEXTUAL EVIDENCE
The skillful use of textual evidence -- summary, paraphrase,
specific detail, and direct quotations -- can illustrate and
support the ideas you are developing in your essay. However,
textual evidence should be used judiciously and only when it
directly relates to your topic. The correct and effective use of
textual evidence is vital to the successful literary analysis
essay.

Summary
If a key event or series of events in the literary work support a
point you are trying to make, you may want to include a
briefsummary, making sure that you show the relevance of the
event or events by explicitly connecting your summary to your
point. Below is an effective summary (with its relevance
clearly pointed out) from the essay already quoted above on
"The Secret Lion" (B):
The boys find the grinding ball, but later attempt to bury it
(SUMMARY). Burying it is their futile attempt to make time
stand still and to preserve perfection (RELEVANCE).
Paraphrase
You can make use of paraphrase when you need the details of
the original, but not necessarily the words of the original:
paraphrase to put someone else's words into your own words.
Below is an example (also from the paper on "The Secret Lion")
of how to "translate" original material into part of your own
paper:
Original: "I was twelve and in junior high school and
something happened that we didn't have a name for, but it was
nonetheless like a lion, and roaring, roaring that way the biggest
things do."
Paraphrase: Early in the story, the narrator tells us that when he
turned twelve and started junior high school, life changed in a
significant way that he and his friends could not quite name or
identify.
Specific Detail
Various types of details from the text lend concrete support to
the development of the central idea of your literary analysis
essay. These details add credibility to the point you are
developing. Below is a list of some of the details which could
have been used in the developmental paragraph from the paper
on John Updike's short story "A & P" (see the paragraph again

for which details were used and how they were used).
"usual traffic"
"fluorescent lights"
"checkerboard green-and-cream
rubber-tile floor"
"electric eye"
shoppers like "sheep," "house
slaves," and "pigs"
neatly stacked food
dynamite
Using Direct Quotations
Quotations can illuminate and support the ideas you are trying
to develop. A judicious use of quoted material will make your
points clearer and more convincing. As with all the textual
evidence you use, make sure you explain how the evidence is
relevant—let the reader know why the quotes you cite are
significant to your argument. Below are guidelines and
examples that should help you effectively use quotations:
1. Brief quotations (four lines or fewer of prose and three
lines or fewer of poetry) should be carefully introduced and
integrated into the text of your paper. Put quotation marks
around all briefly quoted material.
Prose example:
As the "manager" of the A & P, Lengel is both the guardian and
enforcer of "policy" (487). When he gives the girls "that sad
Sunday-school-superintendent stare," the reader becomes aware
of Lengel‟s character as the A & P's version of a dreary
bureaucrat who "doesn't miss much" (487). Make sure you give
page numbers when necessary.Notice that in this example the
page numbers are in parenthesis after the quotation marks but
before the period.

Poetry example:
4
From the beginning, the Duke in Browning's poem gives the
reader a sense of how possessive he really is: "That's my last
Duchess on the wall, / Looking as if she were alive" (1-2). The
reader cannot help but notice how, even though the Duke is
talking about her portrait, his main concern is that she belongs
to him. Notice that line # 1 is separated from line # 2 by a
slash. Make sure you give the line numbers when necessary.
2. Lengthy quotations should be separated from the text of your
paper. More than four lines of prose should be double spaced
and indented ten spaces from the left margin, with the right
margin the same as the rest of your paper. More than three
lines of poetry should be double spaced and centered on the
page. Note: do not use quotation marks to set off these longer
passages because the indentation itself indicates that the
material is quoted.
Prose example:
The first paragraph of "The Secret Lion" introduces the narrator
as someone who has just entered adolescence and is uncertain
what to make of it:
I was twelve and in junior high school and something
happened that we didn't have a name for, but it was there
nonetheless like a lion, and roaring, roaring that way the biggest
things do. Everything changed. Just that. Like the rug, the one
that gets pulled -- or better, like the tablecloth those magicians
pull where the stuff on the table stays the same but the gasp!
from the audience makes the staying-the-same part not matter.
Like that. (41-42) Make sure you give page numbers when
necessary. Notice in this example that the page numbers are in
parenthesis after the period of the last sentence.

Poetry example:
The Duke seems to object to the fact that his "last Duchess" is
not discriminating enough about bestowing her affection. In the
following lines, the Duke lists examples of this "fault":
Sir, 'twas all one! My favor at her
breast,
The dropping of the daylight in the
west,
The bough of cherries some officious
fool
Broke in the orchard for her, the white
mule
She rode with round the terrace -- all and
each Would draw from her alike the approving
speech.
(Browning 25-30)
Be sure to provide the line numbers.
3. If any words are added to a quotation in order to explain
who or what the quotation refers to, you must use brackets to
distinguish your addition from the original source.
Example:
The literary critic John Strauss asserts that "he [Young
Goodman Brown] is portrayed as self-righteous and
disillusioned" (10). Brackets are used here because there is no
way of knowing who "he" is unless you add that information.
Brackets are also used to change the grammatical structure of a
quotation so that it fits into your sentence.
Example:

Strauss also argues that Hawthorne "present[s] Young
Goodman Brown in an ambivalent light” (10). Brackets are
used here to add the "s" to the verb "present" because otherwise
the sentence would not be grammatically correct.
4. You must useellipsis if you omit any words from the original
source you are quoting. Ellipsis can be used at the beginning,
in the middle, or at the end of the quotation, depending on
where the missing words were originally. Ellipsis is formed by
either three or four periods with a space between each period.
Original: "Early to bed and early to rise makes a man
healthy, wealthy and wise."
Example (omission from beginning):
This behavior ". . . makes a man healthy, wealthy, and wise."
Ellipsis formed by three dots after the quotation marks.
Example (omission from middle):
This maxim claims that "Early to bed . . . makes a man healthy,
wealthy, and wise." Ellipsis formed by three dots used in place
of the words "and early to rise."
Example (omission from end):
He said, "Early to bed and early to rise makes a man healthy . . .
." Ellipsis is formed by four dots before the quotation marks --
the fourth dot is really a period which ends the sentence.
5. Use a single line of spaced periods to indicate the omission
of an entire line of poetry.

Example:
The Duke seems to object to the fact that his "last Duchess" is
not discriminating enough about bestowing her affection:
She looked on, and her looks went
everywhere.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . .
The dropping of the daylight in the
west,
The bough of cherries some officious
fool
Broke in the orchard for her, while the
white mule She rode around the terrace --
like and each
Would draw from her alike the approving speech…. (Browning
24-30)
Punctuating Direct Quotations
You will be able to punctuate quoted materials accurately if you
observe the following conventions used in writing about
literature:
1. When the quoted material is part of your own sentence, place
periods and commas inside the quotation marks.
Example:
According to the narrator of "The Secret Lion,” change was
"like a lion," meaning that its onset is sudden and ferocious.
The comma is inside the quotation marks.
2. When the quoted material is part of your own sentence, but
you need to include a parenthetical reference to page or line
numbers, place theperiods and commas after the reference.

Example:
The narrator of "The Secret Lion" says that the change was
"like a lion" (Rios 41). The period is outside the quotation
marks, after the parenthetical reference.
3. When the quoted material is part of your own sentence,
punctuation marks other than periods and commas, such as
question marks, are placed outside the quotation marks, unless
they are part of the quoted material.
Example (not part of original):
Why does the narrator of "The Secret Lion" say that the change
was "like a lion"? The question mark is placed after the
quotation marks because it does not appear in the original -- it
ends a question being asked about the story.
Example (part of original):
The Duke shows his indignation that the Duchess could like
everyone and everything when he says, "Sir, 'twas all one!"
(Browning 25). The exclamation point is placed inside the
quotation marks because it appears in the original.
4. When the original material you are quoting already has
quotations marks (for instance, dialog from a short story), you
must use single quotation marks within the double quotation
marks.
Example:
Lengel tries to stop Sammy from quitting by saying, “„Sammy,
you don't want to do this to your Mom and Dad‟" (Updike 486).

2
2
Instructions for Assignment 3, Task #3: Final Report
Abdelrasoul, Abubakr & Delafe, Kennia IDE611 December 8,
2017
COLLABORATIVE TECHNOLOGY PROJECT
IDE 611: TECHNOLOGIES FOR INSTRUCTIONAL SETTING
Name: Abubakr Abdelrasoul, Kennia Delafe
Schoology.com for ESL (English as a Second Language) Adult
Learners
Introduction
This project aimed to support Adult ESL learners in their
English language continuing
education during and after classroom instruction using
technology as the platform learning tool.
With this focus, we proposed to use www.schoology.com, a free
Learning Management System
(LMS) tool that uncovers a set of new-preconceived learning

experiences, to be used as an
extension of the classroom instructions. Schoology allows adult
learners, in a user-friendly way,
to practice English, assess their learnings, and keeping a direct
connection with classmates and
teachers from any computer, tablet, or smartphone with Internet
access. On the other hand,
Schoology enables instructors to create, manage, and share
content and resources with their
students and colleagues. Teachers can follow their adult
learners progress synchronously or
asynchronously by using their smart devices as well. We also
proposed that the adoption of this
LMS project could enhance any adult ESL education classroom
by increasing the number of time
students could spend practicing English on their self-pace and
increase of students’ technology
skills. For this end, learning outcomes can be reflected in
students’ English level advancement,
job placement, and continuing education in the long run.
The project team is composed by Abubakr Abdelrasoul who is
an electronics and computer
systems engineer with over eight years of experience in
electronics, software, and management

fields. Coming from a third world country, Abubakr is
interested in applying technology in
educational contexts to increase access to quality education,
reduce costs, and promote open
source tools. The other team member is Kennia Delafe, an Adult
ESL teacher with more than
fifteen years of experience working in different areas in the
adult ESL education field. Her
1
http://www.schoology.com/
Abdullah Albelehy
Abdullah Albelehy
2017
primary focus is to help adult learners to learn English and get
acquaintance in their new learning
and living community, but also, to close technology knowledge
and skills gap to become

self-sufficient in this rapid-advancing technological era. Both
team members are currently
students in the IDE:611 Technology for Instructional Settings
course at Syracuse University.
The implementation and evaluation process was done by the
collaboration of Kennia Delafe,
Adult ESL Teacher, and Soon Young Kong, also Adult
Education Teacher. Both teachers
worked in setting up the logistics of including English Butterfly
LMS within the hours of
instruction and as part of the students’ homework.
Needs assessment
The needs assessment revealed the definite need for such tool in
the adult ESL education
model. From experience in adult education and from asking
other professionals’ opinion, English
as a Second Language adult learners have insufficient time to
learn and practice English in a
classroom setting which is restricted by time and place as well.
As a result, learning takes longer
than it should and achieved results are not as high as teachers
will like it to be. Besides,
education gets interrupted by many other adult responsibilities,

and it is not always easy to find
ways to continue study. Schoology gives learners the chance to
learn, practice, and access
learning material without any time or geographical restrictions.
To stimulate their interest in
pursuing their education outside of the classroom, the adoption
of this new technology may
motivate students to keep improving their English skills by
practicing its four domains, writing,
reading, listening, and speaking.
Goals and objectives of the project
The purpose of this project was to implement an accessible
learning management system in
an ESL learning context to overcome limitations of traditional
ESL adult classrooms and to
extend the opportunities for learning.
2
Abdullah Albelehy

2017
Objectives
This project, the development of the Schoology learning
management system, enabled ESL
adult learners and teachers to:
● Learn English with no time or place restrictions
● Develop technological skill for both learners and instructors
● Create meaningful online lessons and assessments focusing on
significant learning
problems
● Monitor and follow their student’s progress and take
corrective actions when needed
● Provide user-friendly learning tools in one place
● Provide instructors with an easy to use tracking and reporting
tool
Target audience
The students, who are participating in the testing of the LMS,
are refugees who come from

different countries. This group of students in the English Level
2 class came from Central
America and the Caribbean Islands, Asia, and Africa. This
course is composed of twenty-five
students, all from different knowledge background, their
English level fluctuates in the beginning
English range, and their technology skills also varies from
limited to advanced.
The project also targeted ESL teachers that will like to promote
continuing ESL education
outside of the classrooms and the use of technology as an
instrument of learning.
Technology or technologies to be used
This project engaged the targeted audience in using a variety of
techniques. Personal
computers, tablets, smartphones, and virtual technology with
the use of the www.schoology.com
site or “online classroom” can be accessed from any school
computer lab, library computers,
from home or by using other smart devices. Because of the
nature of the ESL adult learners, it is
essential to clarify that all hardware used to access to the
English practices must have internet

access.
3
Abdullah Albelehy
2017
The use of these technologies made the perfect combination to
create a system that adult ESL
students are using to improve their English by accessing and
using teacher-created resources at
no additional cost. Participating students are now able to own
and manage their English skills
and knowledge acquisition at their speed and can expand their
technical skills as an accidental
learning. Students have the opportunity to improve their
listening, reading, speaking, and writing
skills in English with the use of hands-on exercises, videos,
vocabulary drills, flashcards, and
more. Besides, having access to an online classroom on-site,
students can bring it home.

Therefore, learning is reaching out those, that for various
reasons cannot go to school to learn or
improve their English, to become part of our distance English-
learning community.
Teachers, on the other hand, Kennia Delafe and Soon Young
Kong, had the opportunity to
design their own-private online classroom by using their limited
or advanced technology skills
for free. The opportunities to expand their creativity and
knowledge while creating meaningful
lessons that students can use to review concepts learned while
away from the classroom, are
endless. It’s worth mentioning that teachers organized content
by creating folders, upload
previous-created lessons, linking outside sources into the
courses, and developing quizzes and
activities. Teachers are also able to communicate news quickly,
have students chat about specific
topics adding discussion sessions, create photo albums from
classroom pictures, download useful
apps into courses, connect with other teachers for resources
within the same platform, and much
more.

Challenges faced
Schoology is an excellent LMS platform with many features and
possesses a user-friendly
environment. However, Schoology is a tool at the end of the
day, facilitates learning and makes
it easier, but a significant component is its content and quality.
Deciding on the right material,
with our students’ low English and computer skills in mind was
difficult and time-consuming.
Ideally, the content must cover all four-English-language skills
in reading, writing, listen, and
speaking. Fortunately, we managed to organize and prepare
suitable material for the first three
skills, that is Reading, Writing, and Listening. We relied on free
and open-source content from
4
Abdullah Albelehy
2017

the Internet rather than developing it from scratch. The
resources we used were YouTube,
Quizlet, Mindmeister, and Azar Grammar to compile and create
some more study materials
samplers.
For the Speaking acquisition skill, Schoology might not be of
great help as this ability
requires synchronous interaction whether face-to-face or online.
Therefore, having in mind that
the primary goal of English Butterfly LMS is to expand English
learning outside of the
classroom and not to replace it, we decided to address more of
the speaking during class sessions
instead of online. However, due to many petitions from
students, we included some YouTube
videos that target some of the most common pronunciation
issues among students as a
pronunciation model for them to practice by repeating/
mimicking each of the given practices.
Another problem that we encounter was the amount of time that
training in the use of
Schoology took for this group of students due to their limited
technology skills. As it was
explained before, our audience is a group of a multi-English

level and multi-technology skills
student. This problem had impacted the way training had been
delivered. Instead of
teacher-centered instruction with the use of visuals and step by
step materials, it was more of a
peer-to-peer teaching and cooperation. Skilled students in the
technology area helped others to
register, sign in and out, sign in again, and explore content
following visual/written direction in a
handout. Still, even though it took a long time, it was and
continue being a success.
The lack of proper hardware at home for students to use our
online classroom was another
issue. As students started to engage in this project, always
remembering that their English is
limited and we cannot give them too much information at a
time, we started asking for resources
that they could use at home to continue practicing. Around 40 %
of the class has a computer or a
tablet ready to use with internet access. The other 60% or so, do
not have the proper hardware to
practice. Therefore, we asked if they have a smartphone with an
active internet connection and
this was successful. Consequently, we added another step to this

process; to download the
Schoology app into their phone while on school grounds WiFi
was active and taught them using
hands-on practice how to use their mobile so they could
continue studying English using English
Butterfly LMS while at home.
5
Abdullah Albelehy
2017
Results
The objective of this project was to implement an online
learning management system (LMS)
to overcome limitations of traditional ESL adult classrooms and
extend the opportunities for
learning with no time or place restrictions. We also wanted to
conceive this MLS to help adult
learners and teachers in the development of technology skills to

have access to meaningful
lessons and assessments, to monitor students’ progress and
learning engagement, to learn new
user-friendly learning tools, and to provide instructors with an
effortless way of tracking and
reporting students’ learning exposure outside of the classroom
hours. We are happy to say that
these objectives were met promptly (see Appendix A) and the
English Butterfly Management
Learning System is up and successfully running (see Appendix
B).
At this point, twenty out of twenty-five students in Kennia’s
ESL classroom are registered in
the English Butterfly online classroom and fourteen are often
engaged in many of the learning
activities that the site provides. Therefore, we got to the
conclusion that the structure and content
we developed are meaningful and easy to navigate for our adult
learners. The structure that we
arranged for students to manage has been successfully
understood and is being used. And the
given training and classroom support with technology have
reinforced our adult learners abilities
efficiently to lead their new way of learning.

The responses we obtained from our students are above
expectations, and they have shown
motivation to begin and continue learning by actively
interacting with the content during evening
hours and weekends (see Appendix C). Also, many adult
learners have expressed that their
computer skills seem better than before and this shown by their
participation in the online
classroom and the questions they bring to class after practice.
Overall, we are delighted with the
product and its outcomes. We think that the continued used of
this LMS will help adult learners
to overcome many of their English language barriers in the near
future.
Things to have in mind for future implementation of a LMS or
while training of other
professionals in the creation, implementation, and evaluation of
a similar learning platform, is to
assess the needs and skills of the targeted audience better to be
able to plan the implementation
6
Abdullah Albelehy

2017
phase in a way that the time used will be more realistic. For our
project, we designed the
implementation phase way too far from the reality and in our
way we encounter difficulties that
delay the proposed schedule. However, it did not slow the
expected outcomes. A possible
solution we thought about, was to overlap content preparation
and training. Therefore, by the
time students are fully trained in the use of the LMS, the
content is already created for them to
use. In this way, possible delays in students’ fully engagement
and practice will be eliminated.
Reflection on the Experience
During the development of this project we didn’t encounter too
many challenges, although
agreeing on and finding content that could be used as a self-
paced study, bearing in mind the
level of English and technology skills of the target audience,

yet, was crucial and challenging.
On the other hand, the way the team cooperated and worked
together was satisfactory helping to
move on through the different phases of the project in a smooth
direction.
We have learned, from the responses we have seen and the
number of hours that learners are
putting into studying English outside of the limited three-hour-
classes, that technology has
tremendous power in education if it is finely developed. We
also found out how motivated
students were to learn and enhance their language with the use
of this user-friendly tool
accessible everywhere they have an internet connection. Also,
teachers in the implementation
and evaluation phase were very motivated to use this new
addition to their class because of all
this new window of learning opportunities for their students.
Motivation, in general, has been
one of the fundamental keys to the success of this project.
Besides, proper planning,
management, and flexibility throughout the process of
development and design of the LMS
project played a fundamental role in getting outstanding

outcomes as well. At this time it is
essential to bring up that the team agrees on the fact that the use
of technology in the adult ESL
classroom enhances students’ learning and gives them a whole
new set of skills that they need to
survive in this digital era. Furthermore, our approach to
collaboration and implementation of our
LMS project assisted educators and students involved in the
understanding of the importance of
7
Abdullah Albelehy
2017
learning and using technology in the ESL adult education. The
results we obtained are very
encouraging to continue promoting the use of LMS in the adult
ESL education system.
We believe that our future jobs can be enhanced with the skills
and knowledge we have

acquired as result of this project. Kennia has mentioned that she
will continue using and
developing the English Butterfly LMS and train future students
in its use in her next teachings.
Besides, Kennia already raised the learning performance gap
due to the lack of technology
knowledge among other teachers to the facilitator in the school
she works. Her goal is to present
this project and its outcomes to support a possible solution idea
to close the learning gap between
teachers and students. She also mentioned that next year, she
would present English Butterfly
LMS and its results in the NYACCE (New York Association for
Continuing/ Community
Education) as an example of how technology can help adult ESL
students in improving their
English skills to promote its use among education professionals
in the area of adult education.
Abubakr mentioned that this could bring a new spectrum of
teaching and learning
opportunities in his county’s schools. Furthermore, upon his
return, he will be looking into
possibilities of implementing this idea in his hometown schools.

8
Abdullah Albelehy
2017
APPENDICES
Appendix A
Time Management Plan for the project
October 9th- Initial Proposal, Done!
10/16 - www.schoology.com online classroom setup (Course
Name and Section), selection of
ESL materials to be use in the course, Done!
10/23 - Course folders set up, grading system period setup, and
instructional materials for
registration and use of the site done, Done!
10/30 - 11/6 ESL course instructional materials, exercises and
quizzes done, work on
progress report and start recruiting students and teachers for

online classroom testing, Done!
November 11th - Progress Report, Done!
11/20 - Initial online classroom testing, continue working on
instructional materials and
learning assessment, record online classroom challenges and
needs for changes, Done!
11/27 - Work on online classroom, use data analysis, ultimate
changes, complete online
classroom details, record online classroom user's’ input,
continue working on final
submission paper, Done!
12/4 - www.schoology.com LMS ready to be adopted, work on
final project paper details,
Done!
December 8th - Final submission, Done!
9
Abdullah Albelehy

2017
Appendix B
Final Product
Site link: http://app.schoology.com/register.php?type=instructor
Username: [email protected]
Password: Kabu611
Logo:
Home Page
10
http://app.schoology.com/register.php?type=instructor
mailto:[email protected]
Abdullah Albelehy
Abdullah Albelehy

Abdullah Albelehy
2017
Appendix C
Overall course analytics for the past thirty days (November 8th
- December 7th, 2017)
Course analytics by discussion assignments (November 8th -
December 7th, 2017)
11
Abdullah Albelehy
2017
Sample of course analytics by links used (November 8th -

December 7th, 2017)
12
Abdullah Albelehy
COLLABORATIVE TECHNOLOGY
PROJECT
INSTRUCTIONAL TECHNOLOGY
Abaenglish.com for the E-learning of the Middle School
Introduction
The major concern for this project is to provide an E-learning to
the middle school in
Saudi Arabia. The project teaches English through the use of
technology as it is used by the
student. This project proposes the use of
https://www.abaenglish.com an E-learning tool for the
learning process of the student which is used for the enhanced
experiences.
Abaenglish focuses on the teaching of English with an approach
that has been developed

for the transferring of learning the digital space. Abaenglish has
videos designed for the purposes
of learning the English language, exercises which are
interactive with an educator assistance,
with a flexible, effective, and very natural learning process.
This learning tool has very high technology capabilities which
has proven capabilities of
teaching the English language for a very long time. Through a
mobile application, the process of
teaching middle school students English language through an e-
learning platform such as
Abaenglish.
This tool has enough English language teaching resources.
There is a large number of
teachers who can be able to perform very crucial activities for
the success of the learners. The
process in which a learner can be able to maximize on the
experience is through solving the
questions. This tool helps the students to improve their weaker
points and to be motivated for
https://www.abaenglish.com/
jlei
Inserted Text

students
jlei
Sticky Note
It would be helpful to include a citation to strengthen your
argument.
jlei
Sticky Note
Some of the information about the tool can be moved to the
"Needs Assessment" section to justify why this tool is selected
to meet students' needs.
2
more learning in the future. In the end, the student will have
gotten the best outcome of the
course.
The adoption of the e-learning collaborative model through
ABA is able to provide the
middle school students with an innovative type of technology
where every child is assigned to a
teacher; a professional who is present to provide an assist.
The project team is composed by Abdullah Albelehy who is a
teacher with over eight
years of experience in education field. Coming from Saudi
Arabia, Abdullah is interested in

applying technology in educational to increase accessibility to
quality education, reduce costs,
and promote open source tools. The other team member is Hani
Albulayhi, an ESL teacher with
more than fifteen years of experience working in different areas
in the adult ESL education field.
His main focus is to help student learn English and get
acquaintance in their new learning and
life community, but also, to close technology knowledge gap in
order to become self-sufficient in
this rapid-advancing technological era.
jlei
Sticky Note
Great! I'm glad that you have a onsite collaborator.
3
Needs assessment:

Justification of the importance of this project; What was the
context? How did you know
there was a need for this project?
Needs assessment is conducted and there is a definite need for
such tool. From previous
experience in student education, English as a Second Language
student learners have very
limited time to learn and practice English in classroom settings
which is limited by time and
place as well. As a result, learning takes longer than it should
and achieved results are not as high
as teachers would like them to be.
ABA gives learners the chance to learn, practice, and access
learning material without
any time or location restrictions. To stimulate their interest in
continuing their education outside
of the classroom, the adoption of this new technology, may
stimulate students’ interests in
improving their English skills by practicing the language.
Students can respond to questions and
take tests to get credit point. Adults who are engaged in a
lifelong of learning can also benefit
from this technology to learn English language.

The traditional reason for an assessment for this project is to
assess how knowledge is
gained by students. The evaluation will assess learners answers
and whether their answers are
correct or not. The assessment is also aimed to evaluate if the
middle school students are able to
retain the information which they have learned.
The system is able to know that if a student answers the
questions incorrectly it is
because they may be having trouble understanding the
questions. Assessment is able to keep
track of the progress which has been made by the learner and
the evaluator. If most of the
4
students have done poorly on the assessment or on specific
questions the e-learning collaborative
model will gain more information about the process of learning
itself.
Goals and objectives of the project:
An instructional objective will be able to describe what the

young learners will be able to
do after a successful completion of the instruction. The project
is aimed at guiding through the
content of the materials and the teaching methods of the tool.
The main objective of the project is
to reach the goal which assisting the middle school students in
understanding the expectations of
the instructional system.
The objective is to assess and evaluate the learner and be able
to meet the expected
learning outcomes. Description of the ability which has been
developed by the student after the
learning process. It should also provide a condition which
evaluates the efficiency which has
been acquired by the student. Another main objective of this
project is to create a learning
system in English to cover the minimum standards for gaining
knowledge and the skills of
competence.

jlei
Sticky Note
Do students know how to use this tool? If not, being able to use
this tool would be one of the first objectives to aim for.
5
Possible goals of the project:
1. For the incensement of the learning opportunity or rather
increased flexibility for the
students.
2. For the enhancement of the general quality of teaching and
learning.
3. The project is meant for the development of skills and the
competencies which are needed in
the English language class
4. To improve the cost of effect for the post-primary education.
5. The project is trying to ensure that the education technology
development responds to
technological imperative.
6. To institutionalize learning the learning process.
7. Learn English with no time or place restrictions.

Target audience
The middle school students who took part in this project are
from Saudi Arabia. The
group was composed of thirty students. Their knowledge of
English is quite low, but they do
have good skills in the field of technology.
jlei
Sticky Note
Can you explain what this means?
jlei
Sticky Note
Can you explain this goal?
6
Technology or technologies to be used: (what, how, why use)
The project is utilizing Abaenglish app and website
(https://www.abaenglish.com) which

is an e-learning platform. Abaenglish can be accessed through
smart mobile phones and
computers.
The video and audio are another type of technology which has
been used. It is an
electronic medium which is used for the recording, copying, and
broadcasting of the visual
images. This method is used through any type of visual learners
or rather the students who are
able to learn best visually rather than just the audio.
Computers, tablets, and mobile phones can also be used to
benefit the intended audiences.
These devices have a large contribution to this project and its
process of educating the learners.
One of the most significant factors that reshape and redefines
the traditional educational process
is the rapid and the huge revolution of information and
communication technology which led to
the enhancement for the traditional learning process by the wide
and strong adoption of e-
learning in educational institutes.
This project will potentially engage targeted audience in the use
a variety of technologies.

Personal computers, tablets, smartphones, etc. to access
Abaenglish website and/or the smart
device’s application. Abaenglish can be accessed from any
school computer lab, library
computers, from home or by using other smart devices. Due to
the nature of the platform itself, it
is important to clarify that learners need to have an Internet
service to access it.
The use of these technologies makes the perfect combination to
create a system that
young ESL learners can use to improve their English by
accessing and using ABA with no
additional costs. Students will have the opportunity to improve
their listening, speaking, reading,
7
and writing with the use of hands-on exercises, videos,
vocabulary drills, flashcards, and more.
Therefore, learning is reaching out those that for various
reasons cannot go to school to learn or
improve their English.
Final product

What your final product will include: (three components are
required in your final project
product: (a) Instructional materials; (b) Learning activities
(authentic and inquiry-based ICT
[information communication technologies] activities, age-
appropriate, relevant to the topic); (c)
Assessment of learning)
The final product of the project includes a link with a username
for the student, a password.
Instructional materials for this course will include guides of
how to register and use
https://www.abaenglish.com for teachers and students, samples
of instructional materials for
ESL hands-on exercises, ABA film and samples of speaking.
jlei
Sticky Note
Please explain what will be your "instructional materials",
"learning activities" and "assessment of learning".

8
Tentative timetable for project completion
Tentative timetable for project completion (list weekly dates,
major tasks to be done each week,
and what you will need to do that task)
October 8th - Initial Proposal: Done
October 15th - https://www.abaenglish.com classroom setup.
Apps to be installed, tested, and
young learners are taught how to use the platform.
October 22nd – Follow-up with students on learning using the
platform
November 11th - Progress Report
November 19th – in-class test to measure and assess learning
November 26th - Work on data analysis, record students’ input
and feedback, continue working
on final submission paper
December 3rd – ABA platform ready to be adopted for future
classes, work on final project
paper

December 7th - Final submission
https://www.abaenglish.com/
9
Challenges to be faced (organizational, attitudinal, physical
plant, technical, etc.)
The tool website is an excellent platform which is made of great
features for the ease use of the
users. The tool website is able to meet its requirement; which is
the facilitation of the learning
process and being able to make it easy. The e-learning’s
appropriate time and place flexibility are
able to attract more students to the online education. Despite the
fact, many of them encounter
serious challenges that prevent them from completing the
learning process with ease. One of the
major challenges is adaptability struggle.

Moving from the traditional to the computerized learning
through an application tool in a virtual
classroom makes the experience more difficult for the students.
Through the resistance of
change, it does not allow students to adapt to the online
learning with ease and takes a lot of time
to get them accustomed to the Course Management Systems and
other methods of computer-
based education.
Technical issues where many of the learners are not provided
with the high bandwidth or the
strong internet connection which is required by the online
English learning. This cause a fail to
able to catch up with visual classmates.
Lack of computer literacy is a major issue which is among the
students. Many of the students
cannot be able to operate basic programs. Many of the students
will find fixing basic computer
problems very troublesome because they have no knowledge in
the area. E-learning through a
website tool is good news but at its initial stage, it poses certain
threats to the students. The
attitude change and the technological literacy would help them
in gaining.

10
Expected results
By the end of this project we would like to have a well-
structured classroom using ABA
English teaching platform that will serve as an aid in English
Language instruction for ESL
teachers in primary schools in Saudi Arabia, and as a learning
tool for ESL student students.
Demonstration: How will you document the project process
through visuals as well as text?
How will you include your project in the final report?
We are planning to keep in writing all the steps that will take us
to the final expected
result. Reports will include a detailed description of each step
as well as screenshots of those

steps, that will serve as visuals components of the project.
IDE 611: Assignment 3, Task #2: Progress Report
Abdelrasoul, Abubakr & Delafe, Kennia
November 9, 2017
1
IDE 611: TECHNOLOGIES FOR INSTRUCTIONAL SETTING
Name: Abubakr Abdelrasoul, Kennia Delafe
PROJECT TITLE
Learners
NAMES OF PROJECT TEAM MEMBERS
1. Abubakr Abdelrasoul IDE 611 Course Participant,
Electronics Eng.

2. Kennia Delafe IDE 611 Course Participant, Adult ESL
teacher
GOAL AND CONTEXT OF PROJECT
The goal of this project is to implement a Learning Management
System (LMS), in an English
as a Second Language (ESL) learning context to overcome
limitations of traditional ESL adult
classrooms and extend the opportunities of learning. The project
will support Adult ESL learners
in their English continuing education during and after classroom
instruction using technology as
the platform learning tool. Students are refugees who come from
different countries
Schoology, a free LMS, is used as extension of the classroom
instructions. Participating students
will be able own and manage their own English acquisition at
their own speed and have the
possibility to expand their technological skills as an accidental
learning. Students will have the
opportunity to improve their listening, speaking, reading, and
writing with the use of hands-on
exercises, videos, vocabulary drills, flashcards, and more.

ACCOMPLISHMENTS THUS FAR ON THE PROJECT
As stated in initial report, our final project will include: (a)
Instructional materials; (b) Learning
activities (authentic and inquiry-based Information
Communication Technologies (ICT)
activities, age-appropriate, relevant to the topic); (c)
Assessment of learning). Our timetable for
the project is:
Commented [AM1]: I think we need to elaborate a little
on learners and their background as the doctor commented in
the initial report.
We can also elaborate on instructors, who are they and their
technological background. I also suggest mentioning that
you are the only one to use the tool for now, later, other
instructors can be trained.
She also asked about the environment.
What do you think?
Commented [AM2]: I’m calling previous data to connect
it with what we did so far, and to give her an impression that
we are doing well according to our timetable. What do you
think?

November 9, 2017
2
October 9th - Initial Proposal
Name and Section),
selection of ESL materials to be use in the course.
instructional materials for
registration and use of the site done.
quizzes done, work on
progress report and start recruiting students and teachers for
online classroom testing.
instructional materials and

learning assessment, record online classroom challenges and
needs for changes.
11/27 - Work on online classroom use data analysis, ultimate
changes, complete online
classroom details, record online classroom user's’ input,
continue working on final
submission paper.
final project paper details.
We started the project implementation by registering for new
accounts at www.schoology.com
FREELY to start using the tool and experience its features.
Schoology has a very useful quick
overview to new users helping them to get familiar with the
platform. For advance and more
information, Schoology provides Help Center with step by step
info on using the platform.
Schoology’s friendly graphical user interface (GUI), which
depends heavily on visualization,
makes it very easy for our targeted students as those students
are adult learners with low English
and technology skills.

After exploring and experiencing the platform, we started to
design our course’s hierarchy and
create needed folders. This is where we will instruct, grade, and
communicate with ESL adult
learners. These folders contain our instructional materials (or
links to online materials) e.g. files,
assignments, YouTube videos, assessments or quizzes, and
optional further learning resources.
Schoology platform offers different ways to organize and setup
materials for example by week,
section, topic, and so on. Instructors and course developers can
even set up in what order students
must complete each item using the Student Completion feature
for a self-paced approach to
https://www.schoology.com/blog/a-beginners-guide-to-using-
schoology-the-back-to-school-essentials
https://www.schoology.com/blog/a-beginners-guide-to-using-
schoology-the-back-to-school-essentials
https://support.schoology.com/home
November 9, 2017

3
learning. For our course, we organized the material in … (See
Image 1: Course organization
below) as we think this suits our situation the best. However,
this setup can be changed easily at
any moment if needed. We will closely follow up and get
feedback from our students and adapt
accordingly, thanks to Schoology’s flexibility. In Schoology,
learners can be grouped in any
suitable way, but for our course, all students will be in one
group, so they can interact, learn, and
communicate with each other.
As shown above, there are three main parts:
1. Left Side Navigation - This contains our Materials page,
Updates, Gradebook, and more.
2. Central Column - This column can be set to land on our
instructional materials or course
updates, whatever you deem most important to view first, from
you Course Options menu

on the left.
3. Reminders and Upcoming – Serves as a Home Page to our
course, though they are more
closely related due to the fact they are associated only with one
course.
ESL course instructional materials, exercises and quizzes done,
work on progress report and start
recruiting students and teachers for online classroom testing
Commented [AM3]: Please fill here according to our style
of organizing.
Commented [AM4]: Replace above image with actual
course image!
You can add more if you think it helps and add some
description
Commented [AM5]: We can personalize these three parts
by using actual course name, folders, materials, etc.
Commented [AM6]: Please elaborate on the content and
quizzes. One paragraph, five to seven lines should be
enough.
This point is copied from our timetable plan. Refer to it for
more info.

Below is a new and separate paragraph.
November 9, 2017
4
As of this level, our course organization and folders setup are
ready, as well as instructions
materials, links, files, and quizzes. As mentioned earlier, our
ESL adult learners are not skilled
in Information and Communication Technology (ICT), there for
a training/ hands-on session was
conducted to help all students register and login to the course,
use instructional materials, links,
and interact and submit quizzes. Training was …
ISSUES, INSIGHTS AND PROBLEMS REGARDING THE
PROJECT
Schoology is a great LMS platform with many features and
user-friendly environment. However,

Schoology is a tool at the end of the day. It facilitates learning
and makes it easier, but the
important component is the content and its quality. Deciding on
the right content, with our
students’ low English skills in mind, was difficult and time
consuming. Ideally, the content must
cover all English’s four skills. That is Reading, Writing,
Listening, and Speaking.
Fortunately, we could manage to organize and prepare suitable
content for the first three skill
Reading, Writing, and Listening. We relied on free and open-
source content from the Internet
rather than preparing it from scratch. We used resources like
YouTube, …, …, etc.
For Listening skill, Schoology might not be of great use, as this
skill required a synchronous
interaction whether its face-to-face or online, and this might not
be easy for our students as they
have tight and limited time for learning. Therefore, we decided
to focus on it on class only instead
of using Schoology.
PLAN FOR THE REST OF THE PROJECT
So far, our initial timetable plan worked fine, and we are one

week ahead as we developed some
content and helped learners to interact with it. Here is our plan
for the rest of the project’s
activities:
• Develop more content and instructional materials. Material to
include videos, reading
materials, etc.
• The goal of this project is to help ESL learners to learn.
Assessing the learning is a key
component of this project. Schoology has a quiz and assessment
features that we are going
to utilize to help assess learning. Quizzes will be prepared in
away that it will support learning
materials and lessons.
Commented [AM7]: Please add if I forgot anything.
Commented [AM8]: Please write one or two lines
describing how it went. How you prepare for it, where it took
place, etc.
This will be the end of this paragraph.
Commented [AM9]: You can add if you remember
anything. You can edit, add and/or delete below sentences as
needed.

Commented [AM10]: Please add couple of resources that
you used for content preparation.
Commented [AM11]: Can you rephrase this statement? I
think it needs some modifications!
Commented [AM12]: I followed our timetable plan. You
can modify, delete, and add as needed.
Commented [AM13]:
You can add more as needed!
November 9, 2017
5
• All learners attended a hands-on training session. However,
we will be following them as
some technical difficulties might interfere students and learning
process. According to our
close follow-up and learning trends, we will determine whether
to have another practical
session/s or to support needy learners individually.

• Schoology has great data analysis tool. Time spent by each
student or all students, quizzes
taken, scores, learning progress, interactions with the platform,
etc. These statistics will be
used to enhance and develop learning materials and do needed
changes (major or minor) to
course design and folders.
• Finally, will continue to document the project and prepare the
final document according to
guidelines.
Instructions for Assignment 3, Task #2: Progress Report
Task #2 - Progress Report [5 points]
Each team will post a progress report on the status of its
collaborative technology project to the appropriate class
discussion board and the Assignment folder. In the progress
report, the following information must be included:
· Title of Technology Project;
· Names of Project Team Members;
· Goal and Context of Project;
· Accomplishments Thus Far on the Project;
· Any Issues, Insights, or Problems Regarding the Project; and
· Plan for the Rest of the project.

Example
COLLABORATIVE TECHNOLOGY PROJECT- PROGRESS
REPORT
TECHNOLOGIES FOR INSTRUCTIONAL SETTING
PROJECT TITLE
Schoology.com for ESL (English as a Second Language)
NAMES OF PROJECT TEAM MEMBERS
Bakr Ail Course Participant, Electronics Eng.
Kenn Dela Course Participant, kids ESL Teacher
Sol Loy External Helper in the implementation process, kids
ESL Teacher
GOAL AND CONTEXT OF PROJECT
The purpose of this project is to implement a Learning
Management System (LMS) in an English as a Second Language
(ESL) learning context, to overcome limitations of traditional
ESL adult classrooms and extend the opportunities of learning.
The project will support Adult ESL learners in their continuing
English education during and after classroom instruction using
technology as the platform learning tool.

The students that are going to participate in the testing of the
LMS are refugees who come from different countries. These
group of students in the English Level 2 class is from Central
America and the Caribbean Islands, Asia, and Africa. This
group is composed of around twenty-five students, all from
different knowledge background, their English level fluctuates
in the beginning English range, and their technology skills also
varies from limited to advanced.
The teachers that are going to help the implementation and
evaluation process are Kennia Delafe, Adult ESL Teacher and
Soon Young Kong, also Adult Education Teacher. Kennia is the
primary teacher in the English Level 2 classroom, and she
teaches from Monday to Thursday three hours in the mornings.
Soon Youn Kong cover the last three hours of the week every
Friday. The teachers’ technology skills are advanced. Kennia
has a long history of teaching ESL and Vocational training,
where technology has always been present. In the vocational
classes that Kennia teaches, is dedicated to teaching computer
and office technology to students, where office software and
internet usage skills are the primary goals. Soon Young Kong
also experiences the use of technology throughout her years of
studies; again, she is proficient in office software and internet
abilities. Both teachers are working in setting up the logistics of
including English Butterfly LMS within the hours of instruction
and as part of the students’ homework. Upon completion of the
implementation and evaluation of the LMS, it can be presented
to the administration of the school for approval. Hopefully, the
LMS can be adopted school-wide. Consecutively, participating
teachers can be trained and support during and after the
adoption of the LMS.
Once more, Schoology is a free LMS that it can be used as an
extension of the classroom instructions. Using English Butterfly
online classroom, participating students can own and manage
their English acquisition at their speed, and have the possibility
to expand their technical skills as an unexpected way of
learning. Students can improve their listening, to speak,

reading, and writing with the use of hands-on exercises, videos,
vocabulary drills, flashcards, and more.
ACCOMPLISHMENTS THUS FAR ON THE PROJECT
As stated in the initial report, our final project will include: (a)
Instructional materials; (b) Learning activities (authentic and
inquiry-based Information Communication Technologies (ICT)
activities, age-appropriate, relevant to the topic); (c)
Assessment of learning). Our timetable for the project is:
October 9th - Initial Proposal - Done!
Name and Section), selection of ESL materials to be used in the
course - Done!
instructional materials for registration and use of the site done -
Done!
Started-In progress10/30 - 11/13 developing of ESL course
instructional materials, exercises and quizzes, work on progress
report and start recruiting students and teachers for online
classroom testing - Done!
November 11th - Progress Report - Done!
instructional materials and learning assessment, record online
classroom challenges and needs for changes.
11/27 - Work on online classroom use data analysis, final
changes, complete online classroom details, record online
classroom user's’ input, continue working on final submission
paper.
final project paper details.
We started the project development by registering for new
accounts at www.schoology.com to begin using the tool and
experience its features. The name, as we started early in the
report, is English Butterfly “small steps for big changes.”
Schoology has a handy quick overview to new users helping

them to get familiar with the platform
(https://www.schoology.com/blog/a-beginners-guide-to-using-
schoology-the-back-to-school-essentials). For advance and more
information, Schoology provides Help Center with step by step
info on using the platform
(https://support.schoology.com/hc/en-us). Schoology’s friendly
graphical user interface (GUI), which depends heavily on
visualization, makes it very easy for our targeted students as
those students are adult learners with low English and
technology skills.
After exploring and experiencing the platform, we started to
design our course’s hierarchy and create needed folders. This is
where we will instruct, grade, and communicate with ESL adult
learners. These folders contain our instructional materials or
links to online materials (e.g., files, assignments, YouTube
videos), assessments or quizzes, and optional further learning
resources. Schoology platform offers different ways to organize
and set up materials for example: by week, section, topic, and
so on. Instructors and course developers can even set up in what
order students must complete each item using the Student
Completion feature for a self-paced approach to learning. For
our course: Basic English for Adult Learners, we organized the
material by grouping different targeted skills in folders (See
Image 1: Course organization below) as we think this suits our
situation the best. However, this setup can be changed easily at
any moment if needed. We will carefully follow up and get
feedback from our students and adapt accordingly, thanks to
Schoology’s flexibility. In Schoology, learners can be grouped
in any suitable way, but for our course, all students will be in
one group, so they can interact, learn, and communicate with
each other.
As shown above, there are three main parts in the MSL webpage
described below:
Left Side Navigation - Contains our Course Options, Materials,

Updates, Gradebook, Attendance, Members, Analytics, and very
importantly our Course Code. It is crucial to mention that to
every created course within the LMS; there is a designate a code
that invitees should use to join in. Otherwise, it remains private.
Central Panel - It is set to be the working space where all the
options form the left navigation menu are shown and use. It is
also space where all the discussions are held, open readings and
videos, and access to all included materials.
Notification panel on the right-hand-side – Serves as a reminder
and upcoming for students and teachers to know what are the
next activities that need to be completed and or graded. It
includes assignments, tests, quizzes, and others as the teacher
continues assigning due dates for practices.
As of this level, we worked together to set up our course
organization and folders which are now ready, as well as
instructions materials, links for videos, and practice files. More
study materials are going to be added as we go, such as quizzes,
vocabulary flashcards, and more. In the process of recruiting
students and signing them up in the LMS, pre-training has been
needed. As mentioned earlier, our ESL adult learners’ skills in
Information and Communication Technology (ICT) varies,
therefore a training and hands-on session are being conducted to
help all students register, login to the course and explore its
content. To be able to use instructional materials, links, interact
in discussions and submit quizzes more training is needed which
we are planning to do as cooperative learning sessions, forming
small groups where students can help each other. Also, students
are being indicated to download the Schoology app into their
mobile phones which required some more hands-on interaction
and peer teaching. Training continues as more students are
gradually interested in signing in to test our ‘online classroom.’
ISSUES, INSIGHTS, AND PROBLEMS REGARDING THE
PROJECT
Schoology is an excellent LMS platform with many features and
user-friendly environment. However, Schoology is a tool at the

end of the day that facilitates learning and makes it easier, but a
significant component is a content and its quality. Deciding on
the right material, with our students’ low English skills in mind
was difficult and time-consuming. Ideally, the content must
cover all four-English-language skills in reading, writing,
listen, and speaking. Fortunately, we could manage to organize
and prepare suitable material for the first three skill Reading,
Writing, and Listening. We relied on free and open-source
content from the Internet rather than developing it from scratch
most of them. The resources we used and continue using are
YouTube, Quizlet, Mindmeister, and Azar Grammar to compile
and create some more study materials samplers.
For the Speaking acquisition skill, Schoology might not be of
great use as his skill required a synchronous interaction whether
face-to-face or online. Therefore, having in mind that the main
goal of English Butterfly LMS is to expand English learning
outside of the classroom and not to replace it, we decided to
address more of the speaking during class sessions instead of
online.
Another problem that we encounter is the amount of time that
training in the use of Schoology is taking for this group of
students due to their limited technology skills. As it was
explained before, our audience is a group of a multi-English
level and multi-technology skills student. This problem had
impacted the way training had been delivered; instead of
teacher-centered instruction with the use of visuals and step by
step materials, it has been more peer to peer teaching and
cooperation. Skilled students in the technology area are helping
others to register, sign in and out, sign in again and explore
content following visual/written direction in a handout. Still,
even though it is taking a long time, it is working.
Besides, the lack of proper hardware at home for students to use
our online classroom is another issue. As students started to
engage in this project, always remembering that their English is
limited, and we cannot give them too much information at a
time, we started asking for resources that they could use at

home to continue practicing. Around 40 % of the class has a
computer or a table ready to use with internet access. The other
60% or so, do not have the proper hardware to practice.
Therefore, we asked if they have a smartphone with an active
internet connection and this was successful. Consequently,
another step is taking place to download Schoology app into
their phone while on school grounds, to proceed with hands-on
practice using their mobile to continue studying English using
English Butterfly LMS.
In the end, there are three current problems that we are juggling
with possible solutions to find out what works the best.
PLAN FOR THE REST OF THE PROJECT
So far, our initial timetable plan worked fine, and we are one
week ahead as we developed some content and helped learners
to interact with it. Here is our program for the rest of the
project’s activities:
· Develop more content and instructional materials: videos,
reading materials, study aids, etc.
· The goal of this project is to help ESL learners to learn.
Assessing the learning is a critical component of this project.
Schoology has a quiz and assessment features that we are going
to utilize to help determine knowledge. Quizzes will be
prepared in a way that it will support learning materials and
lessons.
· All learners attended a hands-on training session. However,
we will be following them as some technical difficulties might
interfere students and learning process. According to our close
follow-up and learning trends, we will determine whether to
have another practical session/s or to support learners
individually.
· Schoology has excellent data analysis tool. Time spent by each
student or all students, quizzes taken, scores, learning progress,
interactions with the platform, etc. These statistics will be used
to enhance and develop learning materials and do needed
changes (major or minor) to course design and folders.

Finally, will continue to document the project and prepare the
final document according to guidelines.
7
Instructions for Assignment 3, Task #1: Initial Proposal
:TECHNOLOGIES FOR INSTRUCTIONAL SETTING
Learners
Introduction
The focus of this project is to support Adult ESL learners in
their English continuing education during and after classroom
instruction using technology as the platform learning tool. With
this aim, we propose to use www.schoology.com, a free
Learning Management System (LMS) tool that uncovers a set of
new-preconceived learning experiences, to be used as extension
of the classroom instructions. Schoology allows adult learners,
in a user-friendly way, to practice English, assess their
learnings, and keep direct connection with classmates and
access. On the other hand, Schoology enables instructors to
create, manage, and share content and resources with their
students and colleges. Teachers are able to follow their adult
learners progress in a synchronous or asynchronous way by
using their smart devices as well. The adoption of this LMS
project could enhance any adult ESL education classroom by
increasing the amount of time students spent practicing English
on their own self-pace and increase of students’ technology
skills. For this end, learning outcomes can be reflected on
students’ English level advancement, job placement, and/or
continuing education in a long run.

an electronics and computer systems engineer with over eight
years of experience in electronics, software, and management
interested in applying technology in educational contexts to
increase accessibility to quality education, reduce costs, and
promote open source tools. The other team member is Kennia
Delafe, an Adult ESL teacher with more than fifteen years of
experience working in different areas in the adult ESL
education field. Her main focus is to help adult learners to learn
English and get acquaintance in their new learning and life
community, but also, to close technology knowledge gap in
order to become self-sufficient in this rapid-advancing
technological era. Both team members are currently students in
the IDE:611 Technology for Instructional Settings course at
Syracuse University.
Needs assessment: justification of the importance of this
project; What was the context? How did you know there was a
need for this project?
such tool. From experience in adult education, English as a
Second Language adult learners have very limited time to learn
and practice English in classroom settings which is limited by
time and place as well. As a result, learning takes longer than it
should and achieved results are not as high as teachers will like
it to be. Schoology gives learners the chance to learn, practice,
and access learning material without any time or geographical
restrictions. To stimulate their interest in continuing their
education outside of the classroom, the adoption of this new
technology, may stimulate students’ interests in improving their
English skills by practicing those four domains.
The goal of this project is to implement a learning management
system in an ESL learning context to overcome limitations of
traditional ESL adult classrooms and extend the opportunities of

learning.
Objectives: this project, the development of the Schoology
learning management system, will enable ESL adult learners
and teachers to:
· Learn English with no time or place restrictions
· Develop technological skill for both learners and instructors
· Create meaningful online lessons and assessments focusing on
major learning problems
· Monitor and follow their student’s progress and take
· Provide user-friendly learning tools in one place
· Provide instructors with an easy to use tracking and reporting
tool
Target audience
The target audience for this project are ESL (English as a
Second Language) adult learners that are actively engage in an
ESL adult or ESL adult tutoring programs and ESL teachers that
will like to promote continuing ESL education outside of the
classrooms and the use of technology as an instrument of
learning.
This project will potentially engage targeted audience in the use
a variety of technologies. Personal computers, tablets,
smartphones, and virtual technology with the use of the
www.schoology.com site or “online classroom,” can be accessed
from any school computer lab, library computers, from home or
by using other smart devices. Because of the nature of the ESL
adult learners, it is important to clarify that all hardware used to
access to the English practices must have internet access.
create a system that adult ESL students can use to improve their
English by accessing and using teacher-created resources at no
additional cost. Participating students will be able own and
manage their own English acquisition at their own speed and

have the possibility to expand their technological skills as an
accidental learning. Students will have the opportunity to
improve their listening, speaking, reading, and writing with the
use of hands-on exercises, videos, vocabulary drills, flashcards,
and more. Besides, having access to an online classroom on-
site, students will be able to bring it home. Therefore, learning
is reaching out those that for various reasons cannot go to
school to learn or improve their English.
Teachers, on the other hand, will have the opportunity to design
their own-private online classroom by using their limited or
advanced technology skills for free. The opportunities to expand
their creativity and knowledge while creating meaningful
lessons that students can use to review concepts learned while
away from the classroom, are endless. Teachers can easily
organize content by creating folders, upload previous-created
lessons, link outside sources into the courses, create quizzes
and activities, quickly communicate news, have students chat
about specific topics adding discussion sessions, create photo
albums from classroom pictures, download useful apps into
courses, connect with other teachers for resources within the
same platform and much more.
What your final product will include: (three components are
required in your final project product: (a) Instructional
materials; (b) Learning activities (authentic and inquiry-based
ICT [information communication technologies] activities, age-
appropriate, relevant to the topic); (c) Assessment of learning)
The final project will contain a sample of a Beginning ESL
Course for adults. Instructional materials for this course will
include visual guides of how to register and use schoology.com
for teachers and students, samples of instructional materials for
ESL beginners such as grammar points for ESL, vocabulary
drills, hands-on exercises, pronunciation videos, and quizzes. It
will also include grading system, attendance, and analytics of
the students use of the site.

Tentative timetable for project completion (list weekly dates,
major tasks to be done each week, and what you will need to do
that task)
October 9th- Initial Proposal
10/16 -www.schoology.com online classroom setup (Course
Name and Section), selection of ESL materials to be use in the
course.
instructional materials for registration and use of the site done.
quizzes done, work on progress report and start recruiting
students and teachers for online classroom testing
instructional materials and learning assessment, record online
classroom challenges and needs for changes
11/27 - Work on online classroom use data analysis, ultimate
changes, complete online classroom details, record online
classroom user's’ input, continue working on final submission
paper
12/4 -www.schoology.com LMS ready to be adopted, work on
final project paper details
Challenges to be faced (organizational, attitudinal, physical
plant, technical, etc.)
One of the most common challenges we could face, because of
the nature of many adult ESL learners that are technology
immigrants as well, is the lack of technology skills. Also,
because we are orienting this project to ESL adult learners with
low English skills, language can be in fact, another immediate
challenge.
Expected results
By the end of this project we will like to have a well structure
sample of an online classroom using the www.schoology.com

site that will serve as an aid in English Language instruction for
ESL adult teachers, and as a learning tool for ESL adult
students. The final result of the LMS will contain the basic
structure for a Beginning English class that can be easily
adopted and developed by teachers. This basic structure will
have samples of ESL activities, for the given English level. It
will also have training materials for students and teachers to be
able to successfully implement in their instruction.
Demonstration: How will you document the project process
through visuals as well as text? How will you include your
project in the final report?
We are planning to keep in writing all the steps that will take us
to the final expected result. Reports will include a detailed
description of each step in the creation of the online classroom
as well as screenshots of those steps, possible, that will serve as
visuals components of the project. We may also provide pictures
and/or short videos of actual students using Schoology in the
classroom. For our final report we will include as much as
valuable data as we can record throughout this project and the
link to the actual online classroom for revision.
5
TECHNOLOGIES FOR INSTRUCTIONAL SETTING
Learners
Introduction
The focus of this project is to support Adult ESL learners in
their English continuing education during and after classroom
instruction using technology as the platform learning tool. With
this aim, we propose to use www.schoology.com, a free
Learning Management System (LMS) tool that uncovers a set of
new-preconceived learning experiences, to be used as extension

of the classroom instructions. Schoology allows adult learners,
in a user-friendly way, to practice English, assess their
learnings, and keep direct connection with classmates and
access. On the other hand, Schoology enables instructors to
create, manage, and share content and resources with their
students and colleges. Teachers are able to follow their adult
learners progress in a synchronous or asynchronous way by
using their smart devices as well. The adoption of this LMS
project could enhance any adult ESL education classroom by
increasing the amount of time students spent practicing English
on their own self-pace and increase of students’ technology
skills. For this end, learning outcomes can be reflected on
students’ English level advancement, job placement, and/or
continuing education in a long run.
an electronics and computer systems engineer with over eight
years of experience in electronics, software, and management
interested in applying technology in educational contexts to
increase accessibility to quality education, reduce costs, and
promote open source tools. The other team member is Kennia
Delafe, an Adult ESL teacher with more than fifteen years of
experience working in different areas in the adult ESL
education field. Her main focus is to help adult learners to learn
English and get acquaintance in their new learning and life
community, but also, to close technology knowledge gap in
order to become self-sufficient in this rapid-advancing
technological era. Both team members are currently students in
the IDE:611 Technology for Instructional Settings course at
Syracuse University.
The teachers who helped during implementation and evaluation
process were Kennia Delafe, Adult ESL Teacher and Soon
Young Kong, also Adult Education Teacher. Both teachers were
working in setting up the logistics of including English
Butterfly LMS within the hours of instruction and as part of the

students’ homework.
Needs assessment: justification of the importance of this
project; What was the context? How did you know there was a
need for this project?
such tool. From experience in adult education, English as a
Second Language adult learners have very limited time to learn
and practice English in classroom settings which is limited by
time and place as well. As a result, learning takes longer than it
should and achieved results are not as high as teachers will like
it to be. Schoology gives learners the chance to learn, practice,
and access learning material without any time or geographical
restrictions. To stimulate their interest in continuing their
education outside of the classroom, the adoption of this new
technology, may stimulate students’ interests in improving their
English skills by practicing those four domains.
The goal of this project is to implement a learning management
system in an ESL learning context to overcome limitations of
traditional ESL adult classrooms and extend the opportunities of
learning.
Objectives: this project, the development of the Schoology
learning management system, will enable ESL adult learners
and teachers to:
· Learn English with no time or place restrictions
· Develop technological skill for both learners and instructors
· Create meaningful online lessons and assessments focusing on
major learning problems
· Monitor and follow their student’s progress and take
· Provide user-friendly learning tools in one place
· Provide instructors with an easy to use tracking and reporting
tool

Target audience
The students who participated in the testing of the LMS are
refugees who come from different countries. These group of
students in the English Level 2 class is from Central America
and the Caribbean Islands, Asia, and Africa. This group is
composed of around twenty-five students, all from different
knowledge background, their English level fluctuates in the
beginning English range, and their technology skills also varies
from limited to advanced.
The project also targeted ESL teachers that will like to promote
continuing ESL education outside of the classrooms and the use
of technology as an instrument of learning.
This project engaged targeted audience in the use a variety of
technologies. Personal computers, tablets, smartphones, and
virtual technology with the use of the www.schoology.com site
or “online classroom” can be accessed from any school
computer lab, library computers, from home or by using other
smart devices. Because of the nature of the ESL adult learners,
it is important to clarify that all hardware used to access to the
English practices must have internet access.
create system that adult ESL students can use to improve their
English by accessing and using teacher-created resources at no
additional cost. Participating students were able own and
manage their own English acquisition at their own speed and
have the possibility to expand their technological skills as an
accidental learning. Students had the opportunity to improve
their listening, reading, and writing with the use of hands-on
exercises, videos, vocabulary drills, flashcards, and more.
Besides, having access to an online classroom on-site, students
were able to bring it home. Therefore, learning is reaching out
those that for various reasons cannot go to school to learn or
improve their English.
Teachers, on the other hand (Kennia Delafe and Soon Young

Core 168 LITERARY ANALYSIS ESSAYYour first essay for the c.docx

Core 168 LITERARY ANALYSIS ESSAYYour first essay for the c.docx

Recommended

Recommended

More Related Content

Similar to Core 168 LITERARY ANALYSIS ESSAYYour first essay for the c.docx

Similar to Core 168 LITERARY ANALYSIS ESSAYYour first essay for the c.docx (20)

More from voversbyobersby

More from voversbyobersby (20)

Recently uploaded

Recently uploaded (20)

Core 168 LITERARY ANALYSIS ESSAYYour first essay for the c.docx