ECT Cohort 17 Certification Course

http://event.on24.com/wcc/r/2458861/827A05400BC9978D44390F1B493CCB3A

https://on24static.akamaized.net/event/24/58/86/1/rt/1/documents/resourceList1595437820752/200722presentation.pdf

https://drive.google.com/file/d/1-dO9mVjLSXP1dzYw9dFJi75Y9aOt3tm_/view

Agenda

💬 ECT #1: Cohort Introductions

‌ Suggested time for this task: 20 minutes ‌ Assignment Rationale: "Why am I doing this task?" ECT Candidates graduate the program with a deepened understanding of Edmodo’s platform and the pedagogic capabilities of educational technology. By the end of the cohort experience, you will have designed your own professional development training class in Edmodo and have become connected to a network for support and collaboration on issues relating to Edmodo and educational technology. ‌ As ECTs teach other educators how to integrate Edmodo in to their educational practices, it is useful to have an understanding of Bloom's Taxonomy and the SAMR model for technology integration. SAMR is an acronym that stands for Substitution, Augmentation, Modification and Redefinition. As instructors integrate technology tools into instruction, the model can be used to determine whether the technology application is enhancing or transforming the learning. The model, created by Dr. Ruben Puentedura, has four levels that explain the increasing impact of the integration from substituting another traditional learning method (such as writing with pen and paper) to creating a completely new learning style (such as students complete and present a team project using global videoconferencing and a virtual classroom). ‌ Additionally, ECTs will primarily be training adult educators how to use Edmodo with their students, so it is important to have an understanding of pedagogy versus andragogy as this can change your approach when teaching students versus training adults. ‌ ‌ The Purpose of this Assignment

• Demonstrate the ability to communicate with others by posting in a specific location.
• Become acquainted with other members of the cohort ‌ ‌ ‌ Completion Steps: "What am I to do?"

1. Review the attached resources to learn more about Bloom's Taxonomy, the SAMR model and pedadgogy vs andragogy:
   ‌ https://www.teachthought.com/technology/4-stages-the-integration-of-technology-in-learning/ ‌ https://youtu.be/fqgTBwElPzU ‌ https://www.youtube.com/watch?v=9b5yvgKQdqE&feature=emb_title ‌ https://www.edsurge.com/news/2018-10-18-what-the-samr-model-may-be-missing ‌ https://www.youtube.com/watch?v=VANpFBcNXZg&feature=youtu.be ‌
2. ECT#2: Instructional Design & Pedagogy Review
   Due 07/20, 10:59 PM

   66

   /75.00
   22 questions
   ● 60 minutes

   Suggested time for this task: 20-60 minutes

   • Time will vary depending on familiarity with pedagogical concepts.

   Assignment Rationale: "Why am I doing this task?"

   Edmodo Quizzes can be more than just a quiz with the SAMR model of edtech integration!

   This Edmodo Quiz is a formative learning activity that checks your understanding of various pedagogical concepts related to instructional design: Blended, Differentiated, Flipped, Project-Based, Gamified, and Social-Emotional Learning. You may use the provided resources, as well as any resources to which you may have access, to review the pedagogic concepts.

   Please note that while you can take an Edmodo Quiz on a mobile device using the mobile Android or iOS apps, it is best to use the full browser for taking a Quiz. Edmodo is continually updating the mobile apps, but currently there are specific limitations with matching questions on the mobile apps.

   The Purpose of this Assignment To assess understanding of pedagogic concepts related to edtech.

   Scoring: "What do I need to submit to pass this assignment?" Complete this quiz to the best of your ability. There is no minimum passing score required as this is a formative learning activity.

   ECT #3: Link to Public Post Conversation
   Due 07/20, 11:22 PM
   PASSED
   /ECT17
   Instructions

   Suggested time for this task: 30 minutes ‌

   Assignment Rationale: "Why am I doing this task?" ECTs need to be able to communicate effectively and engage in academic conversations as they interact with Edmodo users. Please review the attached guidelines for communicating in the Edmodo Community, then to demonstrate your understanding, you are to create a public post and turn in the link to that post. ‌ Turning in the Link to a Post is a useful way to capture and encourage class discussions and community participation, as well as surfacing posts to team members. By learning this process, you can replicate turning in the link to a post during trainings that you conduct.

   The Purpose of this Assignment Demonstrate the ability to create a post on an academic topic connected to Edmodo, to communicate with the appropriate audience, and to follow directions to turn in the link to a post. ‌

   Completion Steps: "What am I to do?"‌

   1. Review the Community Guidelines in the attached Communication Review document. ‌

   2. Examine the attached annotated screenshot of an Edmodo Public Post https://bit.ly/EdmodoPublicPost ‌

   3. Review the attached Help Center article and watch the attached screencast to learn how to locate the unique URL to an Edmodo post. https://bit.ly/EdmodoLinktoPost ‌

   4. Create your public post by...

      1. Navigating to your Home page
      2. Selecting the audience for your post as "Any teacher on Edmodo". There will now be a Globe icon on your post.
      3. Composing the message of your post which can include...

   • Your thoughts about how to use Edmodo for classroom instruction or other academic purposes (blended, flipped, project/problem based learning, gamification, differentiated instruction, etc)
   • A link to a helpful resource or ideas you found on the internet
   • An existing Hashtag (look for hashtags listed on your home page)

   ‌

   5. After posting your Public Post, locate the unique URL to that post by clicking on the ellipsis (...) icon in the upper corner of the post and selecting "Link to Post." Copy the link that appears in the dialogue box.

   6. Open this assignment and attach a "Link from Web" and paste the link to the post, and hit the Turn in Assignment button. ‌

   Scoring: "What do I need to submit to pass this assignment?" Turn in a link to a public post on Edmodo that you composed.

   ECT #4: Link to Post of Comment on Hashtag Conversation
   Due 07/22, 11:45 PM
   PASS
   /ECT17
   
   
   ECT#5: Link to Post of Edmodo Feature Screencast
   Due 07/28, 12:20 AM
   passed
   /ECT17
   Instructions

   Suggested time for task: 30 mins - 120 mins (time for this task will vary as per individual proficiency with video creation)

   Assignment Rationale: "Why am I doing this task?" ECTs must have proficient face to face and digital communication skills both in asynchronous and synchronous learning environments. Edmodo Certified Trainers need to be comfortable with online communication tools so as to know how to adapt to different technical issues that arise with training. Attached are screencasting resources. This assignment also reinforces the skills of following directions and posting to a specific location.

   The Purpose of this Assignment

   • Demonstrate your proficiency with asynchronous video communication, you will create a 1-5 minute screencast showcasing an Edmodo Feature.
   • Demonstrate your ability to post in a specific location

   Completion Steps: "What am I to do?"

   1. Review the attached screencasting resources: ----Edmodo Webinar: Recorded Screencasts vs Live Conferencing https://youtu.be/Lg_hziNSwp4 ----Screencasting Review https://bit.ly/3bSOrEf ----11 Tips for better Video Creation & Live Streaming https://youtu.be/-ozNQI8hjkU
   2. Create a 1-5 minute screencast using your choice of tool. The screencast should

   1. showcase one Edmodo feature and provide information for how to use the feature and the importance or outcomes associated with the feature.
   2. Upload the screencast to a cloud storage site such as YouTube, Vimeo, or Google Drive with the setting "Anyone with Link may VIEW". While your Edmodo Library has unlimited storage and you can attach files to Edmodo Posts and Assignments, no single file can be greater than 100MB in size. Due to the size of video files, they must be housed in a separate location. The link to the video can be saved in your Edmodo Library and attached to Posts and Assignments.
   3. Create a Post in the Share Our Work small group that includes the link to the screencast.
   4. Open this assignment and attach a "Link from Web" and paste the link to the post in the Share Our Work small group, and hit the Turn in Assignment button.
   5. After submitting your assignment, navigate to the Share Our Work small group to view and comment on the screencasts your cohort-mates have posted.

   Scoring: "What do I need to submit to pass this assignment?"Turn in the link to your post in the Share Our Work small group that has your 1-5 minute Edmodo Feature video attached.

   (2020) Edmodo Screencasting Review
   google.comECT #6: Build a Focused Training Class
   Due 07/27, 9:37 PM
   Passed
   /ECT17
   Instructions

   Suggested time for task: 60-120 minutes (Time for this task will vary as per individual proficiency with pedagogy and Edmodo)

   Assignment Rationale: "Why am I doing this task?" When conducting a training for Edmodo, it is important to create a training class where participants of the training can complete activities and access resources. Creating your own training class and thinking through what and how you will train other educators is the core experience of being an ECT.

   The Purpose of this Assignment Develop a training class that is designed in such a way as to teach participants about an educational, pedagogic topic while also practicing the functionality of features in Edmodo. You want to focus training adult educators how to use Edmodo with a specific pedagogic concept (refer back to the concepts you learned about in ECT Task 2: Instructional Design & Pedagogy). You may refer to the suggested training scenarios attached.

   Completion Steps: "What am I to do?" In Edmodo, you will create a training class designed to teach other educators how to use Edmodo for a specific pedagogical focus or purpose.

   1. Review the attached resources for creating a training class.
      1. Screencast: Training Adults https://drive.google.com/file/d/1RqUP6Y1j06begpRCIEQHnVPxi3YNtRSE/view
      2. Training Scenarios (image)
      3. Document: ECT Training Class
   2. Determine the pedgagogic focus of your training class (refer back to the concepts you learned about in ECT Task 2: Instructional Design & Pedagogy).

   Ideas include, but are not limited to, "How to Use Edmodo..."

   • To Flip Your Class
   • For Distance Learning
   • For Social and Emotional Learning
   • For Digital Citizenship
   • For Gamification
   • For PBL
   • with SAMR

   1. Gather resources and files that will inform your training participants about Edmodo and the focus of your training. You do not need to teach your participants everything about Edmodo. Remember you want to focus on using specific features for a specific purpose to teach other educators how to use Edmodo.
   2. Create your training class and small group(s). Load your class and small group(s) with posts, resources, and assessments that will engage your participants during the training. You do NOT need to add any members to this training class as you are not actually conducting a training at this time.
   3. And as you are building your training class, self-evaluate by thinking about the answers to these questions and making revisions to your training class as needed:

   • Does the training class teach educators (not students) how to use Edmodo?
   • Does the training class teach educators how to use Edmodo for a specific purpose?
   • Does the class structure, including small groups, align with my training focus/ objective?
   • Are the posts in a logical sequence?
   • Do the resources provided in the training class inform the participants?
   • Do the activities and assessments in the training class align with my training focus/objective?
   • Will participants know how to use Edmodo for a specific purpose after completing the activities and assessments in the training class?

   Scoring: "What do I need to submit to pass this assignment?" Write up a 5-10 sentence overview of the training experience that you are designing which includes...

   • The training scenario: What is the context/circumstances of your hypothetical training?
   • The objective of the training: What is the goal of the training?
   • The length of the training: How much time is needed for this training?
   • The audience: Who will participate in this training?
   • Edmodo Features: What Edmodo Features will you showcase in the training?
   (2020) Edmodo ECT Training Class
   google.com
   
   
   

Visibility of eTwinning Projects Group 2019

Really proud to participate in such a great project.
More details can be found in Newsletter 9!
Pages 38-39

https://joom.ag/T4Pe

Education systems

Many of our education systems were initially designed during the Industrial Revolution and they placed a major emphasis on the teacher sharing information with their students in class. This model of education generally views knowledge as something that is fixed and transmissible, placing a high value on students sitting passively absorbing information and later recalling it either orally or in written form.
However in today’s globally-connected world, will this model of education be sufficient?
We live in a world that is constantly changing at an ever-increasing pace. In fact, we are swimming in a sea of information. For example, every minute:
Facebook users share nearly 2.5 million pieces of content.
Twitter users tweet nearly 300,000 times.
Instagram users post nearly 220,000 new photos.
Email users send over 200 million messages.
We need to ask ourselves: is knowledge something static or is it dynamic and constantly evolving?
We also need to be able to effectively make use of this vast volume of information in order to construct knowledge.
To be able to navigate this volume of information, we need to prepare our students to have more than just the skill of retaining and regurgitating information that others have developed. There is a need for schools to design learning opportunities to move beyond repetition.
We often ask students to answer questions such as What? Who? How? and How Much?, when in reality we need to move beyond these questions that typically have one right answer.
The idea of engaging deeply and constructing knowledge is not new. However, what has changed is the access to information. We now have instant access to information and a range of people who can help with finding possible solutions.
In addition, we also have available an ever-growing range of digital tools - often referred to as “mind tools” - which can offer us new ways of interacting with information. These computerised mind tools can act as repositories for ideas, resources and learning to ultimately allow a student create an extension of their own mind.
Mind tools can extend or augment our cognition, helping us to use information in new and exciting ways to make sense of the world we live in.
So we need to move beyond asking students questions that they already know the answer to or that they can search for online instantly. With the advent of internet search engines there is less of a need for them to know lots of facts; instead we should require them to use information to construct their own understandings and engage in purposeful meaning-making.
We want them to construct knowledge by engaging in deep learning where they have to interpret, analyse, synthesise and evaluate information in order to construct understanding. We want them to use their existing knowledge and move beyond mere recall in order to generate ideas or knowledge that is new to them.
Then, once students grasp concepts and ideas in order to deepen their understandings, they need to apply their learning in a new context.
Deep understanding also means being able to make connections across and between “big ideas”. So rather than working within single discrete subject areas – such as Mathematics, Science, History and Languages – students should have opportunities to engage in learning across multiple disciplines. For example, can you really understand why artists of a particular time-period painted in a certain way or used specific techniques or materials, if you don’t have an appreciation and understanding of the economics and the social norms of the time?
By engaging in such learning, students will be better-prepared to construct knowledge individually and in collaboration with their peers in order to make meaning and construct deep understandings of the dynamic ever-changing world we live in.
👩‍🏫21st century learning design🌎

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