Relevant and Innovative Learning Scenario (RILS)
Brief Overview: In this Relevant and Innovative Learning Scenario, students will be introduced to a new Web 2.0 tool, Schoology, a Learning Management System. Students will learn to manage, complete, and self-evaluate assignments through the LMS.
1. Target Audience
The target audience is two 4th grade classes of 22 students each, for a total of 44 students ages ten and eleven from a Title I elementary school in Texas.
- Computer (PC or Mac), 1 per student
- Broadband Internet Connection
- Timeline of events from “The Alamo: Remembering through Education” http://www.thealamo.org/resources/4thGrade.pdf
- Teacher account at www. schoology.com
- User account for each student at www. schoology.com
- User account at each of the interactive timeline creator websites:
At the end of this scenario, the learner will be able to:
- recall the website, Schoology, and enter their username and password to obtain access to the Learning Management System- LMS. (Knowledge)
- demonstrate internet navigational skills by accessing their assignments and courses via the LMS while viewing several open windows and toggling back and forth between them. (Comprehension)
- design an interactive time lime in which events re displayed in chronological order. (Application)
- conduct an investigation to produce information to support a view on what makes a successful fourth grader. (Analysis)
- create interactive links within the time line which will increase and aid in the comprehension of the event displayed for the reader. (Synthesis)
- discuss and recommend suggestions on events and timelines by other classmates. (Evaluation)
Prior to the implementation of this scenario, the instructor should set up a username and password for each student at www.schoology.com and then record those onto a spreadsheet for future reference. The instructor should also have a teacher account in order to post assignments, grades, etc.
First, ask students to log on to www.schoology.com. Explain to them that this is a social media networking site that will also be used for the purpose of education. Pass out the usernames and passwords to each student and ask them to log in to their account. Students will have to use an access code to gain access to the instructor’s course. Pass out the access code so that students can enroll in the course. Next, Take students through a short tour of the site, highlighting the most important features, such as:
- Courses, Grades/Attendance, Calendar, Files/Links (left sidebar)
- Recent Activity feed (middle of the page)
- Upcoming Events/Assignments, Enrolled Courses (right sidebar)
- Home, Profile, Inbox Tabs (top sidebar)
Ask students to create the rest of their profile by adding a profile picture, updating profile information, and starting a personal blog. Students can also become familiar with the mail feature by sending a classmate a message. Allow students about 10 minutes to get comfortable sending messages to their classmates.
Begin the Assignment
Before students access this assignment, the instructor needs to set up the assignment in Schoology. The assignment description is as follows:
“For this assignment, you will be looking closely at events that led up to the Battle of the Alamo. Specifically, you will be looking at the prior year, the month before and even days before. Click on the document below, titled “An Alamo Timeline 1835”. From that timeline, pick one period of time (the year before, the month before, or the days before) to create a timeline. You will then visit one of the links below and create your timeline.”
Students will also have access (via a link on the Schoology Assignment page) to the event dates and descriptions and descriptions on how to start a timeline on each site.
This assignment should take approximately 1-2 hours to complete. Encourage students to add the content of the timeline first and then add the links, images, videos, etc.
As students complete the assignment, they can either send a link to their interactive timeline to the instructor or they can choose to save the timeline to their desktop on their computer. The instructor can then leave feedback for each student, along with the grade, on the student’s grade page on Schoology.
5. Web 2.0 Tool
Schoology encompasses the necessities of a Learning Management System (grade book, assignments, attendance) with the greatest elements of social media (discussion threads, customizable profiles, resource sharing). The result is a unique mix of social interaction and content delivery.
6. Social Participation/Social Learning
Schoology provides all of the elements of social media with an educational focus. Because this is a web-based Learning Management System, students can collaborate frequently via discussion boards and assignment threads. Activities for social interaction will include a specific discussion on books read where students will discuss (via the web) their opinions about the literature. Students will also be assigned group projects where they will be expected to work together via file sharing and discussion boards to produce a final multimedia project. Schoology enables the instructor to students to group where further group discussion can take place.
7. Making Connections
Prior to the implementation of this scenario, it is imperative that students become fluent in digital languages (such as navigating the internet, identifying reliable sources, toggling between open windows and web-based file sharing). Students must also be introduced to other Web 2.0 tools such as interactive timelines and web-mail. Once these introductions are made, students will be able to make connections among similar websites such as interactive timeline creators like TimeToast, Dipity, and TimeRime. With increasing familiarity with any one of these interactive timeline makers, familiarity with others will develop as a result of the individual connections made allowing deep learning to take place. Environmental connections will be made amongst students as a direct result of the social media interaction tools provided on Schoology. The final product will be a direct result of connections made from the assignments students will participate. Initially the assignments will not be connected, rather isolated upon first glance. However, the final project will be a product of the sum of skills demonstrated on the class discussion assignment, slide presentation assignment and group timeline assignment. This will be the ultimate demonstration of connections made as a result of the implementation of this scenario.
Not only will these connections happen online but connections will also be made in person amongst students, as they will frequently discuss their online interactions thus also leading to global connections not only amongst classmates but also throughout the school from which users attend.
The end product will be the interactive timeline itself. Students will be able to share a link to their timeline via Schoology. Classmates will then be able to access each other’s timelines and make comments on the timeline itself. These discussions will exhibit students’ personal connections made, opinions formed, and benefits received by using the tool.
The final product will be evaluated using the following rubric:
|Excellent (20-16 points)||Good (15-11 points)||Satisfactory (10-6 points)||Needs Improvement (5-0 points)|
|Content Accuracy||All content throughout the timeline is accurate. There are no factual errors.||Most of the content is accurate but there is one piece of information that seems inaccurate.||The content is generally accurate, but one piece of information is clearly inaccurate.||Content confusing or contains more than one factual error.|
|Effectiveness||Project includes all material needed to give a good understanding of the topic. The project is consistent with the driving question.||Project is lacking one or two key elements. Project is consistent with driving question most of the time.||Project is missing more than two key elements. It is rarely consistent with the driving question.||Project is lacking several key elements and has inaccuracies. Project is completely inconsistent with driving question.|
|Visual Aids & Text Graphics||All graphics are attractive (size and colors) and support the topic of the presentation.||A few graphics are not attractive but all support the topic of the presentation.||All graphics are attractive but a few do not support the topic of the presentation.||Several graphics are unattractive AND detract from the content of the presentation.|
|Delivery||Information is organized in a clear, logical way. It is easy to anticipate the next slide.||Most information is organized in a clear, logical way. One slide or piece of information seems out of place.||Some information is logically sequenced. An occasional slide or piece of information seems out of place.||There is no clear plan for the organization of information.|
a. Opportunity for learner reflection will take place using the Web 2.0 tools, Schoology and one of the three timeline creators.
b. The instructor will also be able to reflect upon the scenario via feedback from students and evaluation of overall student performance.
Below is a video of Schoology + Dipity = LOOOOOOOOVE!