1. Online Learning @ DSC

2. Our background  Regional school in country Victoria.  Populatio n of 957 students Our School Your Local Govt School The Local Private School

3. Our Vision We are a 1:1 School:  We put our courses online  We put our due dates online  We put our assessment results online  We get our students, parents and teachers used to working this way. We first translate our current practice into an online environment then we transform how we educate our students using ICT.

4. Our Vision We are a 1:1 School:  We put our courses online

5. Our Vision  We put our due dates online

6. Our Vision  We put our due dates online This is their e- diary. Get them used to using it.

7. This is still an area we need to improve on. Our Vision  We put our assessment results online

8. Where does this fit into the big picture?

9. Moodle Feedback Rubric Course Online All courses online and you are enrolled as the teacher of the course. Due Dates Online (Calendar Block on course shows dates.) All due dates online and all are this years. Calendar Block on the course page. Progress Bar Up to date progress bar in top right corner allowing students to quickly see all tasks they have submitted Assessment Results Online (Gradebook) Assessment results online. Results updated regularly, Gradebook Allows Self Monitoring Gradebook shows what students should have submitted. Clicking on the task in the gradebook links to task details a student can follow. Feedback (Gradebook) Detailed online feedback with comments that give quality feedback on how to improve. Use of Rubrics Extensive use of rubrics to give feedback on tasks. Rubric mentioned in Gradebook comment. Innovative Interactive Online Course with a variety of activities. A wide range of assignments and activities. eg WIKI, Database, Workshop. Clear layout easy to navigate. Learning opportunities in the course not possible 5 years ago. Opportunity for collaboration and peer assessment.

10. Moodle Feedback from P&D course.

12. Effective Teacher Feedback Survey  All staff survey at least one class each year.  Survey gives staff feedback on the following.  1. Enthusiasm and Passion  2. Knowledge, Communication & Organisation  3. Engagement, Relevance & Deep Understanding  4. Relationships  5. Feedback  6. High Expectations  7. Learning Intent  8. Use of Moodle

13. Effective Teacher Feedback Survey  Moodle Questions 1.The Moodle course in this subject was easy to follow 2.The Moodle course in this subject was always up to date 3.The progress bars on this Moodle course were up to date 4.The due dates were always on Moodle for this course 5.I could see from my grades on Moodle how I was going in this subject 6.In this class I get the chance to use what I know about computers and other technologies.

14. Effective Teacher Feedback Survey

15. Why the push for online learning?  We are a 1:1 school.

16. Why the push for online learning?  It is the way students will learn at the next phase of their education

17. Why the push for online learning?  It is the way students will learn at the next phase of their education http://vle.monash.edu/supporttraining/learn bytech/moodle/

18. It takes a village to raise a child: Our students will not be educated by teachers working in isolation.

19. Many teachers have come to the conclusion that their job is not just difficult—it is impossible. If schools continue to operate according to traditional assumptions and practices, we would concur with that conclusion. Individual teachers working in isolation as they attempt to help all of their students achieve at high levels will eventually be overwhelmed by the tension between covering the content and responding to the diverse needs of their students in a fixed amount of time with virtually no external support.  DuFour, Richard; DuFour, Rebecca (2010-06-01). Learning by Doing: A Handbook for Professional Learning Communities at Work (Kindle Locations 2494-2498). Ingram Distribution. Kindle Edition.

20. These are our kids:  These are my kids, my room, and my materials”—must give way to a new paradigm of “These are our kids, and we cannot help all of them learn what they must learn without a collective effort.”  “The idea that a single teacher, working alone, can know and do everything to meet the diverse learning needs of 30 students every day throughout the school year has rarely worked, and it certainly won’t meet the needs of learners in years to come” (Carroll, 2009, p. 13).  Jonathan Saphier (2005) was exactly correct when he wrote, “The success of our students is our joint responsibility, and when they succeed, it is to our joint credit and cumulative accomplishment” (p. 28).  DuFour, Richard; DuFour, Rebecca (2010-06-01). Learning by Doing: A Handbook for Professional Learning Communities at Work (Kindle Locations 2508-2514). Ingram Distribution. Kindle Edition.

21. Old School Teaching and Learning We used to do this in the 1950’s. Hopefully we don’t do it now!!

22. In the old school, who would be able to find out how a student is going, what work a student owes and what work is due in next? The Teacher (Yep) The Student (Sometimes) The Parent (Only if the student wanted them to know) The LG Teacher (No) The Year Level Leader (No) The Assistant Principal (No) The Principal (No) The Student Welfare team (No) The Integration Aide (No) The Tutor who works with the student. (No) Any other teacher at DSC (No)

23. Who should be able to find out how student is going, what work a student owes and what work is due in next? The Teacher The student The parent The LG Teacher The Year Level Leader The Assistant Principal The Principal The Student Welfare team The Integration Aide The Tutor who works with the student. Any teacher at DSC (Login As a student) Everyone in the village.

24. When should someone be able to find out what work a student owes and what work is due in next? Anywhere anytime

25. How do we make that possible? We put our courses online We put our due dates online We put our assessment results online We get our students, parents and teachers used to working this way. We don’t work “old school” We don’t work in isolation.

26. Moodle Tip 1: No Student Planner  Mantra from all of us.  Students need to check 3 places everyday. 1.Eworkspace 2.Moodle 3.Email (via Outlook)  Encourage them to set up school email on their phones.  Moodle pushes feedback via email. (Have you noticed?)  Set up courses on Moodle to push out communication LG’s, Activities, groups.

27. Moodle Tip 2:  Use Progress Bars on your courses.

28. Moodle Tip 2:  Use Progress Bars on your courses. Why? Cause they work.  We asked our Year 8’s “What helps you keep up to date with your work? Answer Options Not Helpful Little bit helpful Helpful This really helps me stay up to date Rating Average Using a study planner. 322426282.45 Teachers sending overdue work letters home 242831202.46 Teachers emailing reminders home 212638302.67 Recording overdue task on your progress reports. 91544463.11 Constant reminders from teachers. helpful 61848423.11 Teacher putting due dates on Moodle 8934633.33 Teachers giving clear instruction on when things are due 2637673.51 Progress bars on Moodle. (The Red Crosses and Green Ticks) 549963.72

29. Are we making a difference?

31. Moodle Tip 2:  Standard Right Side of all courses. 1.Top Right Progress Bar 2.Upcoming Events 3.Calendar

32. Moodle Tip 3: Purpose of Online Assessment Results Online assessment should work as a student/parent self-monitoring tool. Students should be able to look at the online grade book and have it give them two things. 1.Feedback on tasks already completed. 2.An indication of any tasks that have not been completed. Gaps in the grade book should indicate work that needs to be submitted.

33. Super Moodlers  The best source of Moodle help/PD is in a staffroom not “far, far away”.