Moodle.org/ACE Algebra EOI
Part I: Design Proposal
Background Information
Needs Assessment:
This is State Superintendent Sandy Garrett's summary of Senate Bill 1792, which became effective July 1, 2006. It affects the 2006-2007 SY seventh grade class and those who follow.
1. These students will be required to pass the State's eighth grade test in math and reading in order to apply for a driver's license.
2. These students will be required to pass four (two of which must be Algebra I and English II) out of seven end of instruction tests in the high school in order to graduate from high school. They will also be required to take the end of instruction test for each class they complete for which an end of instruction test is provided.
3. End of instruction tests will include Algebra II, English III, and Geometry, in addition to the current EOIs, Algebra I, English II, Biology I, and US History.
Purpose/Goals:
The purpose of this online learning community is to prepare my 9th grade students for the End of Instruction test in Algebra I. The purpose of the ACE Algebra I End-of-Instruction test “is to measure Oklahoma students’ level of proficiency at the end of instruction in Algebra I. On the ACE Algebra I End-Of-Instruction (EOI) test, students are required to respond to a variety of items linked to the Algebra I content standards identified in the Priority Academic Student Skills (PASS). Each Algebra I test form will test each identified content standard and objective as listed below. The following content standards and objectives are intended to summarize the knowledge as identified in PASS”. (ACE Algebra I EOI Test Specifications)
Priority Academic Student Skills (PASS
Algebra I
Content Standards and Objectives
| Number Sense and Algebraic Operations
| 27% |
| Relations and Functions
| 56% |
| Data Analysis, Probability and Statistics
| 16% |
| Total Test | 100% |
(ACE Algebra EOI Test Specifications)
I will be able to determine whether or not the online learning community is successful by looking at the scores of my students on the ACE Algebra I End of Instruction test to determine if they scored proficient or need more intense remediation. I will also incorporate online lessons, quizzes, and tests to help me monitor their progress throughout the year.
Learners/Community Members:
The learners/community members of my online learning community are 9th grade students who are enrolled in my Algebra I Lab class. These students qualify for special education services with a Specific Learning Disability due to a significant discrepancy between their ability and achievement scores in Mathematics. This class is made up of four, male, freshman students. Three are white (Non Hispanic), and one is Hispanic or Latino, and all four are in the regular classroom 40% – 79% of the day.
Contextual Information:
Moodle is a learning management system developed by educators and offers many channels for differentiated learning activities. Faculty can upload documents, assignment instructions, links to web sites and media. In this secure, password protected environment, learning can be extended beyond the limitations of a traditional classroom setting through chat sessions, discussions, collaboration spaces, quizzes, surveys and more. (http://fcpe.adelphi.edu/moodle/introduction/)
Moodle includes a constructivist and social constructionist approach to education, emphasizing hands on learning experience in which learners (and not just teachers) can contribute to the educational experience. However, it is also in line with the accountability-focused ideas about education, such as with No Child Left Behind Act, in which learning outcomes, not necessarily teaching techniques, educational value, or pedagogy, are stressed.
Design Overview
Theoretical Rationales
Activity Theory:
(informationr.net)
Moodle is based on Vygotsky’s Theory of Cognition and Lave’s Situational Learning Theories. These theories are based on hands on, active learning. The Activity Theory emphasizes the social factors and on interaction between agents (learners) and their environments. The principle of tool mediation (in this case, online, interactive lessons and activities) plays a central role within these approaches. Learning is a result of experiences with other people who have tried to solve similar problems at earlier times and intended/modified a tool to make the learning process more efficient. This does not have to be done by a teacher, but by any member of the learners’ social environment. These tools are created and transformed during the development of the activity itself and carry with them a particular culture - the historical remnants from that development. So, the use of tools is a means for the accumulation and transmission of social knowledge. It influences the nature, not only of external behavior, but also of the mental functioning of individuals. (http://carbon.ucdenver.edu/~mryder/itc_data/act_dff.html)
Tools:
- Promotes a social constructionist pedagogy (collaboration, activities, critical reflection, etc)
- Suitable for 100% online classes as well as supplementing face-to-face learning
- Simple, lightweight, efficient, compatible, low-tech browser interface
- Easy to install on almost any platform that supports PHP. Requires only one database (and can share it).
- Full database abstraction supports all major brands of database (except for initial table definition)
- Course listing shows descriptions for every course on the server, including accessibility to guests.
- Courses can be categorized and searched - one Moodle site can support thousands of
- courses
- Emphasis on strong security throughout. Forms are all checked, data validated, cookies encrypted etc
- Most text entry areas (resources, forum postings etc) can be edited using an embedded WYSIWYG HTML editor
(http://docs.moodle.org/en/Features)
Pedagogy:
The design and development of Moodle is guided by “social constructionist pedagogy". This page attempts to unpack this concept in terms of four main, related concepts: constructivism, constructionism, social constructivism, and connected and separate. (http://docs.moodle.org/en/Philosophy)
Constructivism: People actively construct new knowledge as they interact with their environment.
Constructionism: Learning is particularly effective when constructing something for others to experience.
Social constructivism: Collaboratively creating a small culture of shared artifacts with shared meanings.
Connected and separate: Balance of behavior is when someone tries to remain separate (objective and factual) and connected (empathic approach that accepts subjectivity.
(http://demo.moodle.net/mod/lesson/view.php)
References
ACE Algebra I EOI Test Specifications. (n.d.). Oklahoma school testing program. Retrieved March 10, 2010, from www.sde.state.ok.us/studentassement
Features - MoodleDocs. (n.d.). Main Page - MoodleDocs. Retrieved March 11, 2010, from http://docs.moodle.org/en/Features
Features - MoodleDocs. (n.d.). Main Page - MoodleDocs. Retrieved March 11, 2010, from http://docs.moodle.org/en/Features
Information Research: an international electronic journal. Information science, Information management, Information systems, Information retrieval, Digital libraries, Information seeking behavior, Information seeking behavior, World Wide Web, WWW. (n.d.). Information Research: an international electronic journal. Information science, Information management, Information systems, Information retrieval, Digital libraries, Information seeking behavior, Information seeking behavior, World Wide Web, WWW. Retrieved March 11, 2010, from http://informationr.net
Moodle Tutorials: Moodle Introduction. (n.d.). Faculty Center: Adelphi University. Retrieved March 11, 2010, from http://fcpe.adelphi.edu/moodle/introduction/
Moodle Tutorials: The ADDIE Instructional Design Model. (n.d.). Moodle Tutorials. Retrieved March 11, 2010, from http://moodle-tutorials.blogspot.com/2008/11/addie-instructional-design-model.html
Moodle.org: Login to the site. (n.d.). Moodle.org: open-source community-based tools for learning. Retrieved March 11, 2010, from http://moodle.org/mod/forum/view.php?id=4792
Philosophy - MoodleDocs. (n.d.). Main Page - MoodleDocs. Retrieved March 11, 2010, from http://docs.moodle.org/en/Philosophy
Philosophy - MoodleDocs. (n.d.). Main Page - MoodleDocs. Retrieved March 11, 2010, from http://docs.moodle.org/en/Philosophy
Philosophy of Moodle. (n.d.). Understanding Moodle. Retrieved March 10, 2010, from demo.moodle.net/mod/lesson/view.php
TCPDF, d. M. (n.d.). Moodle - Wikipedia, the free encyclopedia. Wikipedia, the free encyclopedia. Retrieved March 11, 2010, from http://en.wikipedia.org/wiki/Moodle
Vian Public Schools. (n.d.). http://www.vian.k12.ok.us/modules/news/article.php?storyid=69. Retrieved March 10, 2010, from www.vian.k12.ok.us/modules/news/article.php?storyid=69
What is Activity Theory. (n.d.). What is Activity Theory. Retrieved March 20, 2010, from carbon.http://carbon.ucdenver.edu/~mryder/itc_data/act_dff.html
APA formatting by BibMe.org.
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