ipdp using google apps for education
Post on 21-Nov-2014
Embed Size (px)
DESCRIPTIONThe presentation covers the development of a personal development planning resource using Google Apps for Education
- 1. Managing Personal Development Planning using Google Apps for Education Robin TrangmarDr. Claire LloydHead of Education & Training, Coleg LlandrilloLecturer in Education & Training, Coleg Llandrillo
2. Overview iPDP (Individual Personal Development Plan) beingdeveloped on the Teacher Education courses at Coleg Llandrillo. The iPDP uses Google Sites, Drive and Groups tosupport trainee teachers and track and manage assessment artefacts during their course 3. Portfolio Issues Just so much paper Compiled at the end of the year Didnt really contribute to any development Retained by the student, so if they didnt have it no-onecould see what they were doing Lost hand-outs, resources, course forms, marked assessment work Staff found it hard to track student progress Students found it easy to hide Ive left it at home Not attending tutorials and thus not producing work 4. Previous efforts PebblePad Ran a trial in 2007 Cost implications Mahara + Moodle Too steep a learning curve Portability issues Institutional hosting issues 5. Moodle GLLM still running Moodle 1.9 No linkage with Mahara Moodle unpopular with students Moodle not really a Web 2.0 platform Anything created in Moodle would be Messy Not portable 6. What we wanted (1) To have a resource that was at the heart of the traineeteachers progress Something that was transparent and available to the trainee teacher, the workplace mentor, and any of the teacher educatorsSomething that was updatable by all parties and in onecommon space 7. What we wanted (2) Storage: somewhere for staff to store course documents, research papers etc for student access students to store assessed work students to have a personal storage space that staff can access One single place for Course resources and teaching materials Student work Students to have greater engagement with cloud-basedresources so they were aware of possibilities for their own students 8. Here is Edward Bear, comingdownstairs now, bump, bump, bump, on the back of his head, behind Christopher Robin. It is, as far as he knows, the only way of coming downstairs, but sometimes he feels there really is another way, if only he could stop bumping for a moment and think of it. (A.A. Milne 1926; 15) Source: Milne, A.A., 1926 The World of Pooh. London; Methuen. Image: Pete Rollins http://peterrollins.net/wp-content/uploads/2011/03/pooh_stairs.jpeg 9. The inspiration Cheryl Reynolds Senior Lecturer atHuddersfield University on the PGCE programmes Developed and tested an iPDP using a GoogleSite from which her students created a replica She shared this with usWe took the model, mapped it to our owncourse requirements, and added a few tweaks 10. Google Apps for Education (GAfE) Following the 2012 merger, GLLM moved the emailsystem to Google Apps for Education (GAfE) This presented within the GLLM domain Gmail Calendars Sites Drive Groups and recently Google Plus and Google Hangouts 11. Creating the iPDP We created one Google Site and set it up as aTemplate, which was then shared with students They created a copy We managed the Site permissions so that tutors have editing rights We provided a half-days training and helped the students to create and customise their iPDP 12. The iPDP isnt An ePortfolio a purposeful collection of information and digital artefacts that demonstrates development or evidences learning outcomes, skills or competencies. The process of producing an ePortfolio (writing, typing, recording etc.) usually requires the synthesis of ideas, reflection on achievements, self-awareness and forward planning; with the potential for educational, developmental or other benefits. (Cotterill 2007) but it could be 13. Main Points Each part of the course has its own area, description ofassessment tasks, access to relevant forms, a place for uploading personal completed work Simple, one / two-click access Journals Observations, evaluations Assignments Research document support Courseware Links to Google Site for each module of study Discussion area - Google Group (weak point) Assignment upload - Google Group (weak point) 14. Front End 15. Main Areas Assessment AreaPersonal WorkspaceCourse Admin Area Handbooks, Video help files, Document TemplatesTaught Modules 16. Personal storage space Students can add own research, notes, drafts etc Tutors can add additional reading to support learning 17. Use of Drive No template documents are stored in the iPDP Site All templates are located in folders in the Google Driveshared folder The shared folder is inserted (linked) into the iPDP Site page, and any updates to files in the Google Drive shared folder occur automagically 18. Back End 19. Course Modules 20. iTutor Central dashboard Site for staff to access resources 21. Progress Quick uptake - intuitive User friendly The ability to reverse disasters is very useful Students prefer it to Moodle (!) Several students have developed Sites for their ownstudents Some students are doing their tutorials via Google Hangouts reducing the need to travel 22. Limitations Gmail filters to redirect student emails Submitting assessment work via a Group Cant track activity / engagement with resources on themodule Sites A few students find the page editing process challenging Initial inability for students to export the iPDP after the course ends (GAfE domain limitations) Found a work-around through using a standard Gmailaccount 23. Short and Long Term Evaluation Initial anecdotal feedback from students Developing the original template as tutors experienceproblems Investigating why the current cohort of students are using the iPDP effectively Use of TPACK (Technological, Pedagogical and ContentKnowledge) survey to benchmark skillsEnd of year review Sharing findings with Cheryl Reynolds 24. Contact details Robin Trangmar email@example.com @yrathro Presentation on SlideShare at 25. References Cotterill, SJ (2007). What is an ePortfolio? ePortfolios2007, Maastricht http://www.eportfolios.ac.uk/definition accessed 12 December 2013 Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152 Milne, A. A., 1926. The World of Pooh. London; Methuen.