LRND 6820 Learning Module Results

Uncategorized

During the Spring 2015 semester I was required to create a learning module within the LMS Canvas. I was required to incorporate a learning technology and a content area into my learning module. I chose Dipity as my learning technology and the 5 P’s of Marketing as the content area. I was required to produce a lesson plan, literature review and ultimately report my findings during the semester based on classmate submissions and feedback.

All of the information on this project is as follows:

LESSON PLAN:

Understanding Dipity and the 5 P’s of Marketing

Grade Level: Graduate Studies

Subject: LRND 6820

Prepared By: Matt Marino

Dates: April 20th – April 26th

Overview and Purpose:

The overall purpose of this lesson is to have students become comfortable with the online learning tool called Dipity, which makes creating timelines easy and visually appealing. Students will be able to display an understanding of aspects of using Dipity to create a timeline associated with the 5 P’s of Marketing.

Specific Learning Goals: What You Will Learn

  • Adding to your digital footprint by creating a timeline via Dipity
  • Understanding the process of joining Dipity
  • Being able to describe how to join Dipity so that someone in the future may use your instructions to join
  • Demonstrating an understanding of how to create a visually appealing Dipity timeline
  • Tying an understanding of the 5 P’s of Marketing to your Dipity timeline
  • Reading to locate specific, important details to pass the reading comprehension quiz associated with this lesson
  • Displaying creativity in the creation of your document and timeline

Materials Needed:

  • Using Dipity blog article: http://faaet.org/blog/using-dipity.html
  • Using Dipity Reading Comprehension Quiz via Canvas Module
  • Joining Dipity Instructions via Canvas Module
  • Creating a Timeline Instructions via Canvas Module
  • Associated rubrics via Canvas Module
  • Resources on 5 P’s of Marketing

How Students Will Be Organized:

Students will be expected to work as individuals on all assignments for this module

Steps of the Lesson:

  1. Join Canvas module
  2. Read through Using Dipity blog article
  3. Complete reading comprehension quiz
  4. Complete your own version of joining Dipity document with screenshots and descriptions
  5. Create a Dipity timeline for the 5 P’s of marketing topic
  6. Submit Dipity document and Dipity timeline into associated discussion thread

Assessment:

Students will be required to read a blog article I wrote explaining in depth on how to use Dipity.

Students will complete a quiz assessing their reading comprehension with regard to using Dipity. The reading comprehension quiz will be scored out of 10 points, featuring 10 questions based on the reading and an 11th question for feedback on the quiz. The quiz features a time limit of 10 minutes.

Students will be required to create their own version of instructions on joining Dipity, as the article describes, including screenshots and descriptions. This will be graded based on a rubric assigned for a possible 10 points. This assessment should showcase an understanding of joining and navigating through Dipity. This assignment is to be submitted via discussion thread.

Students will be required to create a Dipity timeline on the 5 P’s of Marketing. This will be graded based on a rubric assigned for a possible 30 points. This assessment should showcase an understanding of Dipity timelines and the marketing principle. Resources were provided for this marketing topic. This assignment is to be submitted via discussion thread.

During the lesson the understanding of accessing Dipity and the understanding of its features will be assessed via the associated assessments. After the lesson the understanding of creating an appealing timeline that ties in the understanding of the marketing concept will be assessed using the associated rubric.

LIT REVIEW:

Why Use Dipity:

  • Dipity is a free online resource making it possible for everyone to join
  • Dipity allows students to create something fun when dealing with topics that may be dry or unappealing to them
  • Dipity allows students to add links, pictures, videos and other media into the timeline without taking up excessive space, allowing many resources to be stored in one area
  • Dipity allows students to demonstrate an understanding of content in a visually appealing and in depth manner that may not be represented in other assessments
  • Dipity allows the students to determine how much content needs to be in each timeline

Using Dipity

http://faaet.org/blog/using-dipity.html

Resources:

Caron, S. (2011, January 1). Site Review: Dipity. Retrieved February 4, 2015, from http://www.educationworld.com/a_tech/arvices/site_reviews/dipity.shtml

Jurek, M. (n.d.). Dipity – Timeline Generator | Schoology. Retrieved February 6, 2015, from https://www.schoology.com/resources/public/123031727/profile

Smart Schools Program | Smart Tools | ICT Resources Dipity for Dummies: Dipity vs Other Timeline Builders. (n.d.). Retrieved February 3, 2015, from http://www.smartschools.ph/tools/smarttoolsarchive_copy1/icttools_archive/12-12-18/Dipity_for_Dummies_Dipity_vs_Other_Timeline_Builders.aspx

Tech Insights. (n.d.). Retrieved February 5, 2015, from http://www.wiu.edu/coehs/techinsights/blog/?p=987

WHAT HAPPENED:

Three of my classmates signed up to complete my learning module. These three individuals were required to synthesize a blog post to pass a reading quiz, and then use this knowledge to create a replica of my blog post and a timeline of their own. The replication product and timeline creation had rubrics associated with them for students to follow.

Reading Quiz

There is no evidence available through Canvas that the quiz was completed by any of the participants of this module. The second student claims to have completed the quiz based on feedback provided. The first student claims to have completed the quiz based on feedback provided. The third student claims to have completed the quiz based on feedback provided.

Joining Dipity Assignment

The replication product was scored out of 10 points, focusing on content, creativity, description of screenshots, depth and visual appeal. Below is how each student scored on this product based on their submission.

Student 1 Student 2 Student 3
Content 1 out of 2 2 out of 2 0 out of 2
Creativity 1 out of 2 1 out of 2 0 out of 2
Description of Screenshots 0 out of 2 1 out of 2 0 out of 2
Depth 1 out of 2 1 out of 2 0 out of 2
Visual Appeal 1 out of 2 1 out of 2 0 out of 2
TOTAL 4 out of 10 6 out of 10 0 out of 10

The first student submission for the replication product failed to follow the directions of including descriptions of screenshots and being in depth with the product. The first student only submitted two pictures of their Joining Dipity process without any description or information provided. The second student submission for the replication product was a little better, as it at least featured some text. This submission featured more content and while the description was weak there was still some text included in the submission. The third student failed to submit anything for this product claiming difficulties.

Creating a Timeline Assignment

The timeline product was scored out of 30 points, focusing on understanding of Dipity, understanding of Marketing and creativity. Students were given strong resources on Dipity and Marketing, so it is believed that they should be able to demonstrate an understanding of the concepts. Below is how each student scored on this product based on their submission.

Student 1 Student 2 Student 3
Understanding of Dipity 0 out of 10 0 out of 10 0 out of 10
Understanding of Marketing 0 out of 10 0 out of 10 0 out of 10
Creativity 0 out of 10 0 out of 10 0 out of 10
TOTAL 0 out of 30 0 out of 30 0 out of 30

The first student submission never occurred. This student indicated that an issue with the computer led to a lack of submission. The second student submission failed to meet any of the criteria to be judged within the assignment. The second student claimed they were unable to create a timeline with Dipity. The product that was submitted featured no content and the title of the Dipity would suggest this student didn’t intend on following the assigned instructions. The third student failed to submit a final product claiming issues as well.

WHAT I LEARNED:

At the start of the module my intention was to learn the following:

What I Will Learn

  1. Whether or not privacy settings impact the outcome on submission of a Dipity timeline
  2. Whether it is easy to create a Dipity timeline on a topic where knowledge may be weak
  3. Whether students feel the reading comprehension quiz was fair and helpful to their understanding of joining and using Dipity
  4. Whether students can replicate the process of describing the joining process for Dipity in a creative and articulate fashion
  5. Whether two hours is an appropriate amount of time to teach someone how to use Dipity
  6. Whether or not the resource provided were enough to allow students the opportunity to succeed in their module requirements.
  7. Whether or not Dipity timelines can truly be used to create a timeline for any topic

At the conclusion of the module I have learned the following:

Overall

  • I was unable to access any information with respect to the learning module quiz. I must take my classmates word for it that they completed it. Based on the way this overall assignment was setup with all students as teachers this may have caused issues here. I probably would have had better statistics if I had utilized Google Docs to create my reading quiz for this module, as a few classmates did.
  • The students expressed no issues with signing up with Dipity, but then claimed hours before the learning module was to conclude that they had issues creating a timeline. Telling me at the last moment there were issues leads me to question whether the system was just down on Sunday, April 26th when the assignment was due.
  • The students didn’t follow directions within the learning module leading to poor scores in accordance with the rubric.
  • The students seemed to purposely wait until the last day for completion of this learning module to do the most difficult tasks and then claimed computer/technical issues. I believe if they were really having these issues all week they would have reached out to me.

Whether or not privacy settings impact the outcome on submission of a Dipity timeline: I was unable to determine if students would have issues with privacy settings or not on Dipity, as two students didn’t seem to try on creating their timeline and the other submitted a blank timeline.

Whether it is easy to create a Dipity timeline on a topic where knowledge may be weak: I have nothing to base my response on this. I have no way of determining whether or not the students gained further clarification on the 5 P’s of Marketing as they failed to submit completed Dipity timelines. One student indicated they had a further understanding of the 5 P’s of Marketing. These three graduate students struggled to utilize a product primarily used by middle schoolers without issue. I logged into my account and had no issues creating a new timeline, but apparently you now have to pay if you want to create more than 3 timelines.

Whether students feel the reading comprehension quiz was fair and helpful to their understanding of joining and using Dipity: Even though I am unable to access any information regarding the reading quiz the feedback I have been provided would lead me to believe that the students found the reading and associated reading quiz helped them understand how to join and use Dipity.

Whether students can replicate the process of describing the joining process for Dipity in a creative and articulate fashion: Two of the three students made an attempt to replicate the process as described. The two students that produced a submission scored low based on the rubric due to submitting a poor product that wasn’t in depth or strong in any way.

Whether two hours is an appropriate amount of time to teach someone how to use Dipity: I wasn’t provided feedback to determine this or not. For the overall bulk of the assignment it appears as though the students waited until the last minute to attempt to complete the module and had issues and quit without seeking help.

Whether or not the resource provided were enough to allow students the opportunity to succeed in their module requirements: I have received feedback that would indicate that the provided resources were very strong, but the students failed to appropriately use them in their module requirements. Students were given ample resources and time to execute the module requirements, but failed to do so.

Whether or not Dipity timelines can truly be used to create a timeline for any topic: Overall there is no way to assess this as only one student attempted to create a timeline using Dipity. All three students implied Dipity had some issues when they attempted to create a timeline, but only one student could show proof of attempting to create a timeline.

FINAL ANALYSIS:

Overall I felt my learning module would be a fun and engaging exercise tying a fun timeline tool into marketing, a subject I love. I had my learning module created and ready to be completed in February. I repeatedly sent messages and announcements to the students signed up to complete my learning module, but never heard from any of them. Less then twelve hours before the module was to be completed I received a message from one student showing proof of the attempt to complete the timeline assignment. Overall I see strong evidence to suggest that the other two students waited until last minute to complete the module, saw one student claimed computer issues and made the same claim.

Overall I am disappointed to have worked so hard on this learning module only to essentially be told that it was my fault that Dipity wasn’t working for these students, in spite of the fact there is no evidence to suggest there was an issue. Dipity has strong help sections and a blog for students to use. Even if there were issues with creating a timeline the students, if they submitted one, submitted products that didn’t follow instructions for the replication assignment. I would gather the students waited until the last few hours to complete the assignment, realized it might take some time and effort, grew frustrated and blamed Dipity not working.

Overall I should’ve went with my initial instinct and created this learning module with Edmodo, as we add had severe issues with the fact we were all set as teachers and couldn’t navigate properly through as we needed to. In Edmodo I would’ve been in total control, would’ve been able to see grades and the students may have reported issues prior to the last moment.

A chart on the overall scoring of the module is seen below. Please note all students received a score of 0 for the reading quiz, as I have no way of accessing these grades.

dipitylearningmod

Leave a Reply

Your email address will not be published. Required fields are marked *