How is Gateforum classroom mechanics course

Briefly describe

  • how you introduced the platform in your school and broadened it.

  • which content-related priorities you set and which features of the platform you mainly used.

  • what, in your opinion, went well and what went bad during the introduction and use of the learning platform. Describe the part of the project that was best and most successful.

  • The conditions under which you want to continue working with the learning platform (costs, equipment, support e.g. through user forum, training ...).

or

  • indicate why you should not continue working with the platform.


Briefly describe

  • Semi-annual training courses - conveying how to use Moodle to those interested. Most of the time, however, the teachers did not work with it afterwards and immediately forgot everything and sat in the advanced training again the next time (in the best case).
  • There are therefore some teachers who sporadically work with mood, but who only familiarize themselves with the basic functions (and unfortunately usually hardly worry about whether they use it sensibly). In the meantime we are building our own courses (at the points where all students of a level complete the same course) and train the teachers who are supposed to teach the course, because we believe that this is the only way to convince more teachers to use learning platforms.
  • - which content-related priorities you set and which features of the platform you use
    • We have also used the test function, but are not well versed in it and there is a need for further training here.
    • We have therefore observed that many of them are used as a container for content (especially selected websites).
    • The courses are also used for the follow-up to the lessons and the preparation for exams (e.g. via protocols).
  • - What, in your opinion, went well and what went bad during the introduction and use of the learning platform.
    Describe the part of the project that was best and most successful:
    • The AfL actually planned all-day training courses (in which many were also interested, but in some cases were not allowed); that makes sense - but was not supported by our school management;
    • Courses should then be issued and exchanged, which I think makes sense. Unfortunately, I haven't done that yet.
  • - the conditions under which you want to continue working with the learning platform (costs, equipment, support e.g. through user forum, training ...):
    • more support from the school administration will continue
    • idealism

Briefly describe

  • The platform is not only used in connection with lessons, but a set up “Administration” folder, in which colleagues can find various application forms, room plans, etc., is intended to encourage colleagues to familiarize themselves with the platform. Some colleagues only use this folder (these were not included above). Furthermore, the colleagues in the natural sciences use Moodle to exchange teaching materials and to provide the materials developed in the KUMN project.

  • The creation of an "administration folder" turned out to be an important step towards increased use of the platform. With the appropriate settings, only teachers have access. In addition to application forms, minutes of conferences, room plans, evaluations, training documents (e.g. on Moodle), messages from the school management were also stored here. The teachers at home always have access to the relevant documents and new colleagues can quickly find out more and thus come into contact with the platform at the same time. In addition, colleagues who are unsure about how to use such platforms can slowly get to grips with the use and notice that the operation is similar to familiar programs.

  • In order to reach the other departments, further training courses were offered. During the training, it was particularly noticeable that the basics of operation are not clear and that colleagues should be given a lot of time to feel their way. Furthermore, a script was created for handling the platform, in which the most important basics are explained. The script also briefly introduces the individual materials and activities and explains how to create them and how to use them. Furthermore, the colleagues had to bring materials with them to the training courses so that they did not work on fictitious courses, but used the time to create a course that they should then use in the classroom.

  • Most of the colleagues use Moodle as an exchange platform for teaching materials.
    Exercise materials or lesson protocols were provided. The creation of glossaries was used, for example, as a voluntary homework. With the help of five correct contributions and the creation of comments on existing entries, the students were able to improve their oral grade by one grade point.

  • Many colleagues are interested in using Moodle, but they fear that the training period will be too long. This fear was largely dispelled in the training courses. In addition, some colleagues have problems imagining how the platform can be integrated into the classroom and where the added value lies. Here we would have hoped for more help from the project management.

We would like to continue working with the platform if ...

  • ... possibilities of teaching use are presented.

  • ... help is given in relation to achieving regular use of Moodle by students.

  • ... the platform is updated automatically again or the administrators are explained how to do this.

  • ... the costs are between 10 and 20 € per month.


Briefly describe

  • how you introduced the platform in your school and broadened it.

    • Through our own training courses for interested colleagues
      Through the training of Mr. Antony

  • which content-related priorities you set and which features of the platform you mainly used.

    • The virtual classroom
      • Provision of selected information also as a LINK on the Internet
        But also panel pictures from a project
        To have tasks worked out in groups and to hand them over at a certain point in time
        Hour protocol
        Jointly compiled glossary
        General class organizations about the communications

    • The virtual teachers' room to encourage use and thus a certain familiarity for colleagues
  • what, in your opinion, went well and what went bad during the introduction and use of the learning platform.

    • The first training courses on using the platform were confusing because too much was to be conveyed
      The clarity and structure of the Moodle platform require too long a familiarization phase
      Further training offers were offered at too long intervals

    • The in-house training by Mr. Antony was very good
      Many colleagues (20) took part and made their first experiences with an e-learning platform.
      This resulted in three new course areas with three colleagues.
      A renewed refreshment after a few weeks through an internal offer will continue to be offered regularly in the future.

  • The conditions under which you want to continue working with the learning platform
    • In order to achieve a higher level of acceptance in the teaching staff, no costs may arise.
    • Our IT facilities are sufficient. Additional opportunities to discuss tasks in the classroom, via WLAN or WhiteBoards would be desirable.
    • However, the delivery of the internet is our biggest problem. The filter, Octogate, makes working in the network with a whole class (20 pupils) impossible.
    • Targeted training for colleagues: setting up, creating, enrolling courses - assignments, submitting, evaluating

CONCLUSION:

  • Our elementary school area very quickly distanced itself from this project, as the user interface or user interface is too complicated and labor-intensive and was not considered useful for the use of the elementary school students.
  • In the secondary school area, this learning opportunity was only used during school hours, but not so intensively, as our options were limited due to the availability of the Internet. Extracurricular use of the e-learning platform was not to be expected because not every pupil has free access to the Internet.
  • In the lower classes of the SEKI area, grades 5 and 6, the required IT skills and their own equipment were often lacking.
    In the upper classes, from year 7 onwards, it makes sense to use an e-learning platform to accompany the lesson.
  • With the improvement of the technical possibilities, through a different filter in the next school year, our pupils will become more familiar with the e-learning platform and more intensive use will be encouraged.
  • In the area of ​​our IT training, we will already focus on the use of e-learning platforms and media skills in year 6.
  • The ability to work with up-to-date media is an additional qualification that should come from the school environment. Many parents cannot pass these qualifications on because they do not have them themselves. Therefore, additional costs for schools to support this project would be prohibitive.

Briefly describe

  • - how you introduced the platform in your school and broadened it.

We carried out several in-house teacher training courses to introduce the Moodle platform, each of which was very well attended.
Some colleagues used the momentum to apply for course areas for their course and to fill them provisionally.
Few of them managed to get past this first stage; These few colleagues were and are very committed in their course areas and use the platform extensively.
Especially the colleagues who studied at the neighboring University of Kassel and who are familiar with the Moodle used there, had to overcome the slightest hurdles.

  • - Which content-related priorities you set and which features of the platform you mainly used.

The colleagues involved initially used the platform mainly for general information, for exchanging materials and for archiving homework.
So far, only two colleagues have passed this first level and have been able to use other functions of the platform.

  • - What in your opinion went well and what went bad during the introduction and use of the learning platform.

Since the platform was new for most of the students, it was not a matter of course for them to log into the Moodle.
Some teachers report that it took a lot of pressure to get regular participation.
On the other hand, the colleagues, who also often teach on the interactive whiteboard and have a high affinity for digital media, report a high level of acceptance: in particular
The publication of the digital blackboard pictures, but also the submission of homework in language subjects, were very well received and received positive feedback.

  • - the conditions under which you want to continue working with the learning platform

A continuation is desirable: Even if relatively few colleagues took part in the project, work has been invested through the commitment of the colleagues
would be lost when the project was terminated.
Since the school is unable to host and maintain its own Moodle platform due to the immense workload, the continuation of the existing platform is necessary.
Last but not least, through the connection to the University of Kassel, the students get used to a system that they will use again to organize lectures during their studies.
However, it would be very helpful if further training events were offered for colleagues, e.g. in cooperation with the local media centers, in order to win over other colleagues to use the platform.
Since the schools are chronically underfunded, it is desirable that the hosting and maintenance costs are covered by the State of Hesse.



Briefly describe

  • Most of the time, the colleagues used the learning platform as a material forum for lessons and for communication with the students via the communication module.
    The following modules were also used in some courses:
    News forum, time-controlled submission tasks with evaluation feedback, appointment calendar, online tests, glossary, wiki and the storage space for user files on the platform.
  • The platform was used particularly intensively in computer science lessons at the evening grammar school.
    A major advantage for the organization of the lesson was that current materials and lesson results could be made available in a clear manner and available to all course participants for an unlimited period of time. As a result, the continuity of the teaching process could be improved, regardless of working with a special textbook.

  • The communication between the course participants and with the course instructor was also more intensive. However, these advantages were bought at the cost of a considerable amount of time spent preparing and supervising the teachers.

  • However, when repeating such courses, the course supervisors were able to reduce the workload for the course revision. On the positive side, the school didn't have to worry about system updates itself and the project sponsor provided a usable infrastructure.

  • The learning platform has become indispensable for the courses that were developed with a large amount of time, so a continuation of the project would be very desirable.

  • Training measures should be offered regionally for interested teachers.
    Unfortunately, the school does not have financial resources for running a learning platform.

Briefly describe

  • how you introduced the platform in your school and broadened it.

After training for multipliers in Frankfurt am Main, workshops for interested colleagues were offered by multipliers and Ms. Dülfer.

  • which content-related priorities you set and which features of the platform you mainly used.

For us as a vocational school, the question arose: “How can learning platforms be used appropriately in the classroom in order to promote cooperative learning?” The challenge for the colleagues was to develop didactic concepts that represented the experiment by means of blinds. Learning to promote the students' ability to cooperate in addition to the development of professional competence. Moodle offers a range of cooperation and communication options through which the learners and teachers can come into contact with one another.

selected Moodle learning tools

  • The Voting function for the co-determination of the pupils in determining the content of the teaching topics in physical education.
  • The Forum feature for the mutual exchange of information, for communication and discussion on issues relating to data protection in the technical college, specializing in economics and administration.
  • The Glossary function for the joint processing, description and commenting of technical terms in economics.
  • The Chat room function for synchronous communication in the course for group formation for the implementation of project work in physical education.
  • The Wiki function for the joint development of functional exercises to compensate for muscular weak points in physical education.
  • The Database feature for the creation of lesson protocols by the pupils for the respective lesson.
  • The feature "Add file", to make digital documents available online. Z. b. to create transparency with regard to the teaching and learning objectives / requirements / competencies to be acquired in the respective subject.
  • The Quiz function as a revision course or to check knowledge regarding basic theoretical knowledge in business teacher classes with simultaneous preparation for the associated learning objective control.
  • The conditions under which you want to continue working with the learning platform

    • Provided that the costs for the continued operation of moodle remain manageable (hosting on an external server as in the context of the model project), there is a good chance that the school will push the project further. The colleagues who use moodle are very interested in the continuation of the project.
    • It is also important that the possibility of support, e.g. through user forum, training, is maintained. Experience from other projects teaches that further support after the pilot phase is completed is important in order to keep the project alive in the long term.
  • Conclusion

    The vocational schools in Witzenhausen are still in the development phase when it comes to using the Moodle learning platform.Whether and to what extent the platform should be used is judged differently by the teachers. Your users have already found suitable functions to support their own teaching. The range of functions taken from Moodle varies greatly depending on the subject. The workload for teachers will certainly increase initially and should be within reasonable limits to increase the quality of teaching and learning success. One should concentrate on a few courses. If the teaching team works with the learning platform, as is already done in the mathematics department of the vocational high school, it can ensure clear structures and internal school standards.

    Moodle offers excellent opportunities for an inner differentiation of the lessons and for modules of independent learning. In the case of corresponding offers, the students also use this. There is also potential for use in improving work with parents, for example in vocational schools. Many students do not pass on information material about school events or pass them on too late. Teachers are very busy remembering and connecting with parents. Moodle could make this easier and more reliable for parents and class teachers.

    If the learning platform is to be used permanently in the school, at least one teacher should be commissioned to maintain or administer it. Suitable in-school procedures for updating the user list and the courses must be found so that the platform does not become unnecessarily inflated.


Briefly describe

  • Main areas of work with moodle
    In general, communication via the platform was perceived as an important feature.
    The ability to work on tasks at different times and in a differentiated manner or to answer student questions is seen as a great advantage.

    Another popular feature of moodle is the storage of teaching and exercise materials, which the students can access “time-confidently”.
    Facilitate the exchange of materials among teachers.
    In addition, as far as I know, there are hardly any materials from school book publishers that have been specifically developed for learning platforms. Adequate materials taking into account copy protection
    creating it yourself takes a considerable amount of time.
    This then automatically leads to the cost-benefit balance and the question of added value.

    Unfortunately, it has not yet been possible to communicate broadly at our schools that the variety of possibilities that are summarized in moodle makes familiarization with the complex system worthwhile. So I think it is important that z. For example, the delayed communication via the forums gives pupils who hold back in classic classroom discussions the opportunity to overcome their reluctance.
    The cooperative work on a wiki has also proven itself, among other things. proved to be a sensible alternative to the often rather rigid translation rituals in Latin lessons.

  • Negative and positive experiences
    The advanced training on the use of moodle in class, which we were then able to attend, was very informative and provided interesting impulses.
    In addition, I found it subjectively difficult to become active as a multiplier on the basis of further training, as I also tried out in many places and made mistakes again and again
    have made.


    simple self-study materials would be made available for interested teachers or a sample course would be opened on moodle, which would serve as a role model.
    Also, I still don't know why two users just can't access the platform.

    Due to the small number of colleagues who regularly work with the platform, it is foreseeable that the school would probably not assume any higher costs.
    In addition, it turned out to be problematic again to find an administrator who takes care of the setup of the platform and updates it continuously.
    It would be nice if, as an interested colleague, you could fall back on a functioning system that is looked after and maintained by specialists and not by interested laypeople at the school
    is kept going somehow.
    If this work were supported by a user forum and an exchange of ideas, perhaps even elaborated teaching suggestions or material collections, this would be almost ideal.


Briefly describe

  • All in all, when the project started and when moodle was introduced in our school, the system had to be adapted to a greater extent, so that we were forced to familiarize ourselves with moodle on our own. We spent a lot of time training. Moodle has an immense number of possibilities, which first have to be understood in the rough structure and effect on the actual school operation, before the features of the platform can be passed on to colleagues.

  • We are now at a level that we could and want to broaden moodle. The following questions arise for us:

    • Will the platform be retained and is there migration support to higher Moodle versions?

    • That could be done in view of the other well-founded purchase requests of the
      Difficult to justify majority. Under what conditions can we continue to use the platform?

    • Will the project-related moodle forum remain for support?

    • Will there be more continuous basic training courses for teachers in the next few years?

    • Dealing with moodle constantly raises the legal question of the copyright of the content. This central question has not been sufficiently clarified for us and, in our opinion, must be answered for all colleagues in such a way that legally secure use is guaranteed at all times. In particular, the discussion about school spying programs, copyright violations and digital copies unsettle users and lead to the use of platforms being questioned.

  • Briefly describe
    • how you introduced the platform in your school and broadened it:
      Presentation at specialist conferences by multipliers from the various departments, internal training in the staff on the basic functions of Moodle

    • which content-related priorities you set and which features of the platform you mainly used:
      English: "Future Worlds: Utopia and Genetic Engineering", "Shakespeare"
      Computer science: "Databases", "European computer driving license"
      History: "Treaty of Versailles"
      Mainly used features: Distribution of materials (pdf, links, videos, ...), wiki, news forum

    • what, in your opinion, went well and what went bad during the introduction and use of the learning platform.
      Well: Administrator training and multiplier training in Frankfurt and Giessen, support forum. The learning platform is well received by most of the students.
      bad: Problems were not caused by the learning platform but by other internal school tasks,

    • Most successful part of the project: Use of Moodle in computer science lessons in Q2 on the subject of "databases": Provision of working materials (presentations, exercise sheets, solutions, exercise databases), videos, wiki on database terms, news forum, students upload their own database projects, links: Moodle practice tests of the European Computer driving license ECDL, interactive SQ

    • The conditions under which you want to continue working with the learning platform
      If Moodle can be made available to us at a low price that the friends' association could take over, we would like to continue the work. Further training (if possible free of charge) by external experts would be very helpful.


    Briefly describe

    • We started with interested colleagues. Thanks for the multiplier training, which was a good trigger.
      Our school principal also made two training days available, which the multipliers and the administrators were able to use for in-house training.

      There are some requests for in-school training. We had two general beginner training courses with Ms. Dülfer, who helped us further. Many student councils were introduced to Moodle in the specialist conferences and there were introductions in small groups. This results in the number of 34 colleagues who use the system to a greater or lesser extent.

    • I have set up six courses myself. The acceptance in the individual courses was different. While my E1 / E2 course in mathematics provides results from group work as a matter of course, the students of the Q1 / Q2 course had to be asked to do so several times and only use the possibility of downloading the results in small numbers.

      My IT courses often use the forum that has been set up to exchange ideas about possible solutions. Colleagues report that it was helpful for the secondary school students to log in together in the computer room, while the secondary school students were able to do this on their own.


      We would like the Moodle platform to be continued.

      When it comes to costs, I can only answer like probably every school: "If we have our way, it should not cost anything."


      Briefly describe


  • Main focus of content and main use of which features of the platform

    The teachers involved saw the main focus of the teaching use of the moodle learning platform in conveying the technical content and the resulting exercises. Project and
    Group work was rarely mentioned.
    With the use of the learning platform, LuL primarily aimed to better organize their lessons and to provide additional materials for pupils with special needs.
    The activities mainly used in moodle were email communication and communication via forums, as well as the setting of work materials and exercises (also with test).

    What went well during the launch?
    ○ Good training, committed colleagues
    ○ There was great interest in implementing something. the training courses were well structured and the topics were the right ones
    ○ The students found their way around quickly, so that it was easy to work from the start.
    ○ Teamwork with a colleague, joint design of the project

    What went wrong with the introduction?
    ○ No good training on how to use Moodle. Have attended three training courses in which the possible uses, but never the handling procedure, were explained step by step.
    ○ There is some uncertainty as to whether the school will continue to use this platform. - Moodle is just incredibly powerful and that is a deterrent
    ○ It takes too long to upload files on the school computers. This is actually only possible from home. It's a shame, because this means that spontaneous changes cannot be made immediately
    perform and must be postponed.
    ○ The development of the concept required a lot of work and is not in proportion to the results.


    What went well in action?
    ○ Students showed up quickly. The students got along with the operation without any problems.
    ○ Extensive range. If you have mastered it, then you can use the instruments very well for a self-directed learning approach (self-test).
    ○ Positive: Teacher-specific activation of prepared content. Time limit for completing the tasks.
    ○ Creation of individually compiled courses for different learning groups.
    ○ Importing learning material.
    ○ Control over the number of work done, who delivered the file and when. Blocking the submission time gives the students time pressure to do something

    What went badly in action?
    ○ Questions could not be answered by the teacher because he does not have 100% mastery of the product himself.
    ○ Ultimately, there is a lack of knowledge for an advantageous use at a p e s e n z c h u l e like the SDS
    ○ Compared to the other platform used (lonet), nothing went badly.
    ○ A higher frequency of use by the students would be nice, but compared to other ways of online learning that I know of, the acceptance is high.

    Under what conditions can work with the learning platform be continued?

    ○ Further training that gives the staff the precise tools needed to use Moodle.
    ○ I will continue the work under the given conditions.
    ○ More time to exchange ideas, it is not possible to always do everything "on the side".
    ○ The Internet should become faster at school so that administrative work in Moodle can also be done in school.
  • Gladly improvements in handling and in
    your own design options.
  • Briefly describe

    - how you introduced the platform in your school and broadened it.
    We carried out several in-house teacher training courses to introduce the Moodle platform, each of which was very well attended.
    Some colleagues used the momentum to apply for course areas for their course and to fill them provisionally.
    Few of them managed to get past this first stage; These few colleagues were and are very committed in their course areas and use the platform extensively.
    Especially the colleagues who studied at the neighboring University of Kassel and who are familiar with the Moodle used there, had to overcome the slightest hurdles.

    - which content-related priorities you set and which features of the platform you mainly used.
    The colleagues involved initially used the platform mainly for general information, for exchanging materials and for archiving homework.
    So far, only two colleagues have passed this first level and have been able to use other functions of the platform.

    - what, in your opinion, went well and what went bad during the introduction and use of the Learning platform.
    Since the platform was new for most of the students, it was not a matter of course for them to log into the Moodle. Some teachers report that it took a lot of pressure to get regular participation.
    On the other hand, the colleagues, who also frequently teach on the interactive whiteboard and have a high affinity for digital media, report a high level of acceptance: In particular, the publication of the digital blackboard pictures, but also the submission of homework in language subjects, was very well received and received positive feedback.

    - the conditions under which you want to continue working with the learning platform
    A continuation is desirable: Even if relatively few colleagues have participated in the project, the commitment of the colleagues has invested work that would have been lost if the project had been terminated.
    Since the school is unable to host and maintain its own Moodle platform due to the immense workload, the continuation of the existing platform is necessary.
    Last but not least, through the connection to the University of Kassel, the students get used to a system that they will use again to organize lectures during their studies.
    However, it would be very helpful if further training events were offered for colleagues, e.g. in cooperation with the local media centers, in order to encourage other colleagues to use the platform
    win.
    Since the schools are chronically underfunded, it is desirable that the hosting and maintenance costs are covered by the State of Hesse.
    This could also attract other interested schools, as both a financial burden on the school and the workload of the IT officer could represent a high inhibition threshold.

    Briefly describe
    • what, in your opinion, went well and what went bad during the introduction and use of the learning platform.

    It was a good idea to win over publishers for a learning platform (edunex) who would make their commercial software or material available in order to stand out from the other, freely available platforms.

    The beginning was catastrophic because the platform was barely executable, was hardly intuitive to use and the promised materials were only available very sparsely or with a very long delay, if at all.
    In addition, entering the student data was very time-consuming and so error-prone that it is best to enter each student individually.
    A rework corrected one or the other deficiency, but by no means all, and required a completely new familiarization process. The guides were okay for technically experienced users, but mostly useless for laypeople.
    As a result, many interested colleagues had to be put off right from the start, and those who tried to get used to it anyway quickly gave up in frustration. And then, almost a year later, getting these colleagues excited again for the same, albeit revised, project is almost impossible.

    In my opinion, the “virtual classroom” feature and your own e-mail addresses are out of place here.Using the classroom requires an organizationally unacceptable effort, especially due to the restrictions on the school server, the students usually already have an e-mail address - and if not, you can use the forum to exchange ideas or send messages directly .

    The platform for the provision of additional materials, for exercise, further development, homework or for discussion was successful. Many students gratefully used this and also took the opportunity to ask questions or to question one or the other themselves. The software was also partly helpful as additional exercise material.


Briefly describe

Positive: Making the material available, learning paths, mapping of the lesson content for the current SJ, link lists for lesson preparation,
Negative: Design (too little variable and not visually appealing for the design of a school website), communication with pupils and communication with
Pupils among each other in the sense of a social network is difficult and was not accepted by the pupils in this form.
- the conditions under which you want to continue working with the learning platform

Under the given conditions, we will continue to use the Hessian education server as a learning and work platform.
or
- state why you should not continue working with the platform.
For the reasons mentioned above, we have stopped using it as a school website. The school homepage is now implemented with WORDPRESS.


Briefly describe

We were never able to properly pursue this because of our slow connection


Briefly describe

  • how you introduced the platform in your school and broadened it.

Hessian education server: administrator training + training of colleagues,
ITS learning: testing by 2 colleagues, application to the ENTIRE conference, project application, test run from next school year 2013/14

  • wWhich focal points you set and which features of the platform you mainly used:

Hessian education server: information pages, integration of material;
ITS learning: establishment of courses, individual learning planners, e-portfolio, integration of external offers

  • what, in your opinion, went well and what went bad during the introduction and use of the learning platform:
    Hessian education server: positive: free offer, free training, very timely support, negative: no adaptation of the functions and surface to the needs and layout of the school possible: hierarchical assignment of rights, hierarchical organizational structure, no writing and design rights for students and parents, too few rights and opportunities for students, no democratic voting processes in the system possible, too much effort for teachers, too confusing, outdated layout, no individual learning planning, feedback on learning processes and results possible, but too many functions, loss of orientation during work, too many clicks around to get the information you want.

    ITS learning: positive: meets the needs mentioned above; negative: paid platform, license fees + training fees and system adaptation fees

  • Describe the part of the project that was best and most successful:
    Motivation of our math teacher to create videos himself.

  • The conditions under which you want to continue working with the learning platform
    indicate why you should not continue working with the platform:

  • Hessian education server: Do not continue work:
    The philosophy of providing learning materials is fundamentally wrong, especially students should have the opportunity to design and cooperate, technologies are out of date, the system seems overloaded and not very systematically developed, ignoring the needs of the students

  • ITS learning:
    Problem of costs, long-term coverage and development of license fees may be problematic, all other functions serve our needs much more, wait for the test run in the coming school year and then decide


    Briefly describe

  • We took part in the training with two colleagues and learned about the diversity and applicability of this learning platform. This was followed by a multiplier training course in which the administrator (Ms. Schubert) took part.
  • This was followed by the planning and implementation phase for the WMS. Initially, the aim was to create a simple basic structure so that the colleagues should be confronted with a small flood of information.
  • In addition, the primary goal of the teaching staff was to use a learning platform on which, for the time being, only the existing teaching materials should be collected and sorted. The primary goal for the use of the learning platform was to allow an exchange of teaching materials so that the colleagues could teach interdisciplinary and benefit from the already existing fund.
  • A structure according to departments has been set up in the exchange area for teachers. Then the subdivision of the individual departments took place according to the currently taught subject and task fields, according to the learning fields and according to the modules. The evening / secondary school and secondary school departments as well as EIBE are structured according to subjects.
  • Then all the data from the LUSD was transferred so that the teachers and students were recorded in the system.
  • At the same time, organizational topics of the school were posted on the learning platform for certain areas, e.g. the biannual schedule, the forms for absenteeism management, the digital manual and materials for the orientation phase. Other areas are discussed at the school management level and taken up if they are dismissed and approved.
  • Before the learning platform could be implemented and used in the school, I looked for voluntary multipliers who should support me. There were five colleagues who were trained by Mr Budde and me.
  • This was followed by gradual internal training for the staff. A total of six internal training courses were given to introduce the learning platform of the Hessian education server. For this purpose, a detailed reference work was created so that the colleagues could understand the individual steps at a later point in time. The main topics of the training were:
    1. Objectives of the learning platform
    2. It's on
    3. Target state (perspectives)
    4. Access to the learning platform
    5. Practical examples (first-time users, uploading information pages, uploading files, uploading images, uploading ZIP files, the quick way to the work area, the home directory)
    6. Current situation regarding copyright
    7. Help pages on the education server

    Next, I planned pedagogical days or afternoons with the individual department heads so that colleagues from the various departments had the opportunity to view, exchange, sort and decide which materials could be used as suitable for the general public.

    During the 2012/13 school year, the educational days took place in three departments. The colleagues each split up into working groups, developed the teaching materials and placed them in the respective learning field / module. In addition, a person was appointed for each topic / task / learning area or module who should be responsible for this area.

    Problems / conflicts
    • The assigned tasks were only partially processed; During the educational afternoon some sub-groups exchanged ideas about substructures and their own structure, shared the responsibility for uploading the files, but only some of the tasks were actually completed.

    • Some colleagues complain about the stress in everyday school life and that they cannot find time for other tasks.

    • Some colleagues have forgotten the information from the introductory events or are missing the practical exercise.

    • Some colleagues said that the handling and application on the education server is confusing in some steps (e.g. if you want to create further main sub-folders).

    • The automatic upgrade of the classes to the next grade has not yet been resolved by the education server team. Up to now there has been a manual upgrade.