As working online with students becomes more prevailant and more lecturers are becoming involved in online delivery, PLs are challenged with supporting lecturers to make the transition from the classroom environment to working online via Moodle
In the classroom there are certain parameters which are fixed and help to support delivery. Time bound = start and finishControlled environment = you manage what happens in the time avaliableGroup = enables interactionImmediate = questions and feedbackContent driven = you manage your content to achieve your learning objectives.However when a lecturer is asked to sop classroom teaching for online delivery then these parameters become blurred and delivery start to look very different.Time Consuming = lecturers need to manage their time and be organised, work out how it’s going to fit.Flexible environment = there are different ways of achieving the learning outcomes, using a variety of tools.Individual = enable interaction to take placeDelayed response = you may be dealing with students who are different stages in their learningProcess driven = doesn’t matter how good your content is, if they students can’t find it or don’t know how to access is or its confusing then they won’t learn.Therefore we can say that online delivery is a very different beast.One of the issues I frequently deal with is how to engage students online. It is easy to accept that online delivery is ‘different’ but what does ‘different’ mean in practice and how do we avoid :
Let’s briefly look at what happens in the classroom:Generally we have more passive receiving of content and more active engagement with that content.The passive content translates very well to online learning however our real challenge is how we translate the active enagement to the online environment.
Tim Guerra and Dan Heffernan in 2004 devised a scale which outlines the range of content which can be found and used online.They devised a scale from 1 to 10. 1 = reading from the screen10 = complete virtual realityA guy called Mark Rollins took this scale and applied it to moodle.We can see that GS1 involves upload of various documents for students to read from the screen.He found that Moodle would allow us to get to stage 7 of the scale, so the most interactive elements of moodle would be live chat, chat forums, collaborative wiki’s and messaging for exampleGS 1 – 3 = PassiveGS 4 – 7 = ActiveSo to actively enagage students online we would need to ensure that our module design features activity in the GS4 to GS 7 range.
Another way of looking at activity online would be to consider Blooms Taxonomy. This is the revised taxonomy.We can map activity in Moodle against the domains and again see that those requiring more active enagement will need to go beyond the uploading of content for students to read.
Liz SheenChildhood and Family Studies
Time Flexible Controlled Consuming Environment Time Bound environmentGroup IndividualContent Driven Immediate Process Driven Delayed Response
Receive content BooksListen Passive PDFsReflect Word Docs Files Links to webDiscussAsk QuestionsTake notesLink theory to practice ActiveGive and receive feedbackEngage in activity
GS1 • Word documents, PDFs, Handouts, Weblinks, Files, Document linksGS2 • Powerpoint, Book (without media), Moodle GlossaryGS3 • Moodle Quiz, FeedbackGS4 • Presentation with audio,GS5 • Book (with media), Screen capture, video demonstration, flash animationsGS6 • Student Generated Wiki, Book (printable)GS7 • Chat, Forum, Wiki, Messaging http://issuu.com/muppetmasteruk/docs/engaging_students_with_moodle
Online delivery is a differentSupport for lecturers needs to be well thought through to avoid Passive content translates well on to Moodle but how do we actively engage students? We need to understand and be able to use the tools in Moodle which will support more active learning.