Removing Silos in Education with Moodlerooms

943 views
812 views

Published on

MoodleRooms has changed the way universities do business. Designed with ease of use, efficiency, and student success in mind, MoodleRooms can help remove institutional silos.

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
943
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
6
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • Introduction
  • The two universities are contracted to provide the postgraduate diploma from 2011-14 with the option to extend to 2020.
    A team approach underpins the work of special education teachers and the same philosophy will shape a new qualification system coming into effect from 2011 for specialist teaching roles in special education. From day one, participants will learn from professionals and each other in a collaborative approach, equipping them to work in teams.
    Part-time distance qualification which includes face-to-face block courses and online course work.
    Teachers will be able to continue working while studying part-time over two years to gain a Postgraduate Diploma in Specialist Teaching, endorsed in up to two of six specialist areas. From day one, participants will learn from professionals and each other in a collaborative approach, equipping them to work in teams.
    An inquiry-based interprofessional learning model using a range of blended learning options for all students regardless of location.

    Strengths of Courses:
    Highly practical using an inquiry-based approach.
    Flexible programme using both e-learning and face-to-face delivery making it easier to participate while still working.
    Generic core courses for all endorsement areas covering common knowledge and skills for specialist teachers to facilitate a shared understanding and collaborative approach.
    Interprofessional environment (study alongside other types of specialist teachers) to learn with, from and about each other within a broad community of practice.

  • The two universities are contracted to provide the postgraduate diploma from 2011-14 with the option to extend to 2020.
    A team approach underpins the work of special education teachers and the same philosophy will shape a new qualification system coming into effect from 2011 for specialist teaching roles in special education. From day one, participants will learn from professionals and each other in a collaborative approach, equipping them to work in teams.
    Part-time distance qualification which includes face-to-face block courses and online course work.
    Teachers will be able to continue working while studying part-time over two years to gain a Postgraduate Diploma in Specialist Teaching, endorsed in up to two of six specialist areas. From day one, participants will learn from professionals and each other in a collaborative approach, equipping them to work in teams.
    An inquiry-based interprofessional learning model using a range of blended learning options for all students regardless of location.

    Strengths of Courses:
    Highly practical using an inquiry-based approach.
    Flexible programme using both e-learning and face-to-face delivery making it easier to participate while still working.
    Generic core courses for all endorsement areas covering common knowledge and skills for specialist teachers to facilitate a shared understanding and collaborative approach.
    Interprofessional environment (study alongside other types of specialist teachers) to learn with, from and about each other within a broad community of practice.

  • 309 Moodle sites in NZ (4.5 million population) compared to 113 sites in SG (5.3 million) and 1,500+ sites in Australia (24.5 million) which is home of Moodle
  • Tie back to the strengths of courses: inter-professional, different locations, collaborative
  • Tie back to the strengths of courses: inter-professional, different locations, collaborative
  • Tie back to the strengths of courses: inter-professional, different locations, collaborative
  • Common requirements/pains in education
  • Massey’s requirements
  • Massey requirements
    Tie back to the strengths of courses: inter-professional, different locations, collaborative
  • Tie back to the strengths of courses: inter-professional, different locations, collaborative
    Performance
    Streamlined Admin (two universities)
    A shared admin site on one enables a large team of lecturers and administrators from the two universities to coordinate the formal teaching, research and community site connected to the programme. Stay current with the developments of Moodle Ensure the post-graduate students had the best possible experience and most up-to-date innovations on the Moodle platform

  • Tie back to the strengths of courses: inter-professional, different locations, collaborative
  • Tie back to the strengths of courses: inter-professional, different locations, collaborative
    Performance
    Streamlined Admin (two universities)
    A shared admin site on one enables a large team of lecturers and administrators from the two universities to coordinate the formal teaching, research and community site connected to the programme. Stay current with the developments of Moodle Ensure the post-graduate students had the best possible experience and most up-to-date innovations on the Moodle platform

  • badges (mentioned in case study)
    Rubrics  (mentioned in case study)
    Moodlerooms Grader  (mentioned in case study)
    out of the box reports without expensive coding (Jussi)
    using Gradebook (?)
    PLD provides more time for academics, specific use case: send at-risk students (emails)
    interface - user friendliness (Express Theme Brand Match)
    Important due to lack of IT support for this program
    not using Conduit (Jussi) 
    How are they using Moodlerooms (what tools specifically) as a site for Alumni?
    How are they using Moodlerooms (what tools specifically) as a community of practice site
     Motivation to move to Moodlerooms was “better service” - ireferring to system and administrator uptime, training provided as part of implementation, continuing support and consulting opportunities by/with a team which is able to provide best practice, pedagogically sound recommendations
    Important due to lack of IT support for this program
    Student pastoral care
    What MR features are being used to support this program (as you mentioned, they are not using Conduit currently, so what “features and flexibility” is Prof Mentis referring to in the case study)?
    Has Massey done any survey on user satisfaction or or collected usage statistics that we can use to share their success?
    On the Horizon: It mentions in the case study that Mssey wants to push the barriers of MR to enhance education. Can they share what they have in mind specifically?
  • badges (mentioned in case study)
    Rubrics  (mentioned in case study)
    Moodlerooms Grader  (mentioned in case study)
    out of the box reports without expensive coding (Jussi)
    using Gradebook (?)
    PLD provides more time for academics, specific use case: send at-risk students (emails)
    interface - user friendliness (Express Theme Brand Match)
    Important due to lack of IT support for this program
    not using Conduit (Jussi) 
    How are they using Moodlerooms (what tools specifically) as a site for Alumni?
    How are they using Moodlerooms (what tools specifically) as a community of practice site
     Motivation to move to Moodlerooms was “better service” - ireferring to system and administrator uptime, training provided as part of implementation, continuing support and consulting opportunities by/with a team which is able to provide best practice, pedagogically sound recommendations
    Important due to lack of IT support for this program
    Student pastoral care
    What MR features are being used to support this program (as you mentioned, they are not using Conduit currently, so what “features and flexibility” is Prof Mentis referring to in the case study)?
    Has Massey done any survey on user satisfaction or or collected usage statistics that we can use to share their success?
    On the Horizon: It mentions in the case study that Mssey wants to push the barriers of MR to enhance education. Can they share what they have in mind specifically?
  • Tie back to the strengths of courses: inter-professional, different locations, collaborative
    Performance
    Streamlined Admin (two universities)
    A shared admin site on one enables a large team of lecturers and administrators from the two universities to coordinate the formal teaching, research and community site connected to the programme.
    also use Moodlerooms for student pastoral care, where beginning students are grouped with more experienced teachers as well as mentors and supervisors in the field to support their wellbeing, learning and professional identity development.


  • badges (mentioned in case study)
    Rubrics  (mentioned in case study)
    Moodlerooms Grader  (mentioned in case study)
    out of the box reports without expensive coding (Jussi)
    using Gradebook (?)
    PLD provides more time for academics, specific use case: send at-risk students (emails)
    interface - user friendliness (Express Theme Brand Match)
    Important due to lack of IT support for this program
    not using Conduit (Jussi) 
    How are they using Moodlerooms (what tools specifically) as a site for Alumni?
    How are they using Moodlerooms (what tools specifically) as a community of practice site
     Motivation to move to Moodlerooms was “better service” - ireferring to system and administrator uptime, training provided as part of implementation, continuing support and consulting opportunities by/with a team which is able to provide best practice, pedagogically sound recommendations
    Important due to lack of IT support for this program
    Student pastoral care
    What MR features are being used to support this program (as you mentioned, they are not using Conduit currently, so what “features and flexibility” is Prof Mentis referring to in the case study)?
    Has Massey done any survey on user satisfaction or or collected usage statistics that we can use to share their success?
    On the Horizon: It mentions in the case study that Mssey wants to push the barriers of MR to enhance education. Can they share what they have in mind specifically?
  • Tie back to the strengths of courses: inter-professional, different locations, collaborative
    Performance
    Streamlined Admin (two universities)
    A shared admin site on one enables a large team of lecturers and administrators from the two universities to coordinate the formal teaching, research and community site connected to the programme. Stay current with the developments of Moodle Ensure the post-graduate students had the best possible experience and most up-to-date innovations on the Moodle platform

  • interface – reflecting two universties’ branding (Express Theme Brand Match)
    user friendliness – clean interface with easy navigation for busy working adults
  • interface – reflecting two universties’ branding (Express Theme Brand Match)
    user friendliness – clean interface with easy navigation for busy working adults
  • interface – reflecting two universties’ branding (Express Theme Brand Match)
    user friendliness – clean interface with easy navigation for busy working adults
  • interface – reflecting two universties’ branding (Express Theme Brand Match)
    user friendliness – clean interface with easy navigation for busy working adults
  • Badges - experimenting with badging, which allows them to easily create a course or activity based around competencies. When a student completes the course or a portion thereof, the student is awarded a badge for that competency.
    Rubrics  
    Moodlerooms Grader - greater efficiency + feedback
    out of the box reports without expensive coding (Jussi)
  • Badges - experimenting with badging, which allows them to easily create a course or activity based around competencies. When a student completes the course or a portion thereof, the student is awarded a badge for that competency.
    Rubrics  
    Moodlerooms Grader - greater efficiency + feedback
    out of the box reports without expensive coding (Jussi)
  • PLD provides more time for academics, adult learners who are working and studying part time, heavily leaning on online specific use case: send at-risk students personal messages (emails)
    Pastoral Care:
  • PLD provides more time for academics, adult learners who are working and studying part time, heavily leaning on online specific use case: send at-risk students personal messages (emails)
    Pastoral Care:
  • Badges - experimenting with badging, which allows them to easily create a course or activity based around competencies. When a student completes the course or a portion thereof, the student is awarded a badge for that competency.
    Rubrics  
    Moodlerooms Grader - greater efficiency + feedback
    out of the box reports without expensive coding (Jussi)
  • Badges - experimenting with badging, which allows them to easily create a course or activity based around competencies. When a student completes the course or a portion thereof, the student is awarded a badge for that competency.
    Rubrics  
    Moodlerooms Grader - greater efficiency + feedback
    out of the box reports without expensive coding (Jussi)
  • badges (mentioned in case study)
    Rubrics  (mentioned in case study)
    Moodlerooms Grader  (mentioned in case study)
    out of the box reports without expensive coding (Jussi)
    using Gradebook (?)
    PLD provides more time for academics, specific use case: send at-risk students (emails)
    interface - user friendliness (Express Theme Brand Match)
    Important due to lack of IT support for this program
    not using Conduit (Jussi) 
    How are they using Moodlerooms (what tools specifically) as a site for Alumni?
    How are they using Moodlerooms (what tools specifically) as a community of practice site
     Motivation to move to Moodlerooms was “better service” - ireferring to system and administrator uptime, training provided as part of implementation, continuing support and consulting opportunities by/with a team which is able to provide best practice, pedagogically sound recommendations
    Important due to lack of IT support for this program
    Student pastoral care
    What MR features are being used to support this program (as you mentioned, they are not using Conduit currently, so what “features and flexibility” is Prof Mentis referring to in the case study)?
    Has Massey done any survey on user satisfaction or or collected usage statistics that we can use to share their success?
    On the Horizon: It mentions in the case study that Mssey wants to push the barriers of MR to enhance education. Can they share what they have in mind specifically?
  • badges (mentioned in case study)
    Rubrics  (mentioned in case study)
    Moodlerooms Grader  (mentioned in case study)
    out of the box reports without expensive coding (Jussi)
    using Gradebook (?)
    PLD provides more time for academics, specific use case: send at-risk students (emails)
    interface - user friendliness (Express Theme Brand Match)
    Important due to lack of IT support for this program
    not using Conduit (Jussi) 
    How are they using Moodlerooms (what tools specifically) as a site for Alumni?
    How are they using Moodlerooms (what tools specifically) as a community of practice site
     Motivation to move to Moodlerooms was “better service” - ireferring to system and administrator uptime, training provided as part of implementation, continuing support and consulting opportunities by/with a team which is able to provide best practice, pedagogically sound recommendations
    Important due to lack of IT support for this program
    Student pastoral care
    What MR features are being used to support this program (as you mentioned, they are not using Conduit currently, so what “features and flexibility” is Prof Mentis referring to in the case study)?
    Has Massey done any survey on user satisfaction or or collected usage statistics that we can use to share their success?
    On the Horizon: It mentions in the case study that Mssey wants to push the barriers of MR to enhance education. Can they share what they have in mind specifically?
  • badges (mentioned in case study)
    Rubrics  (mentioned in case study)
    Moodlerooms Grader  (mentioned in case study)
    out of the box reports without expensive coding (Jussi)
    using Gradebook (?)
    PLD provides more time for academics, specific use case: send at-risk students (emails)
    interface - user friendliness (Express Theme Brand Match)
    Important due to lack of IT support for this program
    not using Conduit (Jussi) 
    How are they using Moodlerooms (what tools specifically) as a site for Alumni?
    How are they using Moodlerooms (what tools specifically) as a community of practice site
     Motivation to move to Moodlerooms was “better service” - ireferring to system and administrator uptime, training provided as part of implementation, continuing support and consulting opportunities by/with a team which is able to provide best practice, pedagogically sound recommendations
    Important due to lack of IT support for this program
    Student pastoral care
    What MR features are being used to support this program (as you mentioned, they are not using Conduit currently, so what “features and flexibility” is Prof Mentis referring to in the case study)?
    Has Massey done any survey on user satisfaction or or collected usage statistics that we can use to share their success?
    On the Horizon: It mentions in the case study that Mssey wants to push the barriers of MR to enhance education. Can they share what they have in mind specifically?
  • badges (mentioned in case study)
    Rubrics  (mentioned in case study)
    Moodlerooms Grader  (mentioned in case study)
    out of the box reports without expensive coding (Jussi)
    using Gradebook (?)
    PLD provides more time for academics, specific use case: send at-risk students (emails)
    interface - user friendliness (Express Theme Brand Match)
    Important due to lack of IT support for this program
    not using Conduit (Jussi) 
    How are they using Moodlerooms (what tools specifically) as a site for Alumni?
    How are they using Moodlerooms (what tools specifically) as a community of practice site
     Motivation to move to Moodlerooms was “better service” - ireferring to system and administrator uptime, training provided as part of implementation, continuing support and consulting opportunities by/with a team which is able to provide best practice, pedagogically sound recommendations
    Important due to lack of IT support for this program
    Student pastoral care
    What MR features are being used to support this program (as you mentioned, they are not using Conduit currently, so what “features and flexibility” is Prof Mentis referring to in the case study)?
    Has Massey done any survey on user satisfaction or or collected usage statistics that we can use to share their success?
    On the Horizon: It mentions in the case study that Mssey wants to push the barriers of MR to enhance education. Can they share what they have in mind specifically?
  • badges (mentioned in case study)
    Rubrics  (mentioned in case study)
    Moodlerooms Grader  (mentioned in case study)
    out of the box reports without expensive coding (Jussi)
    using Gradebook (?)
    PLD provides more time for academics, specific use case: send at-risk students (emails)
    interface - user friendliness (Express Theme Brand Match)
    Important due to lack of IT support for this program
    not using Conduit (Jussi) 
    How are they using Moodlerooms (what tools specifically) as a site for Alumni?
    How are they using Moodlerooms (what tools specifically) as a community of practice site
     Motivation to move to Moodlerooms was “better service” - ireferring to system and administrator uptime, training provided as part of implementation, continuing support and consulting opportunities by/with a team which is able to provide best practice, pedagogically sound recommendations
    Important due to lack of IT support for this program
    Student pastoral care
    What MR features are being used to support this program (as you mentioned, they are not using Conduit currently, so what “features and flexibility” is Prof Mentis referring to in the case study)?
    Has Massey done any survey on user satisfaction or or collected usage statistics that we can use to share their success?
    On the Horizon: It mentions in the case study that Mssey wants to push the barriers of MR to enhance education. Can they share what they have in mind specifically?
  • badges (mentioned in case study)
    Rubrics  (mentioned in case study)
    Moodlerooms Grader  (mentioned in case study)
    out of the box reports without expensive coding (Jussi)
    using Gradebook (?)
    PLD provides more time for academics, specific use case: send at-risk students (emails)
    interface - user friendliness (Express Theme Brand Match)
    Important due to lack of IT support for this program
    not using Conduit (Jussi) 
    How are they using Moodlerooms (what tools specifically) as a site for Alumni?
    How are they using Moodlerooms (what tools specifically) as a community of practice site
     Motivation to move to Moodlerooms was “better service” - ireferring to system and administrator uptime, training provided as part of implementation, continuing support and consulting opportunities by/with a team which is able to provide best practice, pedagogically sound recommendations
    Important due to lack of IT support for this program
    Student pastoral care
    What MR features are being used to support this program (as you mentioned, they are not using Conduit currently, so what “features and flexibility” is Prof Mentis referring to in the case study)?
    Has Massey done any survey on user satisfaction or or collected usage statistics that we can use to share their success?
    On the Horizon: It mentions in the case study that Mssey wants to push the barriers of MR to enhance education. Can they share what they have in mind specifically?
  • Removing Silos in Education with Moodlerooms

    1. 1. ®
    2. 2. Removing Siloes in Education with Moodlerooms Foong Yee Leong Moodlerooms Product Executive June 2014
    3. 3. Agenda: • Background to Clients • Motivators for a “New” LMS • Variables in Decision Making Process • Why Moodlerooms Partnership • What’s Next?
    4. 4. Background • Team approach to programme in all senses • Highly practical using an inquiry-based approach • Flexible programme using both e-learning and face-to-face delivery • Facilitate a collaborative approach • Interprofessional environment – with, from, about
    5. 5. Background • High School • Distance Learning • Primary and Secondary • One IT Team • Professional training • Short courses • Adjunct instructors
    6. 6. Motivators for a “New” LMS • World’s most widely used LMS • Massively successful open-source project • Robust set of teaching & learning tools • Thousands of regular community contributors • Free for anyone to download and support
    7. 7. Motivators for a “New” LMS • 2 different versions of Moodle • Slick and user-friendly interface • Advance tools to support course objectives
    8. 8. Variables in Decision Making Process self-hosted vendor-hosted
    9. 9. Variables in Decision Making Process self-hosted vendor-hosted
    10. 10. Variables in Decision Making Process Efficient Grading Mobile Access Better Reporting Ease of Use Streamlined Administration Site is too Slow Training Scroll of Death Login Problems Continuity of Service Clutter and Confusion House-keeping Better Performance Easier Backups Database Reliability Technical Support
    11. 11. Variables in Decision Making Process Efficient Grading Mobile Access Better Reporting Ease of Use Streamlined Administration Site is too Slow Training Scroll of Death Login Problems Continuity of Service Clutter and Confusion House-keeping Better Performance Easier Backups Database Reliability Technical Support
    12. 12. Variables in Decision Making Process Efficient Grading Attractive Branding Better Reporting Ease of Use Streamlined Administration Personal Learning Training Badges Flexibility Continuity of Service Attractive Branding Better Performance Collaboration Rubrics Technical Support Course Conversion Mobile Access
    13. 13. Why Moodlerooms Partnership Efficient Grading Mobile Access Better Reporting Ease of Use Streamlined Administration Personal Learning Training Badges Flexibility Continuity of Service Attractive Branding Better Performance Collaboration Rubrics Technical Support Course Conversion
    14. 14. Why Moodlerooms Partnership
    15. 15. Why Moodlerooms Partnership • Founded in 2005, by 3 teachers wanting to make Moodle easier • Headquartered in Baltimore, Maryland • Managed Open-Source Moodle Core • The Largest Moodle Partner in the World • Over 2 Million Users • Teamed with Blackboard in March, 2012
    16. 16. Why Moodlerooms Partnership Enterprise Integrations Services Innovative Tools
    17. 17. Why Moodlerooms Partnership REPORTS GRADER EXPRESS DESIGN PERSONALIZED LEARNING DESIGNER xpLor STREAMS & ALERTS CONVERSION CONDUIT CONTROL PANEL REPORTS ENHANCED FEATURES ADMIN FEATURES CLOUD HOSTING CODE MAINTENANCE TRAINING SUPPORT COURSE CONVERSION CUSTOMIZATION IMPLEMENTATION SERVICES INTEGRATION POSSIBILITIES
    18. 18. Why Moodlerooms Partnership Better Performance Technical Support Streamlined Administration Course Conversion
    19. 19. Why Moodlerooms Partnership  World-class infrastructure  Reliability – 99.9% SLA  On-demand scalability  24/7 Monitoring  Automated Backups  Hands-off updates (2 major Moodle upgrades and 2-4 minor maintenance patches)  Instant Security Patches  Defense-In-Depth Security Methodology  System and Data Security  Conversion of courses  Administrator Support (unlimited tickets, email and phone)  Knowledge Base manuals and tutorials (tailored for Administrators, Teachers, Students)  Training during and after Implementation  Just-in-time access to training courses PD courses for Admins and Course Designers Hosting Updates Security Support
    20. 20. Why Moodlerooms Partnership Ease of Use Attractive Branding
    21. 21. Why Moodlerooms Partnership  Express Design  Brand Match Service Attractive Branding
    22. 22. Why Moodlerooms Partnership  Express Design  Brand Match Service Attractive Branding
    23. 23. Why Moodlerooms Partnership  Express Design  Brand Match Service Attractive Branding
    24. 24. Why Moodlerooms Partnership  Express Design  Brand Match Service Attractive Branding
    25. 25. Why Moodlerooms Partnership Efficient Grading Better Reporting Badges Flexibility Collaboration Rubrics Personal Learning
    26. 26. Why Moodlerooms Partnership The Super User • Differentiate learning paths • Track participant performance • Automate rich feedback • Create re-usable content • Discover content by outcomes The Casual User • View course material • Post in forums • Take online quizzes • Submit assignments • Check grades  Innovative ToolsFlexibiiity
    27. 27. Why Moodlerooms Partnership Student enters course for the first time Student is redirected to a resource The resource is marked as viewed An email can be triggered to the tutor informing them the student has started the course The rest of the module is unlocked Student submits an online assessment Student is sent an email receipt Student Scores 42% Student Scores 86% Student receives alert telling them not to worry. And although they failed, we have unlocked some extra content. Tutor has been alerted Course Completion Badge Student receives a badge System monitors course activity If student is inactive for 7 days then an alert is triggered  Personalised Learning Designer Personalised Learning
    28. 28. Why Moodlerooms Partnership  Personalised Learning Designer Personalised Learning
    29. 29. Why Moodlerooms Partnership  Moodlerooms Grader Efficient Grading
    30. 30. Why Moodlerooms Partnership  Moodlerooms Reports Better Reporting
    31. 31. Why Moodlerooms Partnership Efficient Grading Better Reporting Badges Flexibility Collaboration Rubrics Personal Learning
    32. 32. Why Moodlerooms Partnership  Enterprise Integrations  Community, Client, Vendor-Developed  Mahara, Turnitin, Certificates  Collaborate, ConnectTxt, Mosaic, Student Services Innovative Tools  Innovative tools supporting different collaborative learning groups including Student Pastoral Care  Innovative tools supporting interprofessional interaction  Advance forums, groups  Conduit supporting efficient administration in enrollment of industry professionals / experts and course participants Flexibility
    33. 33. Why Moodlerooms Partnership Continuity of Service
    34. 34. Why Moodlerooms Partnership  Stable Moodle version  Latest innovative tools from Moodle and Moodlerooms New & Enhanced Tools  New plugins  Updated /enhanced plugins Enterprise Integrations  Engagement Team  Administrator Support  Knowledge Base manuals and tutorials  Just-in-time access to training courses PD courses for Admins and Course Designers  Sharing of Best Practices with our team and fellow Moodlerooms users globally Continuing Support
    35. 35. Next Steps
    36. 36. Next Steps
    37. 37. Next Steps
    38. 38. Next Steps
    39. 39. Feedback So Far
    40. 40. Have a look: http://anz.moodlerooms.com/moodlerooms-for/case-studies/
    41. 41. Reach us at: Foong Yee Leong Moodlerooms Product Executive, APAC FoongYee.Leong@blackboard.com Jussi Luukkonen Senior Client Relations Manager, New Zealand Jussi.Luukkonen@blackboard.com Thank you!

    ×