Great use of Moodle - Otago Polytechnic Workshop

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Slides supporting an introductory workshop on deciding how to use Moodle for blended learning. Includes levels of blends and a metaphor of Moodle as an airport

Slides supporting an introductory workshop on deciding how to use Moodle for blended learning. Includes levels of blends and a metaphor of Moodle as an airport

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  • Assignment submission, activity tracking,
  • Martin shows this in many of his presentations – inference is courses get greater as the number increases
  • Your Moodle course is an airport (hub) - Zaid Ali Alsagoff It’s a means to an endCan be a very busy and exciting place, but also scary and confusingPeople go there with different purposes
  • Draft! Extend to include other non-web technologies – videos, phones/ipads, clickers etc.2a-e-Filing Cabinet: Passive repository of resources, enabling on and off campus access to baseline course information. Includes basic use of library services such as online databases, e-books & e-journals. May also make some use of non-web technologies to enrich learning, but use is largely teacher driven (e.g. Smart boards, clickers etc). 2b-Technology Supported:  Courses using a few active online elements in addition to passive resources. For example, using a simple discussion board, setting online tasks and group work, quizzes and online assignment submission. May also make some use of non-web technologies to enrich learning, but use is largely teacher driven (e.g. Smart boards, clickers etc). 3-Technology Enhanced: Courses with significant online activity using a range of online tools to support class work, independent study and peer interactions. May also use non-web technologies to enrich learning and support independent student activity (e.g. simulations, virtual environments, media recording/creation). 4a-Blended: Courses with a blend of online and classroom learning activities with compulsory components in each mode. Online activities extend class work and support significant independent student work on both individual and group tasks. May also make use of significant non-web technologies to enrich learning and support independent student activity (e.g. simulations, virtual environments, media recording/creation etc). Blended courses require management approval and must follow a formal course design process. 4b-Fully online: As for blended mode, but emphasis on full distance delivery using online provision of resources and mediation of the learning environment. Require management and possibly external approval and must follow a formal course design process.      
  • It’s all about the journey...Pick-up: go there and collect as quick as possible. Great to get them but really a hassle to find a park and want to know exactly where to go.Send off: saying goodbye always harder, don’t really want to but know it has to be done – more at stake than a pick-up (e.g. Submitting assignment)Going on a trip: Airport/plane trip are important, want it to be exciting but can be scary. Expect more – tactical about their approach and expectations, don’t know what they don’t know about services and facilities.Frequent flyer: comfortable coming and going, strategic, but willing to experiment/participate as long as clear link to outcomes, expect good services and facilities.
  • In pairs spend 2 minutes:Identify where you currently fitWhere you want to be next yearWhy change/no change
  • Record on whiteboard if possible
  • Your Moodle course is an airport (hub) - Zaid Ali Alsagoff It’s a means to an endCan be a very busy and exciting place, but also scary and confusingPeople go there with different purposes

Transcript

  • 1. Great Use of Moodle
    David Sturrock, NMIT
    david.sturrock@nmit.ac.nz | @dnsturrockhttp://www.delicious.com/dnsturrock/OP-SDDay
  • 2. Not a total online campus management solution for your institute.
    Not an excellent content development tool.
    Not a concurrent users’ king.
    Not a Web 2.0 sensation.
    Zaid Ali Alsagoff (2009)
    What Moodle is not:
  • 3. Useful package of tools with common interface
    Tracking & other tools to reduce administrivia
    Tools to support peer-learning.
    Institution support services.
    Easily embed & link to external content
    Quiz engine.
    Calendar.
    Glossary.
    Strengths of Moodle:
  • 4. How will we know our Moodle course is great?
    Starter for 10
  • 5. Meets the needs of the learners
    A great course...
  • 6. Putting up the handouts (Resources, SCORM)
    Providing a passive Forum (unfacilitated)
    Using Quizzes and Assignments (less management)
    Using the Wiki, Glossary and Database tools (interactive content)
    Facilitate discussions in Forums, asking questions, guiding
    Moodle Docs - http://docs.moodle.org/20/en/Pedagogy
    Typical Moodle teaching progression
  • 7. Combining activities into sequences, where results feed later activities
    Introduce external activities and games (internet resources)
    Using the Survey module to study and reflect on course activity
    Using peer-review modules like Workshop, giving students more control over grading and even structuring the course in some ways
    Conducting active research on oneself, sharing ideas in a community of peers
    Moodle progression cont
  • 8. Your Moodle Course is an Airport
    http://zaidlearn.blogspot.com/2009/11/moodle-is-airport-not-total-solution.html
  • 9. 2a-e-Filing Cabinet: Passive repository of resources, enabling on and off campus access to baseline course information.
     
    2b-Technology Supported:  Courses using a few active online elements in addition to passive resources.
     
    3-Technology Enhanced: Courses with significant online activity using a range of online tools to support class work, independent study and peer interactions. Online activities required.
     
    4a-Blended: Courses with a blend of online and classroom learning activities with compulsory components in each mode. Online activities extend class work and support significant independent student work on both individual and group tasks.
    4b-Fully online: As for blended mode, but emphasis on full distance delivery
    NMIT Levels of Blended Learning
  • 10. Purpose
  • 11. Purpose – where do you fit?
  • 12. What are the important factors that will determine whether the Moodle course is great?
    Task: Split into level/visitor groups
    5 minutes to come up with 5-10 critical factors or elements of course design
    Important factors
  • 13. Knowledge of teacher/designer
    Quality
    Simple to use: clear instructions, navigation, consistent layout, intuitive
    Activities
    Knowledge of Moodle
    Time efficient
    Less emails
    Great resources – quality, time & money issues
    Sharing resources
    Track students access
    Communication
    File sizes & formats
    E-Filing cabinet (group feedback)
  • 14. Less emails/easier to keep track
    Quizzes online helps with marking
    Knowledge of Moodle
    Student participation/student tracking
    Prior knowledge before a course starts
    Version control/updating content
    Tech-support
  • 15. Individual & group involvement
    Student led & selected activities
    Less text-rich media
    Not too overwhelming – depends on student profile
    Skills-access issues: support, orientation
    Range of resource types for different learners
    Scaffolding tasks
    Clear instructions
    Tech enhanced
  • 16. Navigation/layout, Organised
    Rationale for being online/blended
    Interaction & Engagement
    Pastoral care & developing a community
    Connectivity – feel part of the group
    Monitoring – participation
    Technical specifications & training/support
    Less is more
    Take account of past experience
    Assessments online: assessment formats
    Feedback: quick, can be automated
    Different types of activities
    Flexibility: access
    Sense of connection: social learning environment, personal, students-teacher, student-student, community
    Blended / online
  • 17. Group 1 summary
  • 18. Group 2 summary
  • 19. OP guidelines & NMIT guidelines
    Best practices for course design - Michelle Moore
    E-Filing cabinet template
    Online course template
    Moodle demo – sample courses
    Course format cheating – Moodle Fairy
    Course formats – more coming in Moodle 2
    Programme/school home pages
    Cool Moodle Courses (requires Moodle.org account)
    Rubrics – OP & Moodle Course Creator Challenge
    Tips for course layout/format
  • 20. The name of an activity module doesn’t need to define it’s function
    OP activity descriptions
    Creative uses of Moodle modules
    47 interesting ways to use Moodle
    Best ways of using Moodle
    Moodle Database & Glossary examples
    Moodle Tool Guide
    Moodle and Blooms Taxonomy
    Designing eLearning – Flexible Learning Framework
    Matching learning tasks with Moodle modules
  • 21. Database: Book reviews, critical analysis templates (arts), simple photo gallery
    Glossary: students sharing and critiquing images/artists, students defining course terms
    Forum: private/public “blogs”
    Wiki templates
    Turnitin: students take responsibility
    Examples from NMIT
  • 22. Is your Moodle Course an Airport?
    http://zaidlearn.blogspot.com/2009/11/moodle-is-airport-not-total-solution.html