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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