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Great Use of Moodle<br />David Sturrock, NMIT<br />david.sturrock@nmit.ac.nz | @dnsturrockhttp://www.delicious.com/dnsturr...
Not a total online campus management solution for your institute.<br />Not an excellent content development tool.<br />Not...
Useful package of tools with common interface<br />Tracking & other tools to reduce administrivia<br />Tools to support pe...
How will we know our Moodle course is great?<br />Starter for 10<br />
Meets the needs of the learners<br />A great course...<br />
Putting up the handouts (Resources, SCORM) <br />Providing a passive Forum (unfacilitated) <br />Using Quizzes and Assignm...
Combining activities into sequences, where results feed later activities <br />Introduce external activities and games (in...
Your Moodle Course is an Airport<br />http://zaidlearn.blogspot.com/2009/11/moodle-is-airport-not-total-solution.html<br />
2a-e-Filing Cabinet: Passive repository of resources, enabling on and off campus access to baseline course information. <b...
Purpose<br />
Purpose – where do you fit?<br />
What are the important factors that will determine whether the Moodle course is great?<br />Task: Split into level/visitor...
Knowledge of teacher/designer<br />Quality<br />Simple to use: clear instructions, navigation, consistent layout, intuitiv...
Less emails/easier to keep track<br />Quizzes online helps with marking<br />Knowledge of Moodle<br />Student participatio...
Individual & group involvement<br />Student led & selected activities<br />Less text-rich media<br />Not too overwhelming ...
Navigation/layout, Organised<br />Rationale for being online/blended<br />Interaction & Engagement<br />Pastoral care & de...
Group 1 summary<br />
Group 2 summary<br />
OP guidelines & NMIT guidelines<br />Best practices for course design - Michelle Moore<br />E-Filing cabinet template<br /...
The name of an activity module doesn’t need to define it’s function<br />OP activity descriptions<br />Creative uses of Mo...
Database: Book reviews, critical analysis templates (arts), simple photo gallery<br />Glossary: students sharing and criti...
Is your Moodle Course an Airport?<br />http://zaidlearn.blogspot.com/2009/11/moodle-is-airport-not-total-solution.html<br />
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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

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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 &amp; 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 of "Great use of Moodle - Otago Polytechnic Workshop"

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