Ireland and UK Moodlemoot 2012 abstracts


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Book of Abstracts for the draft Programme of the Ireland & UK Moodlemoot 2012 - Dublin

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Ireland and UK Moodlemoot 2012 abstracts

  1. 1. Draft Programme for theIreland & UK Moodlemoot 2012 - DublinRegister - Contact -
  2. 2. April 2Pre-Conference Training Workshops Something Fun.. To be decided April 3 Opening KeynotesPresentations & Hands-on Workshops Pecha Kucha Gala Dinner April 4 Opening Panel KeynotePresentations & Hands-on Workshops Closing Panel
  3. 3. Online RegistrationIf you have not yet registered you can still register and pay online on our site -> RegistrationWe accept purchase order/invoice registration as long as payment is cleared before theevent. You must email with the following details: The Name & Emails of all those who will attend and whether they are there for the 2 or 3 days, and whether they need a ticket for the dinner or not. The Name and Address to go on the invoice (also email address to send it to) The VAT Number of the organisation if applicable The Purchase Order number (if applicable).** Please note, that tickets are reserved when invoiced, but are only confirmed upon the receipt ofpayment.
  4. 4.  About 2 weeks before the Moot all registered attendees will be added to a Moodle 2 site. They will be able to select which pre- conference workshops they want to attend. They will also be able to select their session preference when the final programme is announced close to the date.
  5. 5.  This book of abstracts / overviews on presentations is a draft programme as it includes all of the accepted presentations. The full details of the training workshops and hands-on sessions will be published separately. The finalised programme will released either  A) when all the presenters are fully booked and confirmed attending  B) 1 week before the event
  6. 6. These are the accepted presentations for April 3rd & 4th
  7. 7. This presentation presents the findings of a mini case study conducted in an EnglishLanguage Preparatory Programme at a private English-medium university in Turkey.Although the university encourages the use of instructional technology and Moodle hasbeen used since 2007, efforts are underway to find ways to make more effective use ofMoodle in order to motivate students and improve their learning.For that reason, I decided to carry out a small-scale study of English language students’perceptions of the use of Moodle in a pre-sessional English language course. I designeda class-specific Moodle page which incorporated different specially-designed activitiesvia Moodle, and collected data from 20 students (?) by using questionnaires andinterviews over a period of 8 weeks. Analysis of the results clearly shows that studentsfound the use of Moodle both motivating and useful.In this presentation, I firstly give some brief background to the study and share someexamples of the different Moodle activities I used. Secondly I explain my researchdesign and data collection methods. Thirdly I present and discuss the results of thestudy. Finally I outline the main implications of the study and suggest ways ofintegrating Moodle-based activities into instruction.
  8. 8. Having had upgraded a number and variety of different clients from Moodle v1.9 toMoodle v2.x, the Catalyst IT Europe team have learnt a few lessons along the way.This *mostly* non-technical presentation will cover some of the gotchas (and suggestedsolutions) to the upgrade process in the hopes of helping other organisations setrealistic timeframes, budget and resources to the upgrade process.
  9. 9. Soundcloud is an online audio distribution platform which allows for collaboration,promotion and distribution of audio material.This short presentation will demonstrate - live - how to merge Moodle and Soundcloud.We will show you how to: Record audio with a phone/device and upload to Soundcloud Make timed comments and notes on the audio Share and distribute the recording Embed into Moodle Create a Set of audio materials Use Soundcloud for academic purposesThe demonstration will show how to work with Soundcloud, embed into Moodle andhow Access to Music have used Soundcloud for assessment and commentary
  10. 10. This presentation will focus on the new IMS LTI features of Moodle2.The presentation will introduce IMS LTI, the background of the standard and what thepractical aspects for using it are.I will then use a few examples of LTI tools that are readily available, and thendemonstrate some of the use cases which enable cross-institutional cooperation andcollaboration easily, be it Moodle -> Moodle, Moodle -> Sakai, or Moodle ->Blackboard.I will finish up with a few example use cases of where this is leading the education andtraining sectors.This will be a combined presentation and practical session.
  11. 11. I would like to present an update on how City University has implemented its StrategicLearning Environment with Moodle at the centre and discuss how we are hoping towin hearts and minds for a successful move to Moodle2 in 2013.Ill be touching on the use of analytics, academic engagement, horizon scanning andintegration.I will also talk about my personal journey from research scientist to change managerwith the usual references to Machiavelli along the way!This will be a stand-up with slides but I hope to involve the audience in a Q&A session.
  12. 12. This abstract focuses on methods currently being used to consistently engage academics inthe School of Health Sciences at City University London with Moodle. It looks at how abespoke solution to explore data from Moodle was developed to better understand how theschool was using it.In September 2011 we moved all of our courses to Moodle. The introduction of whichencouraged academics to explore the additional features that it offered. With Moodle nowrolled out there are concerns that development of courses within the VLE becomes stagnantsuch that such that people don’t utilise the additional opportunities to enhance teaching andlearning. One way to prevent this and incorporate best practice into modules has been tointroduce a set of minimum standards. Other methods have been to produce case studies anddeliver a set of advanced training sessions to keep use of this technology on the radar.To help gain a better understanding of courses and what features were being utilised abespoke dashboard was created. This involved extracting data from the Moodle database anddeveloping a filterable and searchable interface (using semantic concepts) adding graphicalrepresentation (using Google api) is currently being explored.Using this dashboard helped to identify innovative practice and some examples will behighlighted. This dashboard also provided the opportunity to help to identify courses thatdid not reach the minimum standards set, feeding into a training strategy.
  13. 13. Southampton Solent University successfully bid for funding under the Higher EducationAcademy/JISC Open Educational Resources Programme Phase 3 to develop an OER packagefor potential business students.The focus of the project is to collate and produce an OER to enable 16-19 year olds, thinkingabout their future, to move forward with confidence in to studying Business andManagement topics in Higher Education.One of the challenges is to consider how best to develop the resources in such a way that theycould be easily distributed, re-purposed and re-edited for localised use in sixth form and FEcolleges.The Moodle platform was chosen as it is widely used in the local FE sector and offers a toolsetthat could allow granular distribution of the OER content to both Moodle and non-Moodleplatforms.This presentation will describe and justify the choice of tools and file formats chosen, themethod of construction of the content with a view to distribution and issues that need to beconsidered, includingcompatibility and accessibility.The project page can be found here (also a Moodle page)
  14. 14. The approach of a lean staff is perfect for reducing costs and the resources diversity ofthe offered courses. People who work in such an approach must be extremely flexible,as they fill in the experts spaces, slightly equalizing their knowledge. Referring here tolean approach is to say that the one who possesses the content does not have the abilityof building an online course by himself, avoiding an author-editor approach.In an environment where simplicity dominates, where the creation of sophisticatedlearning objects is not viable, forms of cognition - such as icons, colours, whitespace,delimiters and images - become key payers for the layout of a course made by a leanstaff.The use of open source software was chosen for the development stage of the model ofthe elaboration process of instructions systems, once t adopts academic values offreedom, such as: use, study, improvement and sharing of knowledge among its peers.So, lets go now to the backstage of the creation process of a course by a lean team,made for professional education of people who are digitally excluded - everythingmade using open source software.
  15. 15. The University of Sussex, UK, has used Moodle - branded Study Direct - as its virtuallearning environment (VLE) since 2005. The proportion of modules running in Autumn Term2011 that had a presence in Study Direct was 90% and the system is very popular withstudents. The growth in Study Direct presents a real challenge about the mosteffective way to support staff in developing their use of the VLE. A homogeneous approachto support is not appropriate because academic Departments are at different stages ofdevelopment.This presentation will examine the approach taken by the central support team at Sussex tohelp Departments to extend their use of Study Direct in a direction aligned to their objectives.The team has developed a model for working with Departments that involves: working closely with the Department’s academic leads; using VLE metrics to help evaluate how staff and students are using Study Direct; showcasing examples of VLE use that meet the teaching needs of the Department; personalised help and support for staff, based on their individual needs.We will illustrate how this model was used with Department at Sussexand assess the extent to which we feel it has been successful.
  16. 16. This presentation will provide an overview of the development of the course managermodule for Moodle.Developed by Daniel McSweeney and Kyle Goslin from the Institute of TechnologyBlanchardstown, the module aims to provide a course request management feature forMoodle. The module enables administrators to create request forms specific to theirorganisation and users needs.The plugin allows administrators to Design and deploy course request forms with customisable data entry fields Approve course, deny and respond to requests with comments Allows Moodle users to see their request history Detect potential clashes between requests and existing Moodle courses Allow administrators to set email configuration options for communicating request status Allow admin users to set naming conventions for courses created upon approval Allow admin users to set course attributes for created coursesThe module is currently live on the Institutes Moodle server and has had a significant impacton the workload of the Moodle administrator and the workflow for managing courserequests.The ITB team would like to share their experiences in developing the module and theproblems it has helped them overcome in the day to day management of a Moodle server.They hope to release the module in early 2012.
  17. 17. Community identity is at the heart of the GAA. Even before foundation in 1884 parish,county and provincial boundaries, have defined tribal allegiances and informed a senseof identity within communities. In essence these groups are Communities of Practice,groups of people who share a concern and passion for something they do and learnhow to do it better as they interact regularly.The GAA has just embarked on a pilot coaching programme that will be deliveredentirely online. Using the popular content management system, Drupal the associationhas a public and private platform to share knowledge between members and potentialmembers of the association. Dependant on the members role (e.g. coach, referee) anauthenticated user can seamlessly access (via single sign-on) the Moodle LMS platformto undertake the formal coaching courses towards certification. The participant uses theMahara e-portfolio system to demonstrate their evidence to their peers and also to therelevant certification body where applicable.This platform allows the association to roll-out education and training programs andshare knowledge with the GAA Community Nationwide and with the broader GAAcommunity overseas.
  18. 18. DSpace is a widely used open source institutional repository technology that allowsinstitutions such as universities to share resources such as learning and researchresources.The National Digital Learning Resources (NDLR) is a HEA funded service betweenIrish Universities and the Institutes of Technology that uses DSpace to supportcollaboration and sharing of high quality learning and teaching resources.The NDLR has integrated Dspace with Moodle in two ways: allowing teachers to easily export learning material from Moodle to the NDLR repository allowing teachers to easily find and integrate learning material from the NDLR repository from within MoodleIn this presentation we outline the technical nature of this integration and show howthis integration is presented to the user through a live demo.We will conclude the presentation by outlining how institutions can easily add NDLRintegration to their Moodle instances.
  19. 19. Moodle 2 enables new didactic applications like individual learning paths and onlinecollaborative exercises. Their effective implementation requires a top-down approachfrom didactic goals to practical solutions. Monitoring and intervening the learningprocesses becomes more important than before.In Moodle 2, it is possible to define a condition that has to be met by a student before acertain resource or activity will become visible to him/her. The completion status ofanother activity might be such a condition. From a didactic point of view, a pre-setsequence of activities or a list of options can be offered to the students. In earlierversions already, students could be placed in groups and a range of activities could beswitched to group mode eventually.Further, once a grouping (a set of groups) was defined, activities as well as resourcescould be restricted to students from one grouping only. This enables creating more setsof parallel groups, or using groupings for different maturity levels or for differentstages the students have to go through. The combination of groupings and conditionalactivities, gives powerful means to implement online collaborative exercises. This willbe demonstrated, discussed and practised during the presentation.
  20. 20. At last year’s UK MoodleMoot I presented on “Implementing electronic submission andmarking with Turnitin’s Moodle Direct plugin” and I demonstrated live how the integrationworks. Since then much has happened at my institution – we have upgraded to Moodle 2.0and we have rejected the Turnitin plugin as a method of student submission. However, theprocess of moving towards electronic submission, marking and feedback has continued toadvance and we have learnt many lessons along the way.Two working groups have been examining different aspects of the submission, marking andfeedback processes for a year now and we have trialled e-submission with Moodle 2.0 withtargeted courses in the first semester 2011-12. The process has been modified again for thepresent semester and we will expand the trial in the first semester 2012-13 to include all Level4 modules.This session will describe the outcomes of the various trails so far, the reactions and needs ofstakeholders and our future plans. It will also highlight some of things we learnt about theassignment tool in Moodle 2 and how we have achieved blind marking (anonymoussubmission). The processes we have had to address have not only been technical in nature buthave involved workflows involving students, academics, Exams & Assessment staff andQuality Office. The project involves not only the submission process but the marking andmoderation processes and the provision of feedback.
  21. 21. An online administrative presence for all modules was an institutional target atEdinburgh Napier University, however a new benchmark has recently been approvedwhere all modules must make active use technology to enhance aspects of the learning,teaching and assessment (LTA) experience. A 3E Framework, based on an Enhance-Extend-Empower continuum of TEL, was developed as the basis for the benchmark anda means for staff to consider aspects of their modules that could meaningfully adopttechnology.The 3E Framework provides guidance with examples across a range of LTA activitiesthat show how technology might be incorporated at a minimum level to increase activelearning (Enhance), through to further developed uses of technology that underpinmore sophisticated, higher level learning that reflect how knowledge is created, sharedand applied in professional contexts (Extend and Empower).This session explores the 3E Framework, including illustrative and real examples whichdemonstrate how technology can be used across a range of LTA activities anddisciplines at each of the 3E stages. In this session participants can consider how the 3EFramework could be adapted for use within their own institutions, and see how themigration from WebCT to Moodle is helping to embed the new benchmark.
  22. 22. This is a short presentation to share with the Moodle community the reasons behindflourishing Moodle at the American University of Beirut. These causes can beimplemented at any institution, university or school, to promote the use of Moodlewithout forcing faculty and students to use it.Also I will be discussing with the community why we moved to an open-sourcesolution after we were WebCT heavy users for five years.I classified the reasons behind flourishing Moodle at AUB into different topics: Flexibility and compatibility of the application Dedicated eLearning team for support and consultation Clearness and well defined guidelines Variety of course delivery options Concise tips for encouraging facultyAt the end I will be showing significant statistics of Moodle progress at AUB since westarted using LMS.
  23. 23. Where e-Learning is placed at the centre of institutional strategy, learners have a verydifferent and richer experience.Recent Transformation projects provide us evidence that engaging students haveraised retention and success rates by as much as 24% and provide a much richerteaching experience for staff.Using a range of activities, and seeing some demonstrations that illustrate how leadingcolleges engage with students, well explore first hand how these strategies might helporganisational development. This session will enable delegates to work together andshare their own ideas and findings that can be taken away and used.
  24. 24. Over the two years, myself and Dr. Markus Hofmann developed 3 interactive solutionsto enrich the learning experience of students through the use of Moodle plug-ins.This presentation covers the development of a Visual mapping tool for Moodle, CourseContent Filter using meta data to allow the dynamic filtering of learning objects and thedevelopment of a custom course content display plugin for the first deaf studiesprogram at Trinity College Dublin.Each of these solutions offers an interactive learning experience for students withlearning difficulties and offers a means of aiding the learner by making the coursematerial more manageable.This presentation also covers the feasibility of integration and distribution of eachplugin, outlining the circumstances attached to each different project during the releasestages.
  25. 25. This session will describe the evaluation and development of a multi-module onlineMasters programme delivered via Moodle 2.0 and how academics, students andlearning technologists worked together to refine it. The process of evaluating theMoodle courses and providing feedback is interesting from both the technical point ofview and also when considering the human interaction involved in the process (howthe academics received and acted upon the feedback).The session will show examples of Moodle pages before and after changes had beenmade and will highlight some aspects of Moodle course design that worked or did notwork. Some modifications were made because of technical considerations (some ofwhich were caused by our move to Moodle 2.0), some were made for pedagogicalreasons and others reflected user preference based on the experience ofteaching/studying on the course.The session might be of interest to those designing online distance courses at Level 7especially if they are going to work with Moodle 2.0. We found that what academicsand students expect from an online course at level 7 was very different to that atundergraduate level.
  26. 26. The E-learning team at The University of Sussex have built on the core of Moodle to create anexperience that is modern, enjoyable and engaging. Sussex have used Moodle - brandedStudy Direct - as its virtual learning environment (VLE) since 2005.In the Autumn Term 2011 90% of University courses have a presence on the Sussex Moodlesite which receives over 90,000 visits in an average week.Friendly course formats and responsive web design allows staff and students to access theirMoodle courses when and wherever they need to, from any device (mobile, tablet, laptop ordesktop). Recent activity and updates are highlighted in a social network style, so users don’tmiss a thing. The system is very popular with our students.Tutors create sections, resource and activities through a user friendly interface utilisingHTML5 features. Staff manage sites from a streamlined and powerful dashboard.This presentation will illustrate the user centered design approach taken at Sussex to enabletutors to achieve their online learning objectives, and the responsive web design methodsused to allow students to access learning materials when they need to, on any web enableddevice.
  27. 27. This presentation will focus on:1. Introduction to GCA (origin of GCA, overview of courses, approach to course design in a corporate learning environment)2. Course design advantages of Moodle for GCA: Free/open source software, highly customizable to our needs, lego-like modality, rapid ID, course development by GAC for GAC, financial benefits, Moodle partners for tech support, management reports3. Pedagogical advantages of Moodle for GCA: In the GAC corporate learning environment, Moodle has been the foundation of the establishment of GAC as a learning organisation. Advantages include creating global communities of professional practice, strategically driven courses with subject matter experts, establishing Moodle as a knowledge repository through story-telling and resources.Future challenges – how the changeover to Moodle 2 means embracing newtechnologies.
  28. 28. This is a case-study of the use of Moodle 2.0 in providing professional learningnetworks for teachers of the International Baccalaureates programmes.These schools are found in most countries of the world and often in geographically andlinguistically distant locations. Up until relatively recently, teachers in these schoolsundertook their professional development by traveling, often long distances, to face-to-face training.Using Moodle, weve helped bring teachers together like never before. his presentationwill describe the formats and methodologies used to develop these internationally-minded professional learning networks (PLNs). It will also provide a stimulus fordiscussion on the use of Moodle to develop local, institution-based PLNs.
  29. 29. I would like to present you the story and experiences of our “Powered by Professors”Moodle implementation at the biggest faculty of University of Ljubljana. Faculty of Artshas 600 teaching staff, 8000 students and one Moodle administrator.Weve launched Moodle in October 2006 with about 10 professors and for the next fiveyears experienced an average 300% increase in usage in comparison to previousacademic year.Currently our Moodle is used by 250 (42%) professors and 5000 (62%) students. whonow started to put pressure on the remaining staff to start using it too.
  30. 30. Most of what is presented to users of Moodle is text. This poses underappreciatedproblems for users with print disabilities – a relatively new concept intended toencompass the many types of problems encountered by students when presented withtext. They include the blind and partially sighted, students with dyslexia and otherdifficulties including some physical disabilities. Despite the wide range of disabilities,many of the solutions are the same. They include presenting text in alternative formats,focus on audio and ability of users to modify text. Both Moodle as a platform and theapproaches to course development it encourages are not always best suited to the needsof print disabled users.This presentation will share lessons learned during the implementation of onlinetraining for users with print disabilities as part of the Load2Learn repository project.One of the key lessons learned was that while it may be the case that some Moodleinstalls do not have any blind or partially sighted users, all will have some users withprint disabilities. The solutions presented will include the creation of structureddocuments, using Xerte for the development of learning objects and promoting the usesof text-to-speech.
  31. 31. Thinking about reaching the international postgraduate market through online education?... Moodlecan be your ideal platform.Rooted in the long and well-respected tradition of HE in Scotland, the University of Dundee(UoD),in collaboration with the Dasman Diabetes Institute of Kuwait,has recently launched the "PGCert/Dip/MSc in Diabetes Care and Education Programme Material"). This postgraduate course isoriented to primary care professionals who not only wish to improve their knowledge of diabetescare standards, but to build up inter-professional skills, such as leadership, team working,communication, planning and management.The programme is being delivered following a blended learning model, in which face-to-faceteaching, on-line activities and contents and an assessed work-based projects are seamlesslyintegrated in a three years study plan.The programme uses Moodle as a LMS and e- assessment platformThis presentation will show you how our LMS platform, the Learning Zone - - has been designed and developed in order to fulfil the strategicgoals and academic objectives of the postgraduate study.This presentation is particularly insightful for those one who are involved in the delivery of anonline course in HE/FE
  32. 32. We have delivered a number of Moodles into the NHS and I would like to share theissues we have come across in doing so.There are commonalities to many NHS Trust’s requirements, including collection ofhigh level management information, ability to demonstrate course completion forcompliance purposes, the need to handle enrolment and reporting based on complexorganisational hierarchies, difficulties in communicating with the NHS staff recordssystem, and a drive towards accessing learning via mobile devices such as smartphonesand tablets.These have all thrown up interesting challenges for Moodle implementations. I will alsocover where Moodle sits within the fast-changing NHS IT and learning platformslandscape.The presentation will be PowerPoint-led with visual examples to support thediscussion, including live demos if Wi-Fi permits and permission is granted.
  33. 33. The University of Bath implemented Moodle as their centrally supported VLE insummer 2006 and contains over 6000 courses and services over 15000 unique users. Ithosts vital integrations with the institutional student records system, SITS, as well asthe Panopto lecture capture platform and Turnitin, the plagiarism detection service.This summer, we will be moving to Moodle 2.2, which represents the first majorupgrade in four years.This short presentation will focus on how the e-Learning team are preparing for thisupgrade, specifically, when considering the staff development plan for academic andadministrative colleagues, all of whom use Moodle to support key parts of the studentlearning experience. It will provide examples of how they will be engaged through keyparts of the upgrade process as stakeholders, and how plans and new functionality willbe communicated.
  34. 34. Following on from our presentation at Moodle Moot 2011 ’And nine months later we hadMoodle…’ the University would like the opportunity to share with Moodle community ourmigration to Moodle 2.In the presentation, we will cover how we built upon the successful strategy we previouslyimplemented when moving to Moodle. We will also share with the audience how wecustomised Moodle to support our institutional requirements. This includes: Automatic course creation and student enrolment – we have developed an application to which allows staff to select the modules they wanted creating in Moodle. This application syncs with Moodle every twelve hours to ensure that the system was updated with new modules and student enrolments. A course filter - to enables users to filter the courses displayed on the course overview page by a set criteria (academic year, semester or faculty) A simple course import – that allows staff to import course content from one course to another. Integration with other systems such as SharePoint, BigBlueButton (online classroom) and TurnItInIn just two years, we feel that we have created a dynamic, flexible learning environment forthe students at York St John University.
  35. 35. This session will demonstrate how configure a real-time lecture using BigBlueButton,present slides, webcam, audio, and video and publish and manage the recordings of thelecture from within Moodle.
  36. 36. While a major upgrade to Moodle is a welcome development, the actual implementation of thesystem poses several considerable problems for Administrators and campus based staff trainers,particularly so where Moodle has been the VLE of choice previously.To underestimate the level “behind the scenes” work required when upgrading to Moodle 2.2 mayhave serious consequences for any third level organisation. We need to dissect the "process andpeople" issues that confront us as we move to Moodle 2.2, thats where the work is.An upgrade of this nature will inevitably disrupt "comfortable" editors and content producers whohave become accustomed to the current Moodle version. It is imperative that user confidence andsystem goals are not lost. Those embarking on an upgrade path need also to reflect on the issuesraised amongst users when Moodle was first installed. Many of these issues, while simple toaddress, required considerable effort and time.Planning is key to success. Communication is key. Method is key.This presentation is aimed at existing Moodle users planning to update to Moodle 2.2, and inparticularly systems administrators and support staff.The presentation sets out to provide a discussion framework when considering the upgrade toMoodle 2.2. While some technical issues will be consider, readiness, planning and actions to ensuresuccess will be discussed.
  37. 37. The new activity completion and restrict access functions within Moodle 2 allow us tocreate online courses that can meet an individual need rather than a course or groupneed.Students can follow a learning pathway that progresses at their individual speed. Thispresentation will introduce you to the functions and uses of activity completion andconditional activities before working as a whole group to create an online course thatcontains a range of conditional activities and tracking functions.In this session you will learn some example uses of these features as well as thedifferent activities that work well with it.
  38. 38. Everything you wanted to know about the Moodle Workshop* module!The Workshop module is a very cool Moodle tool designed to facilitate peer review orpeer assessment. This means that when you want your learners to review or evaluateeach others work or provide feedback on another learners activity, you have a greattool for making that happen. Of course, like many Moodle tools, with a little creativity,youll find the tool can be used for so much more!In this session, we’ll walk through a sample workshop activity to demonstrate both thestudent and teacher views. Then, we’ll walk through the key settings involved insetting up a workshop activity. Participants will be encouraged to follow along so theycan have a workshop sample to use as an example after the conference.*The Workshop module was rewritten from the ground up for Moodle 2, so if youvetried it in the past and found it to have "issues", youll want to take another look. :)
  39. 39. WIRIS quizzes 2 improves the functionality of Moodle Quiz in the fields of mathematicsand other scientific areas. It allows the mathematical evaluation of answers, randomvariables and plots in 2D and 3D, plus a visual formula editor with syntax automaticcheck for the answer of the students.WIRIS quizzes 2 offers a lot more than the previous version. It adds control to theformat of the answer, while keeping the flexible checks for correctness of the answer. Atthe technical side, WIRIS quizzes integrates our newest Javascript formula editor, so itcan be used in tablets and smartphones.Besides, WIRIS quizzes 2 is designed specifically for education, what makes its use bythe students particularly easy.
  40. 40. More and more organisations are making the switch to Moodle. While a migrationproject from a legacy LMS to Moodle is easily manageable it is not a trivial task. Aproject of this nature has many facets and must include a change management plan thataddresses organisational cultural issues, user education to ensure that the userexperience is aligned with expectations.Technical challenges including hosting options, scalability consideration and thechallenges of migrating legacy content to the new Moodle instance must also bemanaged effectively.In this presentation we will outline general guidelines for migrating from a legacy LMSto Moodle. A case-study migration projection outlining the experience of MotherwellCollege in migrating to Moodle will also be presented. The study will focus on thelessons learned, steps to take pre migration and the realistic expectations from takingan automated migration exercise
  41. 41. This presentation will focus on my experiences of upgrading our (Sint-RitacollegeKontich, Belgium ) Moodle site from 1.9 to 2.1 in August1 2011, and later to 2.2.The site has about 1700 accounts 400 courses 60000 questions 6700 resourcesThe site links to both another Moodle site and a Mahara site using Mnet.The presentation will cover consequences for teachers, hardware and upgrade strategy.
  42. 42. I introduced Moodle into Portmarnock Community School in 2007 to support my own practice.A group of teachers became interested in what I was doing so we introduced Moodle with a distinctfocus on teaching and learning.Moodle created a discussion in the staffroom about pedagogy, about why or why not you wouldchange the way you teach using both online content and interactive material.Teachers began to imagine “new” ways of working with students through Moodle – for some it wasa catalyst moving from Moodle to other digital applications.For students Moodle provided a different way to approach their school-work and meant one lessthink to worry about when they went to College.I will tell the story of the development of Moodle in Portmarnock and offer some insights forconference participants thinking of introducing it to their schools.I will also reflect on some of the advantages and disadvantages of working behind a passwordthrough Moodle and working online through educational blogs.The format of presentation will be with PowerPoint. It will take twenty minutes and I am happy toanswer any question
  43. 43. At Aalborg University all study programs are based on a unique pedagogical model ofteaching and learning: the problem-based, project-organized model, also referred to as“PBL - The Aalborg model”.The PBL - Aalborg Model has become both nationally and internationally recognised asan advanced and efficient learning model and a trademark of Aalborg University.In 2008 some study programs started using Moodle as their learning platform. In 2011 itwas decided that Moodle should be the official learning management system forAalborg University on-campus.At the presentation we would like to share some of the challenges we have encounteredwhen implementing Moodle at Aalborg University whilst keeping the problem-based,project-organized model as the pedagogical foundation.
  44. 44. This presentation is a case study of a Moodle course for researchers at the NationalUniversity of Rwanda. The course was about how to write a research paper forpublication, with lessons on topics such as the basics of publishing in an academicjournal, citations, authorship, and writing the different sections of a research paper.Twenty-eight members of the university’s faculty were enrolled in the course. Theytook the course alongside their full-time jobs for six to eight weeks. In my presentation,I’ll explain how I tackled the following issues:(1) e-learning adoption has been relatively slow in Africa(2) English is a second language in Rwanda(3) most of the students in the pilot course had not taken an e-learning course before(4) there would be minimal on-site support.The course ended successfully: the completion rate was high – about 90%, and sowas student satisfaction.
  45. 45. Moodle does not (yet) support multi-tenancy. This causes problems in a number ofscenarios, for example learning authorities with multiple schools or companies withmultiple customers.Principally, there are 2 solutions to this problem, which are both presented: A single Moodle system where are tenant is given a certain area to operate in (monolithic approach) A separate Moodle instance is set up for each tenant and all systems are managed centrally (distributed approach)Solutions as well as pros and cons to each approach will be shown, including theplanned multi-tenancy support for Moodle 2.3.
  46. 46. For ten years the Moodle Team of the American University of Beirut (AUB) hasmanaged the university’s Learning Management Systems (first WebCT then Moodle),always working closely to faculty and students, solving problems, and gettingsuggestions for improvement. One of the most discussed tools is the assignmentactivity, which is also the most used tool in our Moodle courses.In this short presentation we will share the recent work we have made to theAssignment activity trying to improve its use in our Moodle courses.Assignments and grades are very important to both faculty and students. In addition tosecurity, a major key factor is organization. If the process of using Moodle assignmentsis not organized through well-defined settings and rules, faculty members becomereluctant to utilize it.This presentation will cover the following topics: Problems faced with “Upload a single file”. Advantages when using “Advanced uploading of files”. Comparison between both types. Improvements and settings tuning. Integration with plagiarism prevention system Open discussion with Q & A
  47. 47. The presentation will explore the opportunities presented by browser-based Webstandard technologies in creating pluggable, interactive visualisations of Moodledatasets.With HTML5 based technologies being implemented by browser vendors - notably theHTML5 canvas element alongside leaps in browser JavaScript performance it is finallypossible for developers to render quality interactive graphics natively in the browserwithout the need for proprietary third-party plugins.The presentation will look at using JavaScript-based APIs such as Raphael andProcessingJS to create browser-based visualisations of a Moodle dataset.
  48. 48. Moodle contains a wealth of data, but the Reports functionality is modest and thereseems to be little community interest in improving this. City University Londoncommissioned a major project to explore improved reporting. This includes theapplication of Learning Analytics ("Big Data") approaches at both university and schoollevels.This paper reviews that experience before going on provide practical examples of howteachers can make more effective use, even of the existing limited Moodle Report data,to enhance student engagement ("Small Data").One particular module was selected to have increased support resources to act the test-bed for combining modern pedagogy of high-engagement with intensive Moodle use,including enhanced reporting facilities.The experience from this test-bed has subsequently been taken forward in a secondmodule but without the increased support. This paper is concerned with the art of thepossible in exploitation of Moodle data.
  49. 49. This presentation will provide an overview of repositories and Moodle 2.The presentation comes in 3 parts: Background to repositories focusing on standard repository features and typical Moodle features using a repository and on upcoming improvements. An overview of where repositories were for Moodle 1.9 and where they are now for Moodle 2 3 quick overviews of example repository integrations for MoodleThe slides are from a similar presentation are here - but this will be an up-to-date view on thingsThis is a link to the singing part (from slides) - butthere will be no attendee singing required this time! Promise!
  50. 50. Over my time as an IT teacher, I developed a number of Moodle plugins to use in mylessons.These plugins are all available for free from and I plan to give a quickoverview of some of them and answer any questions.The plugins I would cover are: Checklist Real-time Quiz UploadPDF assignment type Drag and drop upload block Lesson objectivesFor anyone who is already using any of these, Im happy to answer questions and pickup suggestions for any new features or improvements.
  51. 51. The National Off-Licence Association (NOffLA), is a non-profit trade organisationrepresenting 330 independent off-licences nationwide. The Association has taken a proactivestance towards tackling alcohol related problems by developing a voluntary traininginitiative for its members called Responsible Trading Certificate (RTC).This training programme which began as a marketing exercise back in 1996 has evolved froma “seminar style” training day to a practical, experiential training course. While this modifiedversion was market driven and satisfied the training needs of off-licence staff the challengelay in its implementation nationwide. A solution was needed that could offer a cost effectivetraining initiative that was accessible to a dispersed membership and an eLearning moduleproved to be the answer.The aim of the RTC Online module was to develop the scope of the training programme bymaking it available to all members without the need to travel and to promote the course tooff-licence retailers beyond membership as a practical measure to reduce alcohol related harmin society. E-learning technology provides a flexible training solution whereby you can trainincreased numbers of staff at regular intervals without impacting the business.This presentation will be a case study on the reasoning and process of moving the face to faceseminars online and the evaluation of the success of the project and training.
  52. 52. The Open University of Israel (46,000 Student University) started migrating to Moodle inearly 2010. In 2011 our focus was to further customize Moodle to provide the best tools tomanage our large scale Moodle site with hundreds of teacher and thousands of users. In thispresentation we will showcase new advanced automatic management tools we developed forour teachers and admins. We will talk about the pedagogical approach behind these tools,demonstrate them on our live system and explain how to receive a copy to install in yoursystems.We will talk about: Integrating live video lectures into Moodle Integrating on-demand video recordings into Moodle database activity Teacher centric customization - predefined activities based on the database activity One-Click tool for adding many resources into Moodle database activity Advanced teacher management tools of sections, blocks and links Cross-site automatic block content management tools Predefined Moodle course setup with ready made activities and resourcesPlanning aheadSharing our code with the community!
  53. 53. University of Strathclyde’s innovative Teaching and Learning Online (TALON) is fully-tutored and run entirely within Moodle over a six-week period. TALON allowsteaching staff to experience being a student and interacting with peers within theenvironment.Participants take part in a wide range of activities from early socialisation tocollaborative resource building, peer assessment and online discussion. Pedagogicalconsiderations of what tools or methods could be used where and how are discussedalongside practical experience in setting up and using individual tools. The course ishighly popular and has led to teaching staff having a fuller appreciation of thestrengths and potential of Moodle for supporting a variety of modes of learning,whether face-to-face or entirely at a distance. The presentation will consider thestrengths of Moodle that have been highlighted by course participation and will discussareas that appear to be more challenging.During the presentation Strathclydes Peer Assessment (Strathclyde PA) activity will bedemonstrated. This will immediately be made available for download under the GNUGeneral Public License for any institution which would like to use it.
  54. 54. How are you using Moodle? Posting resources and announcements? Collecting assignments and giving quizzes? Isthat it? You and your students are totally missing out! Come learn how to take advantage of the best Moodle has tooffer!Research suggests that ninety-five percent of all LMS activity is some form of "document management or broadcastcommunication." This statistic means that most teachers are simply using their LMS to post hand-outs, makeannouncements, and collect work.The primary goal of this session is to make teachers aware of the great tools an LMS like Moodle has to offer. Thesecondary goal is to assist teachers in changing how they think about Moodle, or their LMS; to encourage them tobegin thinking about how they can use Moodle to design activities that engage and empower students at higherlevels.During the session, well explore and discuss how to leverage some of Moodles less commonly used features or howto use common features in uncommon ways. Specifically, attendees will * learn how the Lesson and Book modules can be used to chunk content and streamline the course page. * see how conditional activities can be used to tailor content and activities to the needs of individual learners. * hear how the glossary module can be used for more than just vocabulary. * experience the power of the workshop module for facilitating peer review.For each of these activities, attendees will have an opportunity to experience the tool from the perspective of thestudent in a sample course while we discuss and share possible applications. Attendees will be encouraged to sharetheir own examples and ask questions throughout the session.
  55. 55. Usually we think one of Moodles great assets is its worldwide community. However, IMHOyou may question whether the community as it is organized today can cope with futurechallenges.IMHO what we need is:1. an organized way to give the Moodle community a voice;2. an open discussion on what is going on in the e-learning field and how we perceive these developments are valuable for our teaching/learning and have their impact on the position of Moodle.3. an open discussion on the Moodle characteristics that are appreciated most by its users.4. an assessment of alternative roadmaps for development.As an example, the Open University has given various presentations on earlier Moodlemootson the way this large educational "factory" organizes course development and has changedtheir own instance of Moodle (3000 changes, I once heard, if I remember correctly). I reallywant to know more about what they are doing. And I really would like to use that if it ismore appropriate than Moodle’s standard edition. Or even better, if we agree on suchchanges, make them the standard edition. Of course such issues require careful discussion ofadvantages and disadvantages, and careful decision-making. A better organized communitycould initiate and facilitate this.
  56. 56. The glossary module is easily Moodles most versatile tool!With several different glossary types, ratings and commenting capabilities, the randomglossary entry block, and more, the list of features goes on and on.All of these features along with Moodles roles and permissions make for a range ofpossibilities.In this session, well walk through the glossarys features and work together toconstruct a list of creative applications.
  57. 57. The Web Services Team at the University of Greenwich is responsible for VLEadministration, and works with staff in Schools and Offices to provide VLE support forall users.The University went live with Moodle 2.0 (moving from WebCT CE8) at the start of the2011-12 academic year.This presentation explores the project timeline, outlines some of the technical,administrative and social challenges involved in introducing a new VLE to more than30,000 users across the entire organisation in a relatively short timeframe, andhighlights some of the lessons learned during the implementation process and in thefirst few months after going live.Keys to success included retaining tight integration with our student records systemand staff and student portal, while using the opportunity to rethink the supportstructure to align support more closely with the diverse needs of our Schools andOffices. We hope to share our experiences with other institutions embarking on asimilar process.
  58. 58. Context-specific, personalised e-learning episodes moves the e-learning experienceaway from the one-size-fits-all norm to a more effective and meaningful learningexperience for the learner. In this presentation we outline our work in moving towardsthe realisation of personalised learning episodes within Moodle. The work presented isa result of the Percolate project ( which seeks to usetechnology research from TCD, UCD, DERI and WIT in Technology-EnhancedLearning.The first part of our presentation will outline what context-specific personalisedlearning episodes are and its implementation through a help Moodle block. Thissolution selects learning resources for learners based on the type of learning resourceand its fit to the learners needs. These learning resources are then structured accordingto a predefined instructional model. The learning resource selection technology is builton top of a learning resource repository.The second part of our presentation outlines our experience trialling this technology,using the help block in a fourth year engineering class in DCU during the Autumn of2011. For the purposes of this trial we used the National Digital Learning Resources(NDLR) repository, as a trusted Learning Object Repository (LOR), to generate thelearning episodes.
  59. 59. When activity completion and course completion is turned on in a Moodle course wecan track chosen activities and required elements for each individual learner on onescreen.This presentation will show you how to add these functions and how teachers andstudents can track progress quickly and easily with blocks and reports.These new features within Moodle 2 really enables teachers to manage learning in aquick but individual way.
  60. 60. Southampton Solent University has been using Mahara as a key part of its Moodle VLEsystem for two years. The ePortfolio addition allows flexibility for certain assignmenttypes, whilst still linking to the Moodle VLE for submission.We have been using it with students from a range of courses including journalism,human resource management, fashion and language course. It allows students to createa portfolio of work, and even build a mini website to then submit via Moodle. Thisintegration has led to an ease in adoption as the two system work so well together.The presentation will explore how Mahara can be used in conjunction with Moodle andhow it can link to external sources such as Twitter and ISSUU, with examples ofportfolios produced by students. Mahara offers a variety of tools such as the CVbuilder, the ability to embed files uploaded to the system, and the ability to create CPDand PDP plans all of which will be demonstrated in the presentation.We have recently carried out a survey via Moodle of our Mahara users to guide ourfuture development.
  61. 61. We’re not IT professionals or web developers: we’re a school family of 1000+ members.Our school website isn’t flashy but it is community driven.It’s a one-stop Mahoodle shop for showcasing and studying. Teachers and studentscollaborate to manage it together and feel empowered by doing so.This presentation will show how, using a combination of Moodle and Mahara we cancelebrate student success, keep parents informed AND enhance our students’ learningwith no single person having the responsibility of keeping it all up to date.To paraphrase a recent blog post: Why use something shiny when you can useMahoodle?
  62. 62. This case study presentation highlights some examples of good practice of how Moodleis used throughout the higher education sector in Ireland: grading student assignments giving feedback to students allowing students to choose which assignment they do want to do how to get students to make assignments delivered through Moodle for their colleagues and future students on the same course
  63. 63. The ability to vastly customise, skin and personalise Moodle has allowed eachinstitution to create a learning platform perfectly aligned to their very own publicpersona and image. What happens though beyond theme-ing?The infamous ‘Scroll of Death’ continues to plague many, content-rich, well-designedcourses. The challenge, we have found lies mainly in the vast disparity betweeninstructors’ visions and their technical and digital abilities.In this short presentation, I would like to share some amazing visual developmentswithin courses, when teachers and instructors are told to ‘Let their imaginations runfree’ and ‘The sky is the limit’ – ‘The Scroll of Death’ simply becomes a thing of thepast.
  64. 64. A presentation around how we have started using Moodle Flavours at Epic to buildpackages aimed at different types of customer, to ease the project setup andconfiguration process.I will start with a brief overview of the Flavours projectThen I describe lessons we have learned in applying Flavours as a way of managing ourMoodle ‘builds’ (with screenshots of ‘Flavour’ sites)Finally, I take a look at the strengths and weaknesses of Flavours system.
  65. 65.  Contact Moot site Registration Programme Twitter!/moodleireland