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Creating Your Moodle Mix - University of Ballarat
 

Creating Your Moodle Mix - University of Ballarat

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Keynote presentation for the Partner Forum of the Business School, University of Ballarat. December 2013.

Keynote presentation for the Partner Forum of the Business School, University of Ballarat. December 2013.

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    Creating Your Moodle Mix - University of Ballarat Creating Your Moodle Mix - University of Ballarat Presentation Transcript

    • Creating Your Moodle Mix Keynote Joyce Seitzinger University of Ballarat December 2012
    • Joyce SeitzingerDeakin Universityaka @catspyjamasnz Say hi.
    • All  pics  cc  license  Flickr  catspyjamasnz  
    • Confession: I loooove Moodle Mar4n  Dougiamas   Me   (Moodle  founder)  
    • “E-learning is just as good. But is that good enough?” - Prof Tom Reeves
    • Finding right mix (teacher)h>p://tpck.org  
    • Finding right mix (course)h>p://tpck.org  
    • Teacher Progression1.  PuDng  up  the  handouts  (Resources,  SCORM)  2.  Providing  a  passive  Forum  (unfacilitated)  3.  Using  Quizzes  and  Assignments  (less  management)  4.  Using  the  Wiki,  Glossary  and  Database  tools  (interac4ve  content)  5.  Facilitate  discussions  in  Forums,  asking  ques4ons,  guiding  6.  Combining  ac4vi4es  into  sequences,  where  results  feed  later   ac4vi4es  7.  Introduce  external  ac4vi4es  and  games  (internet  resources)  8.  Using  the  Survey  module  to  study  and  reflect  on  course  ac4vity  9.  Using  peer-­‐review  modules  like  Workshop,  giving  students  more   control  over  grading  and  even  structuring  the  course  in  some   ways  10. Conduc4ng  ac4ve  research  on  oneself,  sharing  ideas  in  a   community  of  peers  h>p://docs.moodle.org/20/en/Pedagogy  
    • Wiring  a  place  for   Image  cc  licensed  by  jbcurio  h>p://www.flickr.com/photos/jbcurio/4077260761  technology  is  easy,    Wiring  people  for  technology  is  hard.    -­‐ Tania  Major  at  #converge10  
    • How do you get the right mix…
    • …without a manual?
    • The Content Trap andThe Technology Trap
    • The Content TrapWhat  a  teacher  does   What  they  move  online  •  Content  Provision   •  Content  Provision  •  Lead  &  s4mulate  discussion  •  Conduct  scenario’s  &  roleplays  •  Set  up  &  guide  project  work  •  Individual  coaching  •  Provide  mo4va4on  •  Assess  learning,  forma4ve  &   summa4ve  •  Collect,  display  &  discuss   student  work  •  Counselor  •  …  •  …  •  …  
    • The Technology Trap I want to use a wiki!!
    • Felt like a mixer, going around and…around saying the same things.
    • What do you want to use?
    • What do you want to achieve?
    • 39,714   15,530  views   downloads  
    • Creative Commons License
    • Open Educational Resource IRL
    • Suitable for own community
    • CRICOS  Provider  Code:  00113B   2
    • Moodle Tool Guide for you!•  Want one? Want to make your own? •  http://www.cats-pyjamas.net/moodle- tool-guide/
    • “Design  for  change”   -­‐  Thom  Cochrane,     Wed  27  July  2011  MoodleMoot  NZ  
    • Why wait for every teacher to go through 10 steps?
    • TeacherLearning technologist
    • TiLT  Team   TiLT  Team   Manager   Learning   Learning   Learning   eLearning  Technologist   Technologist   Technologist   Technician  
    • “Step  away  from  the   LMS!!!”  
    • How we work together?•  Programme decisions•  Course design decisions –  1-1 Teacher – Learning Technologist –  8-10 2 hour sessions•  Development work shared between teacher – learning technologist (dependent on skills, timeline, etc)•  Delivery & Maintenance•  Staff Development throughout
    • TiLT  Team  tasks  in  Programme  Cycle   Programme   • Assess  &  advise  on  educa4on  technology  use  development  (New   • Assess  &  advise  on  21st  c  learning  and  emerging  pedagogies   Impact  Report   or  Re-­‐)   • Assess  eLearning  resources  needed   • Advise  &  par4cipate  in  eLearning  project  management   • Provide  instruc4onal  design  services  (ensuring  effec4ve  use  of  EIT  Online  and  educa4on   technology)   Project  Plan  &   Course  Design   • Provide  course  design  framework  &  standards   Course  Design   • Provide  staff  development  (EIT  Online,  educa4on  technology  and  emerging  pedagogies)   Plan   • Project  par4cipa4on  &  repor4ng   • Create  programme  &  course  templates   Course   • Provide  staff  development  (EIT  Online,  educa4on  technology  and  emerging  pedagogies)   Completed  course   • Provide  support  in  development  of  learning  resources   &  Delivery  Plan  &   Development   • Develop  advanced  learning  resources  (podcasts,  anima4ons,  videos,  etc)   • Project  par4cipa4on  &  repor4ng   Maintenance  Plan   • Online  facilita4on  coaching   Course  Delivery   • Support  in  EIT  Online  &  educa4on  technology  use   Delivered   • Troubleshoo4ng   course   • Review  course  with  teacher  according  to  standards   Delivered   Course  Review   • Suggest  improvements  (due  to  changes  in  staff  capability,  pedagogical  or  technological   reviewed   improvements)   course  
    • TiLT  Team  tasks  in  Programme  Cycle   Programme   • Assess  &  advise  on  educa4on  technology  use  development  (New   • Assess  &  advise  on  21st  c  learning  and  emerging  pedagogies   Impact  Report   or  Re-­‐)   • Assess  eLearning  resources  needed   Staff  Development   • Advise  &  par4cipate  in  eLearning  project  management   • Provide  instruc4onal  design  services  (ensuring  effec4ve  use  of  EIT  Online  and  educa4on   technology)   Project  Plan  &   Course  Design   • Provide  course  design  framework  &  standards   Course  Design   • Provide  staff  development  (EIT  Online,  educa4on  technology  and  emerging  pedagogies)   Plan   • Project  par4cipa4on  &  repor4ng   • Create  programme  &  course  templates   Course   • Provide  staff  development  (EIT  Online,  educa4on  technology  and  emerging  pedagogies)   Completed  course   • Provide  support  in  development  of  learning  resources   &  Delivery  Plan  &   Development   • Develop  advanced  learning  resources  (podcasts,  anima4ons,  videos,  etc)   • Project  par4cipa4on  &  repor4ng   Maintenance  Plan   • Online  facilita4on  coaching   Course  Delivery   • Support  in  EIT  Online  &  educa4on  technology  use   Delivered   • Troubleshoo4ng   course   • Review  course  with  teacher  according  to  standards   Delivered   Course  Review   • Suggest  improvements  (due  to  changes  in  staff  capability,  pedagogical  or  technological   reviewed   improvements)   course  
    • The  TiLT  Things  
    • Our course design process
    • Course design aims - students•  Clear & consistent activities for students•  Course complete before start•  Collaborative learning•  Learning from experience of your own and peers•  Applied activities•  Learn in an enveloping learning community
    • Course design aims - teachers•  Activities that are aligned with each other and learning objectives/ assessment•  Course complete before roll-out•  Facilitation workload that is manageable•  Course teacher can maintain independently
    • Objectives Themes Activities Resources Assessment OTARA  Model  by  Kate  Hunt  &  Maurice  Moore  The objective or Scaffolding to What the learners What the Identify thelearning goal may provide clear need to DO to learners need to evidence that isalready be expectations and bridge the gap build skills, needed to showestablished in the instructions that between knowledge and that students havecourse descriptor will guide learners objectives and understanding to achieved theor be an element through the unit of assessment. complete the specifiedfrom a unit work. activities and the outcomes.standard. assessment. The assessment is May include Themes link and derived from the Discussion explain resources, Subject support objectives. May •  Expert interview also be identified and fill any gaps may include that may not be •  Journaling as the performance •  library covered by •  Quizzes criteria of a unit •  Internet standard. resources •  Experts available •  workplace •  Projects elsewhere. •  fellow students •  Web searches •  tutor or •  Case studies facilitator •  Scenarios •  subject •  Role play specialists Other support may include •  learning skills •  pastoral care
    • Objectives Themes Activities Resources Assessment . Ac4vity  1   Resource  1   Ac4vity  2   Assessment  1   Resource  2   Ac4vity  3   Resource  3   Resource  4   Assessment  2  
    • Perfect mix for an activity•  Spark•  Purpose•  Task•  Interaction/Response•  Time indication•  Resources or previous work•  Feedback
    • Bloom’s Taxonomy For the Digital AgeHigher  Order  Thinking  Skills   Higher  Order  Thinking  Skills   EvaluaKon   CreaKng   Synthesis   EvaluaKng   Analysis   Analysing   ApplicaKon   Applying   Comprehension   Understanding   Knowledge   Remembering  Lower  Order  Thinking  Skills   Lower  Order  Thinking  Skills  
    • Blooms digital taxonomy verbsHigher  Order  Thinking  Skills   designing,  construc4ng,  planning,   CreaKng   checking,  hypothesising,  cri4quing,   producing,  inven4ng,  devising,   Comparing,  organising,   tes4ng,   experimen4ng,  judging,   lming,   making,  programming,  fi deconstruc4ng,  a>ribu4ng,   detec4ng,  monitoring,   EvaluaKng   anima4ng,  blogging,  video   Implemen4ng,  carrying  out,  inking,   outlining,  finding,  mashing,  l using,   commen4ng,  reviewing,  pos4ng,   execu4ng,  mixing,  remixing,  wiki-­‐ blogging,   running,   oading,   tagging,  valida4ng,  rleverse   modera4ng,  csummarising,   Interpre4ng,   ollabora4ng,   ing,  publishing,  videocas4ng,   playing,  opera4ng,  hacking,   engineering,  refactoring,  tes4ng   Analysing   networking,   cracking   inferring,  paraphrasing,   uploading,  sharing,  edescribing,   di4ng       Recognising,  lirec4ng,  pexplaining,   classifying,  cdis4ng,   roducing podcas4ng,   omparing,   iden4fying,  retrieving,  naming,   exemplifying,  advanced  searches,   Applying   loca4ng,  searches,  ullet  poin4ng,   boolean   finding,  b blog  journaling,   highligh4ng,  bookmarking,  social   twi>ering,  categorising,   Understanding   networking,  social  bookmarking,   commen4ng,  annota4ng,   local  bookmarking,  searching   subscribing   googling   Remembering  Lower  Order  Thinking  Skills   Andrew  Churches  h>p://edorigami.wikispaces.com/  
    • Andrew  Churches  h>p://edorigami.wikispaces.com/Blooms+Digital+Taxonomy  
    • Master of Nursing
    • Viticulture & Wine Science
    • Avoid the fall…cc  DirkJanRanzijn  h>p://www.flickr.com/photos/dirkscircusimages/2849310050/  
    • Those who plan, finish.cc  DirkJanRanzijn  h>p://www.flickr.com/photos/dirkscircusimages/2849310050/  
    • Balancing Tips: Project Manager•  Clarify role definitions•  Have enough time (minimum 1 semester)•  Ensure everyone is aware of timeline•  Check in with all project members often•  Have sign-off points for each phase
    • Balancing Tips: Teacher•  Get release time•  Use technology/tools for own learning•  Design first!•  Focus on learning activities•  Participate in staff development•  Share experiences with programme team•  Complete development before delivery•  Make use of your learning technologist
    • Balancing Tips: Learning Technologist•  Research learning innovations in subject area•  Provide some early wins•  Do staff development in groups•  Design first!•  Focus on learning activities•  Listen•  Make use of your subject matter expert•  Report early, report often
    • Preparing forthe NetworkedWorld
    • Flickr  cc  license  heyjude  h>p://www.flickr.com/photos/heyjude/6551764469/  
    • What are you doing in Moodle to instill skills for socially powered web?•  Forums •  Databases•  Wikis•  Chats•  More…
    • What are you doing in Moodle to instill skills for socially powered web?•  Forums (student-led? Group work?)•  Databases (open, undirected?)•  Wikis (design your own project? Assessment?)•  Chats (open chat room for use?)•  More student-led activities…
    • One other shortfall…Course  A     Course  B     Course  C     Course  D    Sem  1  11   Sem  1  11   Sem  2  11   Sem  2  11  
    • Easy start: Programme or School wide Moodle site•  Different forums•  Ex: book buy/sell•  Generic information•  Student communities•  …•  Prepare for networked workplace/world Image:  h>p://www.thefiveliteracies.org/var/ezwebin_site/ storage/images/media/images/network-­‐people-­‐planet/ 1044-­‐1-­‐eng-­‐GB/network-­‐people-­‐planet_medium.png  
    • Benefits of OER•  Saves time•  Open to the world•  Students have continued access after leaving your institution
    • Wegraze oninformation
    • My Moodle – Mobile app
    • Build a Moodle Community
    • Your Moodle Mix?
    • Questions? Website: www.deakin.edu.au Blog: www.cats-pyjamas.net Twitter: @catspyjamasnz Email: joyces@deakin.edu.au