Moodlemoot2010

Suggestions for future analytics : conceptions of teaching, visibility and reflection moodle moot au 2010

Staff interaction with students is one of the key factors in student engagement (Fresen 2007)

Relationships are important Staff interaction with students is one of the key factors in student engagement (Fresen 2007)

http://farm1.static.flickr.com/31/43568532_18bbe6f5bc_o.jpg

http://farm1.static.flickr.com/31/43568532_18bbe6f5bc_o.jpg Dissonance:

http://farm1.static.flickr.com/31/43568532_18bbe6f5bc_o.jpg Dissonance: Within the LMS:

http://farm1.static.flickr.com/31/43568532_18bbe6f5bc_o.jpg Dissonance: Within the LMS: What academics say they do

http://farm1.static.flickr.com/31/43568532_18bbe6f5bc_o.jpg Dissonance: Within the LMS: What academics say they do What academics actually do

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http://farm3.static.flickr.com/2209/2228378850_0aff57284e_o.jpg Research aims to examine what tools the academic uses:

http://farm3.static.flickr.com/2209/2228378850_0aff57284e_o.jpg Research aims to examine what tools the academic uses: For information dissemination

http://farm3.static.flickr.com/2209/2228378850_0aff57284e_o.jpg Research aims to examine what tools the academic uses: For information dissemination To encourage interaction between students and staff

http://farm3.static.flickr.com/2209/2228378850_0aff57284e_o.jpg Research aims to examine what tools the academic uses: For information dissemination To encourage interaction between students and staff Are content or communicative focussed

http://farm3.static.flickr.com/2209/2228378850_0aff57284e_o.jpg Research aims to examine what tools the academic uses: For information dissemination To encourage interaction between students and staff Are content or communicative focussed And, more importantly, how the student uses them

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Staff engagement http://farm3.static.flickr.com/2209/3543135684_06db2bae7a_b.jpg

Better Staff engagement http://farm3.static.flickr.com/2209/3543135684_06db2bae7a_b.jpg

http://farm3.static.flickr.com/2209/3543135684_06db2bae7a_b.jpg Course Coordinators posting to forums in BlackBoard

Better Staff engagement http://farm3.static.flickr.com/2209/3543135684_06db2bae7a_b.jpg

More Student engagement http://farm3.static.flickr.com/2209/3543135684_06db2bae7a_b.jpg

http://farm3.static.flickr.com/2209/3543135684_06db2bae7a_b.jpg Course Coordinators posting to forums in Moodle

http://farm3.static.flickr.com/2209/3543135684_06db2bae7a_b.jpg Blackboard Moodle Comparison between Moodle and Blackboard

http://farm3.static.flickr.com/2209/3543135684_06db2bae7a_b.jpg Blackboard Moodle Coordinator posts to Moodle <5 vs 5>

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http://farm1.static.flickr.com/205/497312470_c6d3a7198d.jpg Teaching staff tend to adopt LMS features along a continuum beginning with content dissemination features and moving to more complex features … as they gain experience with the new teaching medium (Malikowski, Thompton, & Theis, 2007)

Examined one academic’s courses

Tools that aid staff/student interaction http://farm3.static.flickr.com/2017/2206733790_ac6328b1c8_b.jpg

http://farm3.static.flickr.com/2208/2326056389_7275d29990_o.jpg An academic’s number of forum messages compared to the university average (all courses

http://farm3.static.flickr.com/2208/2326056389_7275d29990_o.jpg Student Hits for Course 1 2005-2009 Learning Management Systems Online Learning Networks Content focus Social Focus Organisational/Instructor design Learner centric IT governance restrictions User directed with minimal maintenance Generally doesn’t facilitate informal learning Facilitates informal learning Course based model No course restrictions

http://farm3.static.flickr.com/2208/2326056389_7275d29990_o.jpg Student Hits for Course 2 - 2007-2009 Learning Management Systems Online Learning Networks Content focus Social Focus Organisational/Instructor design Learner centric IT governance restrictions User directed with minimal maintenance Generally doesn’t facilitate informal learning Facilitates informal learning Course based model No course restrictions

http://farm3.static.flickr.com/2208/2326056389_7275d29990_o.jpg Student Hits for Course 3 - 2005-2009 Learning Management Systems Online Learning Networks Content focus Social Focus Organisational/Instructor design Learner centric IT governance restrictions User directed with minimal maintenance Generally doesn’t facilitate informal learning Facilitates informal learning Course based model No course restrictions

http://farm3.static.flickr.com/2208/2326056389_7275d29990_o.jpg Conversation places Content and Forum files on Blackboard 2005-2009 Learning Management Systems Online Learning Networks Content focus Social Focus Organisational/Instructor design Learner centric IT governance restrictions User directed with minimal maintenance Generally doesn’t facilitate informal learning Facilitates informal learning Course based model No course restrictions

http://farm3.static.flickr.com/2208/2326056389_7275d29990_o.jpg Student Hits for all Courses 2004-09 Learning Management Systems Online Learning Networks Content focus Social Focus Organisational/Instructor design Learner centric IT governance restrictions User directed with minimal maintenance Generally doesn’t facilitate informal learning Facilitates informal learning Course based model No course restrictions

http://farm3.static.flickr.com/2208/2326056389_7275d29990_o.jpg An academic’s number of forum messages compared to the university average (all courses

http://farm1.static.flickr.com/56/139617709_bc0ad564d4.jpg

http://farm1.static.flickr.com/56/139617709_bc0ad564d4.jpg Are academics Ready for Communicative Practices?

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http://farm3.static.flickr.com/2058/2043682335_71c419936a.jpg Some of us are here in terms of our communication practice via the web

Where to from here Where to:

Where to from here Dawson and McWilliam (2008) posed the view that not only is the ‘quantity’ of academic involvement necessary but also the ‘quality’ of that involvement.

Where to from here Dawson and McWilliam (2008) posed the view that not only is the ‘quantity’ of academic involvement necessary but also the ‘quality’ of that involvement. What does ‘quality’ mean?

Where to from here Dawson and McWilliam (2008) posed the view that not only is the ‘quantity’ of academic involvement necessary but also the ‘quality’ of that involvement. Kearsley and Schneiderman (1999, p. 1) discuss the nature of engaged learning, learning that leads to student involvement, that involves “[motivating] students to learn due to the meaningful nature of the learning environment and activities”. What does ‘quality’ mean?

Ken Clark [email_address] Colin Beer [email_address] David Jones [email_address] http://indicatorsproject.wordpress.com

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Moodlemoot2010

by clarkck on Jul 07, 2010

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