Limits in developing innovative pedagogy with Moodle: The story of BIM
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Limits in developing innovative pedagogy with Moodle: The story of BIM

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First draft of a presentation to be given at the 2010 Australian MoodleMoot.

First draft of a presentation to be given at the 2010 Australian MoodleMoot.

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  • The limitations stuff will be downplayed – spend most of the time on show and tell
  • Give an overview of what BIM is and does
  • Talk briefly about why you might use BIM as opposed to something else
  • This marks the bit where I head to a local Moodle installation and show people how BIM works by going through common actions for a coordinator (teacher in charge), a student (or two) and a marker. This will likely be most of the presentation.
  • This will be an optional bit at the end. Essentially a description of the factors that limited the development of BIM. The suggestion is that many of these limits apply more broadly to the general idea of attempting to implement innovative pedagogy within universities (and possibly elsewhere).
  • This will be an optional bit at the end. Essentially a description of the factors that limited the development of BIM. The suggestion is that many of these limits apply more broadly to the general idea of attempting to implement innovative pedagogy within universities (and possibly elsewhere).
  • This will be an optional bit at the end. Essentially a description of the factors that limited the development of BIM. The suggestion is that many of these limits apply more broadly to the general idea of attempting to implement innovative pedagogy within universities (and possibly elsewhere).
  • This will be an optional bit at the end. Essentially a description of the factors that limited the development of BIM. The suggestion is that many of these limits apply more broadly to the general idea of attempting to implement innovative pedagogy within universities (and possibly elsewhere).

Limits in developing innovative pedagogy with Moodle: The story of BIM Limits in developing innovative pedagogy with Moodle: The story of BIM Presentation Transcript

  • Limits in developing innovative pedagogy with Moodle: The story of BIM
    David Jones
    http://davidtjones.wordpress.com
    http://bit.ly/bambim
  • 1. Show and tell of BIM
    2. Identify some limitations to innovative pedagogy
    http://www.flickr.com/photos/sookie/100608625/
  • BAM
    Into
    Moodle
    Activity module for Moodle
    http://www.flickr.com/photos/nolifebeforecoffee/124659356/
  • Blog
    BAM
    Aggregation
    Into
    Management
    Moodle
    http://www.flickr.com/photos/nolifebeforecoffee/124659356/
  • BAM
    (Jones and Luck, 2009)
    A Webfuse tool (2006-2009)
    - 26 offerings, 7 courses
    - 2790+ students
    - 20,000+ blog posts
    http://www.flickr.com/photos/nolifebeforecoffee/124659356/
  • Students create and register blogs/feeds
    http://www.flickr.com/photos/nolifebeforecoffee/124659356/
  • They answer questions (or not)
    http://www.flickr.com/photos/nolifebeforecoffee/124659356/
  • BIM aggregates/mirrors the student posts
    http://www.flickr.com/photos/nolifebeforecoffee/124659356/
  • BIM “allocates” posts to questions
    Unallocated
    Submitted
    http://www.flickr.com/photos/nolifebeforecoffee/124659356/
  • BIM shows students what it knows about their posts
    http://www.flickr.com/photos/nolifebeforecoffee/124659356/
  • BIM provides teaching staff with management interface
    Marker
    Coordinator
    http://www.flickr.com/photos/nolifebeforecoffee/124659356/
  • BIM integrates with Moodle gradebook
  • BIM generates OPML feed for staff
    http://www.flickr.com/photos/nolifebeforecoffee/124659356/
  • http://www.flickr.com/photos/quinnanya/3588989219/
  • Concreteexperience
    ReflectiveObservation
    Activetesting
    Kolb’s learning cycle
    Abstracthypothesis
    http://flickr.com/photos/oberazzi/318947873/
  • (Moyle, 2010)
    “building literacies”
    Reflection/meta-cognition
    Escapingclosed gardens
    (Kim, 2010)
    Connectivism
    (Social)Constructionism
    (Siemens, 2005)
    (Papert & Harel, 1991)
    http://www.flickr.com/photos/wwworks/3196112134/
  • Coordinator
    Student
    c006
    Marker
    http://www.flickr.com/photos/wwworks/2850669383/
  • http://bit.ly/bambim
    http://www.flickr.com/photos/80417459@N00/2471314610/
  • http://www.flickr.com/photos/wlodi/2654296462/
  • The “grammar of school”
    (Papert, 1995)
    http://www.flickr.com/photos/wlodi/2654296462/
    http://www.flickr.com/photos/wlodi/2654296462/
  • Limited knowledge
    http://tpack.org
  • Limited knowledge
    http://tpack.org
  • Inappropriate technology
    http://www.flickr.com/photos/wlodi/2654296462/
  • LMS Features
    General versus specific
    Inappropriate technology
    http://www.flickr.com/photos/wlodi/2654296462/
  • LMS Features
    General versus specific
    Inappropriate technology
    Implement “Vanilla”
    http://www.flickr.com/photos/wlodi/2654296462/
  • LMS Features
    General versus specific
    Inappropriate technology
    Implement “Vanilla”
    Low levels abstraction
    http://www.flickr.com/photos/wlodi/2654296462/
  • LMS Features
    General versus specific
    Big upfront design
    Inappropriate technology
    Implement “Vanilla”
    Low levels abstraction
    http://www.flickr.com/photos/wlodi/2654296462/
  • Angelo, T., & Cross, K. (1993). Classroom Assessment Techniques: A Handbook for College Teachers (2nd ed.). San Francisco: Jossey-Bass.
    Kim, J. (2010, 6 April, 2010). 11 ideas about which I may be wrong. Retrieved 13 April, 2010, from here
    Moyle, K. (2010). Building innovation: learning with technologies. Camberwell, Australia: Australian Council for Educational Research.
    Jones, D., & Luck, J. (2009). Blog AggregationManagement: Reducing the Aggravation of ManagingStudent Blogging. Paper presented at EdMedia’2009
    Papert, S., & Harel, I. (1991). Constructionism. New York City: Ablex Publishing Corporation.
    Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1).
    Papert, S. (1995). Why School Reform is Impossible. The Journal of the Learning Sciences, 6(4), 417-427.
    http://www.flickr.com/photos/annarbor/4350627292/