Limits in developing innovative pedagogy with Moodle: The story of BIM<br />David Jones<br />http://davidtjones.wordpress....
1. Show and tell of BIM<br />2. Identify some limitations to innovative pedagogy<br />http://www.flickr.com/photos/sookie/...
BAM<br />Into<br />Moodle<br />Activity module for Moodle<br />http://www.flickr.com/photos/nolifebeforecoffee/124659356/<...
Blog<br />BAM<br />Aggregation<br />Into<br />Management<br />Moodle<br />http://www.flickr.com/photos/nolifebeforecoffee/...
BAM<br />(Jones and Luck, 2009)<br />A Webfuse tool (2006-2009)<br />- 26 offerings, 7 courses<br />- 2790+ students<br />...
Students create and register blogs/feeds<br />http://www.flickr.com/photos/nolifebeforecoffee/124659356/<br />
They answer questions (or not)<br />http://www.flickr.com/photos/nolifebeforecoffee/124659356/<br />
BIM aggregates/mirrors the student posts<br />http://www.flickr.com/photos/nolifebeforecoffee/124659356/<br />
BIM “allocates” posts to questions<br />Unallocated<br />Submitted<br />http://www.flickr.com/photos/nolifebeforecoffee/12...
BIM shows students what it knows about their posts<br />http://www.flickr.com/photos/nolifebeforecoffee/124659356/<br />
BIM provides teaching staff with management interface<br />Marker<br />Coordinator<br />http://www.flickr.com/photos/nolif...
BIM integrates with Moodle gradebook<br />
BIM generates OPML feed for staff<br />http://www.flickr.com/photos/nolifebeforecoffee/124659356/<br />
http://www.flickr.com/photos/quinnanya/3588989219/<br />
Concreteexperience<br />ReflectiveObservation<br />Activetesting<br />Kolb’s learning cycle<br />Abstracthypothesis<br />h...
(Moyle, 2010)<br />“building literacies”<br />Reflection/meta-cognition<br />Escapingclosed gardens<br />(Kim, 2010)<br />...
Coordinator<br />Student<br />c006<br />Marker<br />http://www.flickr.com/photos/wwworks/2850669383/<br />
http://bit.ly/bambim<br />http://www.flickr.com/photos/80417459@N00/2471314610/<br />
http://www.flickr.com/photos/wlodi/2654296462/<br />
The “grammar of school”<br />(Papert, 1995)<br />http://www.flickr.com/photos/wlodi/2654296462/<br />http://www.flickr.com...
Limited knowledge<br />http://tpack.org<br />
Limited knowledge<br />http://tpack.org<br />
Inappropriate technology<br />http://www.flickr.com/photos/wlodi/2654296462/<br />
LMS Features<br />General versus specific<br />Inappropriate technology<br />http://www.flickr.com/photos/wlodi/2654296462...
LMS Features<br />General versus specific<br />Inappropriate technology<br />Implement “Vanilla”<br />http://www.flickr.co...
LMS Features<br />General versus specific<br />Inappropriate technology<br />Implement “Vanilla”<br />Low levels abstracti...
LMS Features<br />General versus specific<br />Big upfront design<br />Inappropriate technology<br />Implement “Vanilla”<b...
Angelo, T., & Cross, K. (1993). Classroom Assessment Techniques: A Handbook for College Teachers (2nd ed.). San Francisco:...
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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.

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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

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