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Moodle en la enseñanza de lenguas
 

Moodle en la enseñanza de lenguas

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    Moodle en la enseñanza de lenguas Moodle en la enseñanza de lenguas Presentation Transcript

    • for Language Learning Esperanza Román-Mendoza George Mason University eromanme @gmu.edu http://eroman.wordpress.com Ernst-Moritz-Arndt-Universität Greifswald January 12, 2009
    • Contents
      • Introduction to Moodle
        • Open source learning management platform
        • Flexibility, modularity, adjustability
        • Integration with other tools
      • Pedagogical Issues
      • Approaches to learning
      • E-Language Learning
      • Tools
      • Optimization of Resources: Stages in Moodle Integration
    • What is Moodle
      • Modular Object Oriented Dynamic Learning Environment
      • Freely-available learning management system
      • Used by 70 million people in around 200 countries
      • Supports over 70 languages
      • Scaffolding-ready (modular, dynamic, flexible, adjustable, compatible, template-based system)
    • Learning Management Systems
      • Ease in publishing online materials without extensive knowledge of HTML.
      • Ease in creating quizzes, surveys, and other activities with immediate scoring and feedback without knowledge of programming.
      • Easy registration for students.
      • Ease of management of password-protected access to the course.
      • Ease in creation of asynchronous fora.
      • Automatic recording of synchronous chats.
      • Layout consistency throughout the course.
      • Integrated tracking and monitoring capabilities.
      • (Rom án-Mendoza, 2001)
    • Most Frequent Uses of Moodle
      • Repository of learning materials, pedagogical resources and announcements
        • Notes and materials written by the teacher
        • Access to external information (textual, audiovisual, etc.)
      • Space for students to upload materials
      • Testing space
      • Space for communication and collaboration
    • Preliminary Pedagogical Issues I
      • Student technical skills / class size
        • How familiar are my students with the tool(s) I want to use?
        • Which skills do my students need for my course? Where can I send them to get those skills?
        • How much instruction will my students need to master the tool I plan to implement?
        • How many students are in my class? How many students have Internet access from home? How often do they access the Internet?
    • Preliminary Pedagogical Issues II
      • Course content
        • How are online contents going to be related to my class?
          • Read/comment on something before class.
          • Read/comment on something after class.
          • Read/comment on something in the class.
        • What type of group work is appropriate for my class? What kinds of group projects are appropriate for a web-based (or blended) course?
    • Preliminary Pedagogical Issues III
      • Student participation
        • Am I going to encourage or require participation in on-line activities?
        • How often is student participation required?
        • Do activities promote student-to-student interaction? or
        • Do activities only promote student-to-teacher interaction?
    • Preliminary Pedagogical Issues IV
      • Teacher participation
        • Do I want to spend one class with students showing them how to use the tools?
        • Are the instructions I am providing students clear enough? Are they too long?
        • How often am I realistically going to be able to read student postings?
        • What kind of feedback am I going to give my students?
        • Am I using the right tool for what I intend to do?
    • Approaches to Learning
      • Constructivism and social constructivism
          • Vygotsky (1978)
      • Defensive versus expansive learning
          • Grotluschen (2005)
          • Holzkampf (1993)
          • Woodtli (2008)
      • Connectivism
          • Siemens (2004 and many others)
      • Connected learning
          • Downes (see list of publications in his website)
    • Social constructivism: All cognitive functions originate in, and must therefore be explained as products of, social interactions and [...] learning is not simply the assimilation and accommodation of new knowledge by learners; it is the process by which learners are integrated into a knowledge community. (Vygotsky, 1997, following http ://gsi.berkeley.edu/resources/learning/social.html )
    • Expansiv: Ich lerne, weil ich das zu Lernende als inhaltlich für mich selbst relevant, nützlich oder wissenswert betrachte und um meine Handlungsmöglichkeiten erweitern zu können. (Woodtli, 2008)
    • Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing. Siemens (2004)
    • The knowledge is not in any given individual, but it's a property of the network as a whole. Downes (2007)
    • E-Language Learning Best Practices
      • Productive
      • Informative
      • Collaborative
      • Communicative
      • Aggregrative
        • (Source: PICCA best practices model in e-language learning. Chinnery, 2008)
    • Moodle Tools and Navigation
    • Tools
      • Assignment
      • Forum
      • Resource
      • Lesson
      • Chat
      • Wiki
      • Blog
      • Quiz
      • RSS Module
      • Workshop
      • Glossary
      • SCORM
      • Calendar
      • Choice
      • Survey
      • Database
      • External Module
      • Journal
      Examples: http://www.desarollo.org/moodle/course/view.php?id=2
    •  
    • Stages in Moodle Integration Source for this and following slides: Four Stage eLearning Professional Development Plan by Deemor, Dougiamas, Marchant and Meyers. http://eteachingpd.wikispaces.com/ - Uploading of resources and documents - Passive use of forums Stage 1: Survival (Teacher-centred; instructionism)
    • Stages in Moodle Integration
      • - Quizzes and assignments that relate with other previous or follow-up activities (preparation for class, homework, etc.) and that result in a better management of face-to-face interactions.
      • Students contribute with resources and create content via blogs, wikis, etc.
      • Active use of forums. Students contribute with meaningful comments and postings. Students may act as forum moderators.
      Stage 2: On Track (Student-centred; constructivism)
    • Stages in Moodle Integration
      • - Combine activities into sequences.
      • Combine online activities with face-to-face interactions.
      • Critical thinking activities
      • Students evaluate learning process formatively and summatively.
      Stage 3: Going Deeper (Student-centred; constructivism, cognitive)
    • Stages in Moodle Integration
      • - Peer-review, group learning, project-based group learning.
      • Develop communities of practice.
      • Develop authentic tasks related to the community.
      • Teachers evaluate and reflect on their own teaching.
      Stage 4: Planning Ahead (social constructivism, connectivism)
    • Moodle course
    • Hotpotatoes integration
    • Moodle course
    • Glossary
    • References
      • Chinnery, G. M. (2008). Biting the hand that feeds me: The case for e-language learning and teaching. CALICO Journal, 25 (3), 471-482
      • Deemor, S, Dougiamas, M., Marchant, V. and Meyers, W. (2008). Four Stage eLearning Professional Development Plan. http://eteachingpd.wikispaces.com/
      • Downes, S. (various dates). Articles. http ://www.downes.ca/me/articles.htm
      • Grotluschen, A. (2005). Learning: Benefits and Limitations of Subject-Scientific Learning Theory.
      • Holzkamp, K. (1993). Lernen. Subjektwissenschaftliche Grundlegung . Frankfurt a. M., Nueva York.
      • Lasic, T. (2008, Sept). What is Moodle explained with Lego. http://www.slideshare.net/moodlefan/what-is-moodle-explained-with-lego-presentation/
      • Rom án-Mendoza, E. (in print). “RSS and Social Personalized Start Pages: Optimizing E-language Learning through Content Syndication, in Anderson, L & Lord, G . Second Generation CALL .
    • References
      • Rom án-Mendoza, E. “Web-based Instructional Environments: Tools and Techniques for Effective Second Language Acquisition,” in Cantos, P. and Pérez, P. (Eds.): New Trends in Computer Assisted Language Teaching/Learning . International Journal of English Studies. Monograph Issue 11.1. Murcia: Servicio de Publicaciones de la Universidad de Murcia (2002): 33-60.
      • Siemens, G. (2004). A Learning Theory for the Digital Age. http://www.elearnspace.org/Articles/connectivism.htm
      • Vygotsky, L. (1978). Mind in Society. London: Harvard University Press.
      • Woodtli, M. (2008). MoodleMythen. http://moodle.elearn.ch/mod/resource/view.php?id=5513
    • If you want to learn more…
      • Books and manuals
        • Cole, J. & Foster, H. Using Moodle - Teaching with the Popular Open Source Course Management System. 2 nd Ed. http://download.moodle.org/download.php/docs/en/using_moodle_2e.zip
        • More manuals: http://docs.moodle.org/en/Moodle_manuals (EN), http://download.moodle.org/docs/es/teacher-manual-es.pdf (ES), http://download.moodle.org/docs/it/teacher-manual-it.pdf (IT)
        • Blake, R. & Chun, D. (2008). Brave New Digital Classroom: Technology and Foreign Language Learning . Georgetown University Press
        • Rice, W. (2007). Moodle Teaching Techniques: Creative Ways to Use Moodle for Constructing Online Learning Solutions . Packt Publishing
        • Rice, W. (2008). Moodle 1.9 E-Learning Course Development: A complete guide to successful learning using Moodle . Packt Publishing (review of this book at http://www.phpclasses.org/reviews/id/1847193536.html )
    • If you want to learn more…
      • Articles
        • Introductory articles with examples:
          • Robb, T. (2004). Moodle: A virtual learning environment for the rest of us. TESL-EJ, 8 (2), 1-8. http://tesl-ej.org/ej30/m2.html
          • Brandl, K. (2005). Are you ready to Moodle? Language Learning and Technology, 9 (2), 16-23. http://llt.msu.edu/vol9num2/review1/
          • Hinkelman, D. & Grose, T. (2004). Placement Testing and Audio Quiz-Making with Open Source Software. Proceedings of CLaSIC 2004 . http:// paccall.org/Journal/V-1-1-papers/Hinkelman-Grose-Placement-testing.pdf
        • Blended learning
          • Blake, R., Wilson, N., Cetto, M. & Pardo-Ballester, C. (2008). Measuring oral proficiency in distance, face-to-face and blended classrooms. Language Learning and Technology, 12 (3), 114/127. http://llt.msu.edu/vol12num3/blakeetal.pdf
        • Comparisons
          • Munoz, K. & Duzer, J. van (2005). Blackboard vs. Moodle A Comparison of Satisfaction with Online Teaching and Learning Tools. http://www.humboldt.edu/~jdv1/moodle/all.htm
    • If you want to learn more…
      • Delicious tags
        • By Max Woodtli: http://delicious.com/mwoodtli/moodle (many in German)
        • Tagged with “moodle” by all Delicious users: http://delicious.com/search?p=moodle&u=&chk=&context=main&fr=del_icio_us&lc=0
      • Blogs
        • The Moodleman Blog. http://www.moodleman.net/
        • Open Education. http://www.openeducation.net/
        • Elearnblog. http://www.elearn.ch/blog/ (in German)
        • Noticiasmoodle. http://www.noticiasmoodle.com/ (in Spanish)
      • Websites
        • Moodle Schule. http://moodleschule.de/ (in German)
        • Moodle Icons. http://aiken.moodlerooms.com/wb/pages/academics/moodle/training/moodle-course/moodle-icons.php
    • If you want to learn more…
      • Videos and animations
        • How to… (integrate different tools in Moodle) http ://www.sre.urv.es/moodleviewlets/ (in Spanish and Catalan)
        • The Basics of Using Forums in Moodle. http://www.youtube.com/watch?v=pWoO5noWSPQ
        • Uploading files in Moodle. http://www.youtube.com/watch?v=GG4Wetgkwuk
        • MoodleMythen by M. Woodtli. http://moodle.elearn.ch/mod/resource/view.php?id=5591 and http://moodle.elearn.ch/mod/resource/view.php?id=5592
    • If you want to learn more…
      • Presentations
        • Moore, M. (2006, July). Use Your Noodle - Learn Moodle! http://center.uoregon.edu/ISTE/uploads/NECC2006/KEY_24365333/Moore_MoodleslideshowJuly2006.pdf
        • Lasic, T. (2008, Sept). What is Moodle explained with LEGO. http://www.slideshare.net/moodlefan/what-is-moodle-explained-with-lego-presentation/
        • Ridden, J. (various dates). http://www.slideshare.net/moodleman/
        • Ronkowitz, K. (2006). Moodle. An Open Source Learning Management System. http ://www.slideshare.net/ronko4/moodle-a-free-learning-management-system
    • If you want to learn more…
      • Moodle.org Docs
        • Lernaktivitäten (Abstimmung, Aufgabe, Chat, Datenbank, Forum, Glossar, Hot Potatoes, Test, Umfrage, Wiki, etc.) http://docs.moodle.org/de/Lernaktivit%C3%A4ten
        • Arbeitsmaterialien (Textseiten, Links, etc.) http://docs.moodle.org/de/Arbeitsmaterialien
        • Index aller Seiten über Moodle 1.9 http://docs.moodle.org/de/Kategorie:Moodle_1.9
    • If you want to learn more…
      • Moodle courses
        • Moodle for language teaching. http://moodle.org/course/view.php?id=31 . Discussion forum contains many ideas on what Moodle modules are most useful in language learning.
        • Moodle, un laboratoire multimédia ouvert sur le mondee. http://moodlemoot2008.vet-nantes.fr/moodle/course/view.php?id=20 (Spanish course. Hotpotatoes in Moodle).
        • La subordination de l'enseignement aux apprentissages: Est-ce possible en FOAD? http://moodlemoot2008.vet-nantes.fr/moodle/course/view.php?id=29 (English course for French students).
        • Moodle Demo Course. http://demo.moodle.org/login/index.php (allows for loging as a guest, author, administrator and student).