Moodle en la enseñanza de lenguas


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  • This MOODLE platform is very interesting, its management and is interaacion possibilities make it an easy to use.
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Moodle en la enseñanza de lenguas

  1. 1. for Language Learning Esperanza Román-Mendoza George Mason University eromanme Ernst-Moritz-Arndt-Universität Greifswald January 12, 2009
  2. 2. Contents <ul><li>Introduction to Moodle </li></ul><ul><ul><li>Open source learning management platform </li></ul></ul><ul><ul><li>Flexibility, modularity, adjustability </li></ul></ul><ul><ul><li>Integration with other tools </li></ul></ul><ul><li>Pedagogical Issues </li></ul><ul><li>Approaches to learning </li></ul><ul><li>E-Language Learning </li></ul><ul><li>Tools </li></ul><ul><li>Optimization of Resources: Stages in Moodle Integration </li></ul>
  3. 3. What is Moodle <ul><li>Modular Object Oriented Dynamic Learning Environment </li></ul><ul><li>Freely-available learning management system </li></ul><ul><li>Used by 70 million people in around 200 countries </li></ul><ul><li>Supports over 70 languages </li></ul><ul><li>Scaffolding-ready (modular, dynamic, flexible, adjustable, compatible, template-based system) </li></ul>
  4. 4. Learning Management Systems <ul><li>Ease in publishing online materials without extensive knowledge of HTML. </li></ul><ul><li>Ease in creating quizzes, surveys, and other activities with immediate scoring and feedback without knowledge of programming. </li></ul><ul><li>Easy registration for students. </li></ul><ul><li>Ease of management of password-protected access to the course. </li></ul><ul><li>Ease in creation of asynchronous fora. </li></ul><ul><li>Automatic recording of synchronous chats. </li></ul><ul><li>Layout consistency throughout the course. </li></ul><ul><li>Integrated tracking and monitoring capabilities. </li></ul><ul><li>(Rom án-Mendoza, 2001) </li></ul>
  5. 5. Most Frequent Uses of Moodle <ul><li>Repository of learning materials, pedagogical resources and announcements </li></ul><ul><ul><li>Notes and materials written by the teacher </li></ul></ul><ul><ul><li>Access to external information (textual, audiovisual, etc.) </li></ul></ul><ul><li>Space for students to upload materials </li></ul><ul><li>Testing space </li></ul><ul><li>Space for communication and collaboration </li></ul>
  6. 6. Preliminary Pedagogical Issues I <ul><li>Student technical skills / class size </li></ul><ul><ul><li>How familiar are my students with the tool(s) I want to use? </li></ul></ul><ul><ul><li>Which skills do my students need for my course? Where can I send them to get those skills? </li></ul></ul><ul><ul><li>How much instruction will my students need to master the tool I plan to implement? </li></ul></ul><ul><ul><li>How many students are in my class? How many students have Internet access from home? How often do they access the Internet? </li></ul></ul>
  7. 7. Preliminary Pedagogical Issues II <ul><li>Course content </li></ul><ul><ul><li>How are online contents going to be related to my class? </li></ul></ul><ul><ul><ul><li>Read/comment on something before class. </li></ul></ul></ul><ul><ul><ul><li>Read/comment on something after class. </li></ul></ul></ul><ul><ul><ul><li>Read/comment on something in the class. </li></ul></ul></ul><ul><ul><li>What type of group work is appropriate for my class? What kinds of group projects are appropriate for a web-based (or blended) course? </li></ul></ul>
  8. 8. Preliminary Pedagogical Issues III <ul><li>Student participation </li></ul><ul><ul><li>Am I going to encourage or require participation in on-line activities? </li></ul></ul><ul><ul><li>How often is student participation required? </li></ul></ul><ul><ul><li>Do activities promote student-to-student interaction? or </li></ul></ul><ul><ul><li>Do activities only promote student-to-teacher interaction? </li></ul></ul>
  9. 9. Preliminary Pedagogical Issues IV <ul><li>Teacher participation </li></ul><ul><ul><li>Do I want to spend one class with students showing them how to use the tools? </li></ul></ul><ul><ul><li>Are the instructions I am providing students clear enough? Are they too long? </li></ul></ul><ul><ul><li>How often am I realistically going to be able to read student postings? </li></ul></ul><ul><ul><li>What kind of feedback am I going to give my students? </li></ul></ul><ul><ul><li>Am I using the right tool for what I intend to do? </li></ul></ul>
  10. 10. Approaches to Learning <ul><li>Constructivism and social constructivism </li></ul><ul><ul><ul><li>Vygotsky (1978) </li></ul></ul></ul><ul><li>Defensive versus expansive learning </li></ul><ul><ul><ul><li>Grotluschen (2005) </li></ul></ul></ul><ul><ul><ul><li>Holzkampf (1993) </li></ul></ul></ul><ul><ul><ul><li>Woodtli (2008) </li></ul></ul></ul><ul><li>Connectivism </li></ul><ul><ul><ul><li>Siemens (2004 and many others) </li></ul></ul></ul><ul><li>Connected learning </li></ul><ul><ul><ul><li>Downes (see list of publications in his website) </li></ul></ul></ul>
  11. 11. 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 :// )
  12. 12. 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)
  13. 13. 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)
  14. 14. The knowledge is not in any given individual, but it's a property of the network as a whole. Downes (2007)
  15. 15. E-Language Learning Best Practices <ul><li>Productive </li></ul><ul><li>Informative </li></ul><ul><li>Collaborative </li></ul><ul><li>Communicative </li></ul><ul><li>Aggregrative </li></ul><ul><ul><li>(Source: PICCA best practices model in e-language learning. Chinnery, 2008) </li></ul></ul>
  16. 16. Moodle Tools and Navigation
  17. 17. Tools <ul><li>Assignment </li></ul><ul><li>Forum </li></ul><ul><li>Resource </li></ul><ul><li>Lesson </li></ul><ul><li>Chat </li></ul><ul><li>Wiki </li></ul><ul><li>Blog </li></ul><ul><li>Quiz </li></ul><ul><li>RSS Module </li></ul><ul><li>Workshop </li></ul><ul><li>Glossary </li></ul><ul><li>SCORM </li></ul><ul><li>Calendar </li></ul><ul><li>Choice </li></ul><ul><li>Survey </li></ul><ul><li>Database </li></ul><ul><li>External Module </li></ul><ul><li>Journal </li></ul>Examples:
  18. 19. Stages in Moodle Integration Source for this and following slides: Four Stage eLearning Professional Development Plan by Deemor, Dougiamas, Marchant and Meyers. - Uploading of resources and documents - Passive use of forums Stage 1: Survival (Teacher-centred; instructionism)
  19. 20. Stages in Moodle Integration <ul><li>- 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. </li></ul><ul><li>Students contribute with resources and create content via blogs, wikis, etc. </li></ul><ul><li>Active use of forums. Students contribute with meaningful comments and postings. Students may act as forum moderators. </li></ul>Stage 2: On Track (Student-centred; constructivism)
  20. 21. Stages in Moodle Integration <ul><li>- Combine activities into sequences. </li></ul><ul><li>Combine online activities with face-to-face interactions. </li></ul><ul><li>Critical thinking activities </li></ul><ul><li>Students evaluate learning process formatively and summatively. </li></ul>Stage 3: Going Deeper (Student-centred; constructivism, cognitive)
  21. 22. Stages in Moodle Integration <ul><li>- Peer-review, group learning, project-based group learning. </li></ul><ul><li>Develop communities of practice. </li></ul><ul><li>Develop authentic tasks related to the community. </li></ul><ul><li>Teachers evaluate and reflect on their own teaching. </li></ul>Stage 4: Planning Ahead (social constructivism, connectivism)
  22. 23. Moodle course
  23. 24. Hotpotatoes integration
  24. 25. Moodle course
  25. 26. Glossary
  26. 27. References <ul><li>Chinnery, G. M. (2008). Biting the hand that feeds me: The case for e-language learning and teaching. CALICO Journal, 25 (3), 471-482 </li></ul><ul><li>Deemor, S, Dougiamas, M., Marchant, V. and Meyers, W. (2008). Four Stage eLearning Professional Development Plan. </li></ul><ul><li>Downes, S. (various dates). Articles. http :// </li></ul><ul><li>Grotluschen, A. (2005). Learning: Benefits and Limitations of Subject-Scientific Learning Theory. </li></ul><ul><li>Holzkamp, K. (1993). Lernen. Subjektwissenschaftliche Grundlegung . Frankfurt a. M., Nueva York. </li></ul><ul><li>Lasic, T. (2008, Sept). What is Moodle explained with Lego. </li></ul><ul><li>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 . </li></ul>
  27. 28. References <ul><li>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. </li></ul><ul><li>Siemens, G. (2004). A Learning Theory for the Digital Age. </li></ul><ul><li>Vygotsky, L. (1978). Mind in Society. London: Harvard University Press. </li></ul><ul><li>Woodtli, M. (2008). MoodleMythen. </li></ul>
  28. 29. If you want to learn more… <ul><li>Books and manuals </li></ul><ul><ul><li>Cole, J. & Foster, H. Using Moodle - Teaching with the Popular Open Source Course Management System. 2 nd Ed. </li></ul></ul><ul><ul><li>More manuals: (EN), (ES), (IT) </li></ul></ul><ul><ul><li>Blake, R. & Chun, D. (2008). Brave New Digital Classroom: Technology and Foreign Language Learning . Georgetown University Press </li></ul></ul><ul><ul><li>Rice, W. (2007). Moodle Teaching Techniques: Creative Ways to Use Moodle for Constructing Online Learning Solutions . Packt Publishing </li></ul></ul><ul><ul><li>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 ) </li></ul></ul>
  29. 30. If you want to learn more… <ul><li>Articles </li></ul><ul><ul><li>Introductory articles with examples: </li></ul></ul><ul><ul><ul><li>Robb, T. (2004). Moodle: A virtual learning environment for the rest of us. TESL-EJ, 8 (2), 1-8. </li></ul></ul></ul><ul><ul><ul><li>Brandl, K. (2005). Are you ready to Moodle? Language Learning and Technology, 9 (2), 16-23. </li></ul></ul></ul><ul><ul><ul><li>Hinkelman, D. & Grose, T. (2004). Placement Testing and Audio Quiz-Making with Open Source Software. Proceedings of CLaSIC 2004 . http:// </li></ul></ul></ul><ul><ul><li>Blended learning </li></ul></ul><ul><ul><ul><li>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. </li></ul></ul></ul><ul><ul><li>Comparisons </li></ul></ul><ul><ul><ul><li>Munoz, K. & Duzer, J. van (2005). Blackboard vs. Moodle A Comparison of Satisfaction with Online Teaching and Learning Tools. </li></ul></ul></ul>
  30. 31. If you want to learn more… <ul><li>Delicious tags </li></ul><ul><ul><li>By Max Woodtli: (many in German) </li></ul></ul><ul><ul><li>Tagged with “moodle” by all Delicious users: </li></ul></ul><ul><li>Blogs </li></ul><ul><ul><li>The Moodleman Blog. </li></ul></ul><ul><ul><li>Open Education. </li></ul></ul><ul><ul><li>Elearnblog. (in German) </li></ul></ul><ul><ul><li>Noticiasmoodle. (in Spanish) </li></ul></ul><ul><li>Websites </li></ul><ul><ul><li>Moodle Schule. (in German) </li></ul></ul><ul><ul><li>Moodle Icons. </li></ul></ul>
  31. 32. If you want to learn more… <ul><li>Videos and animations </li></ul><ul><ul><li>How to… (integrate different tools in Moodle) http :// (in Spanish and Catalan) </li></ul></ul><ul><ul><li>The Basics of Using Forums in Moodle. </li></ul></ul><ul><ul><li>Uploading files in Moodle. </li></ul></ul><ul><ul><li>MoodleMythen by M. Woodtli. and </li></ul></ul>
  32. 33. If you want to learn more… <ul><li>Presentations </li></ul><ul><ul><li>Moore, M. (2006, July). Use Your Noodle - Learn Moodle! </li></ul></ul><ul><ul><li>Lasic, T. (2008, Sept). What is Moodle explained with LEGO. </li></ul></ul><ul><ul><li>Ridden, J. (various dates). </li></ul></ul><ul><ul><li>Ronkowitz, K. (2006). Moodle. An Open Source Learning Management System. http :// </li></ul></ul>
  33. 34. If you want to learn more… <ul><li> Docs </li></ul><ul><ul><li>Lernaktivitäten (Abstimmung, Aufgabe, Chat, Datenbank, Forum, Glossar, Hot Potatoes, Test, Umfrage, Wiki, etc.) </li></ul></ul><ul><ul><li>Arbeitsmaterialien (Textseiten, Links, etc.) </li></ul></ul><ul><ul><li>Index aller Seiten über Moodle 1.9 </li></ul></ul>
  34. 35. If you want to learn more… <ul><li>Moodle courses </li></ul><ul><ul><li>Moodle for language teaching. . Discussion forum contains many ideas on what Moodle modules are most useful in language learning. </li></ul></ul><ul><ul><li>Moodle, un laboratoire multimédia ouvert sur le mondee. (Spanish course. Hotpotatoes in Moodle). </li></ul></ul><ul><ul><li>La subordination de l'enseignement aux apprentissages: Est-ce possible en FOAD? (English course for French students). </li></ul></ul><ul><ul><li>Moodle Demo Course. (allows for loging as a guest, author, administrator and student). </li></ul></ul>