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2011 04-04 (educon2011) emadrid jtorrente ucm enhancing moodle to support problem based learning
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2011 04-04 (educon2011) emadrid jtorrente ucm enhancing moodle to support problem based learning

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2011 04-04 …

2011 04-04
(educon2011)
emadrid
jtorrente
ucm
enhancing moodle to support problem based learning

Published in: Education, Technology

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  • 1. EDUCON 2011, eMadrid special session http://www.e-ucm.esEnhancing Moodle to Support Problem Based Learning Authors: Pilar Sancho, Javier Torrente, Eugenio J. Marchiori, Baltasar Fernández-Manjón Amman, Jordan, April 4, 2011
  • 2. EDUCON 2011, eMadrid special session Sorry, I’m not Pilar! http://www.e-ucm.esEnhancing Moodle to Support Problem Based Learning pilar@sip.ucm.es jtorrente@fdi.ucm.es Authors: Pilar Sancho, Javier Torrente, Eugenio J. Marchiori, Baltasar Fernández-Manjón Amman, Jordan, April 4, 2011
  • 3. Index Introduction: Problem-Based Learning The NUCLEO instructional framework Implementation of NUCLEO in Moodle  Use of Built-in features  Use of Special Plug-ins Evaluation of the approach and conclusions Pilar Sancho et al. 2/22
  • 4. IntroductionContents 21st century engineers need skills… Introduction NUCLEO Pedagogical framework Implementation In Moodle Case studies & Final Remarks … that traditional teaching practices are unlikely to provide Pilar Sancho et al., Educon 2011 3/22
  • 5. IntroductionContents Introduction Other teaching strategies should be considered NUCLEO Pedagogical framework Implementation In Moodle Problem-Based Learning Case studies & Final Remarks PBL can be explained as “the learning that results from the process of working towards the understanding or resolution of a problem” Barrows & Tamblyn Pilar Sancho et al., Educon 2011 4/22
  • 6. IntroductionContents Introduction Solution: LMS Collaboration requires Problem: NUCLEO coordination, schedule arrangements, Include wikis, forums, chat rooms, etc. etc. Pedagogical framework Implementation In Moodle Case studies & Final Remarks Learning Management Systems can be the solution Pilar Sancho et al., Educon 2011 5/22
  • 7. IntroductionContents Introduction Learning Management Systems can be the solution NUCLEO Pedagogical framework Implementation Collaboration tools In Moodle Case studies  Class/group forums & Final Remarks  Chat rooms  Wikis  Databases/Glosaries  Etc. Pilar Sancho et al., Educon 2011 6/22
  • 8. The NUCLEO Instructional Framework: General backgroundContents Introduction  Problem-Based Solving (PBL) approach as the underlying pedagogical strategy NUCLEO  Real course is represented metaphorically using fantasy Pedagogical framework  Include game mechanics (role-play) Implementation  Adaptation to students’ learning styles In Moodle Case studies & Final Remarks Students’ learning strategies Game Problem- mechanics based + fantasy learning Pilar Sancho et al., Educon 2011 7/22
  • 9. NUCLEO: PBL backgroundContents Introduction Problem resoultion NUCLEO Pedagogical framework Implementation In Moodle Problem- Case studies & Final Remarks Based- Students’ Learning learning strategies Collaboration Small teams Game Problem- mechanics based + fantasy learning Pilar Sancho et al., Educon 2011 8/22
  • 10. NUCLEO: Narrative, Fantasy, Role-Playing GamesContents Introduction  Problems are embedded in a game NUCLEO Pedagogical  Game mechanics are used to make learning more appealing framework Motivation Dropouts Implementation In Moodle  The whole learning is a game Case studies & Final Remarks  Role Playing & Fantastic metaphor to improve engagement Students’ learning strategies Game Problem- mechanics based + fantasy learning Pilar Sancho et al., Educon 2011 9/22
  • 11. NUCLEO: Adaptation to Students’ Learning Strategies (1/2)Contents Introduction Vermunt’s Model NUCLEO Pedagogical  Categorization of students according to their learning strategies framework  Meaning-Directed (MD) Can manage their Implementation  Application-Directed (AD) In Moodle own learning  Reproduction-Directed (RD) Case studies & Final Remarks  Undirected (U) Need further guidance Students’ learning strategies Game Problem- mechanics based + fantasy learning Pilar Sancho et al., Educon 2011 10/22
  • 12. NUCLEO: Adaptation to Students’ Learning Strategies (2/2)Contents Introduction Automatic team formation NUCLEO Pedagogical framework Groups of 4 students. At least 1 AD/MD per group. Implementation Role Profile Responsabilities In Moodle Captain of the AD/MD Project planning; progress monitoring Case studies & Final Remarks crew Knowledge RD Controls team members acquire Integrator knowledge Students’ learning Responsible for U Team-teacher communication strategies Communication management Game Problem- mechanics based + fantasy learning Pilar Sancho et al., Educon 2011 11/22
  • 13. Implementation of NUCLEO in Moodle (1/3)Contents  Target Platform: Introduction  Nucleo’s Learning strategy cycle NUCLEO Pedagogical framework Implementation In Moodle Case studies & Final Remarks Pilar Sancho et al., Educon 2011 12/22
  • 14. Implementation of NUCLEO in Moodle (2/3)Contents  Nucleo’s Learning strategy cycle Introduction NUCLEO Pedagogical 3.1 • Identify problem framework Implementation 3.2 • Identify concepts In Moodle Case studies 3.3 • Identify targets & Final Remarks 3.4 • Preliminar design 3.5 • Codification 3.6 • Testing 3.7 • Results delivery Pilar Sancho et al., Educon 2011 13/22
  • 15. Implementation of NUCLEO in Moodle (3/3)Contents  Nucleo’s Learning strategy cycle Introduction Private Group Forum (PGF); 3.1 • Identify problem Private Group Chat (PGC) NUCLEO Pedagogical PGF; PGC; Glossary/Database framework 3.2 • Identify concepts Wiki Knowledge Sources Implementation In Moodle PGF; PGC; 3.3 • Identify targets Wiki planning and schedule Case studies & Final Remarks PGF; PGC; 3.4 • Preliminar design Wiki Design Private Group Forum; 3.5 • Codification Private Group Chat Private Group Forum; 3.6 • Testing Private Group Chat 3.7 • Results delivery Advanced Uploading of Files Pilar Sancho et al., Educon 2011 14/22
  • 16. Implementation of NUCLEO II: Plug-ins (1/5)Contents  Moodle’s activity view (in Spanish) where the Introduction Nucleo plug-ins are the activities starting with NUCLEO prefix “AVC_” Pedagogical framework Implementation In Moodle Case studies & Final Remarks Pilar Sancho et al., Educon 2011 15/22
  • 17. Implementation of NUCLEO II: Plug-ins (2/5)Contents  Vermunt’s Test Introduction  Around 100 questions NUCLEO  Used to determine AD/MD students (leadership) Pedagogical framework  Group Manager Implementation In Moodle  Uses Vermunt’s outputs to make the teams Case studies & Final Remarks  Uses past iterations to refine teams  Role Manager  Uses Vermunts output’s to assign roles (Captain, Knowledge Integrator, Responsible of Communication) within a team Group Vermunt’s Role Manager Test Manager Pilar Sancho et al., Educon 2011 16/22
  • 18. Implementation of NUCLEO II: Plug-ins (3/5)Contents Evaluation Introduction NUCLEO Pedagogical framework  Weighting of 5 competencies (Individual score) Implementation In Moodle  Leadership Case studies  Ability to innovate & Final Remarks  Expression ability  Commitment  Team work  Results achieved in the practice by the student (individually) Pilar Sancho et al., Educon 2011 17/22
  • 19. Implementation of NUCLEO II: Plug-ins (4/5)Contents Evaluation Introduction  Auto-evaluation test NUCLEO Pedagogical framework  Peer-to-peer evaluation test Implementation In Moodle  Teacher evaluation Case studies & Final Remarks Leadership Innovation Expression Commitment TeamWork Auto- evaluation X X X test Peer-To-Peer Test X X X X Teacher Evaluation X X X X X Pilar Sancho et al., Educon 2011 18/22
  • 20. Implementation of NUCLEO II: Plug-ins (5/5)Contents Results Introduction  Auto-generated values NUCLEO Pedagogical  Commitment  no. posts responded, no. entries in group wikis framework  Communication  no. different words in posts and wikis, no. Implementation orthographical mistakes In Moodle  Innovation  no. threads initiated in forums Case studies & Final Remarks  Leadership abilities  no. threads initiated in forums, no. entries in the wiki planning utility Auto- Final Self- Peer Teacher generated individual evaluation evaluation evaluation values score Pilar Sancho et al., Educon 2011 19/22
  • 21. Implementation of NUCLEO II: Plug-ins (5/5)Contents Results Introduction  Auto-generated values NUCLEO Pedagogical  Commitment  no. posts responded, no. entries in group wikis framework  Communication  no. different words in posts and wikis, no. Implementation orthographical mistakes In Moodle  Innovation  no. threads initiated in forums Case studies & Final Remarks  Leadership abilities  no. threads initiated in forums, no. entries in the wiki planning utility Auto- Final Self- Peer Teacher generated individual evaluation evaluation evaluation values score Pilar Sancho et al., Educon 2011 20/22
  • 22. Evaluation with Students and Final RemarksContents Case Studies Introduction  2007-2009: Nucleo used in programming courses NUCLEO Pedagogical  Successful! Most of the approach validated (see literature) framework  2010-2011 Implementation In Moodle  Will conclude in June 2011 Case studies  Multiple domains (physics, pedagogy, computer science, & Final Remarks electronics)  13 modules  >800 students involved  Goals  Confirm hypothesis about motivation  Improve grouping algorithm (first iteration)  Increase understanding about evaluation parameters, reduce need of explicit evaluation tools Pilar Sancho et al., Educon 2011 21/22
  • 23. Evaluation with Students and Final RemarksContents Plug-ins can be distributed! Introduction If you are interested, we are ready to distribute the plugins NUCLEO Pedagogical framework They work for Moodle v1.8 Implementation In Moodle Soon they’ll be ready for Moodle v1.9 & v2.0 Case studies & Final Remarks Don’t hesitate to ask! Pilar Sancho et al., Educon 2011 22/22
  • 24. Thanks for your attention! Pilar Sancho Javier Torrente pilar@sip.ucm.es jtorrente@fdi.ucm.es Don’t forget to visit our web-sites!http://www.e-ucm.eshttp://www.e-ucm.es/projects/NUCLEO/http://www.e-ucm.es/people/pilar/http://www.e-ucm.es/people/javier/ Pilar Sancho et al. 23/22