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Interaction With Moodle

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  • 1. Interactive Learning Using Dr Liam Boyle LIT Conversations on Learning
  • 2. Moodle functions
    • Virtual Learning Environment (VLE)
    • Allows creation of programme/module related mini-sites:
      • Password protected
      • Stores programme resources (e.g Course notes)
      • Links to external resources
      • Communications – Chat & Forums
      • Assessment
  • 3.  
  • 4. Editing Off
  • 5. Editing Off To create a Moodle presence for your programme/module - Contact Willie Ward
  • 6. Editing On
  • 7. Editing On Add a resource
  • 8. Editing On Add a Activity
  • 9. Moodle resources
  • 10. Moodle resources Resources: - Label - Text page - Web page - Link to file - Link to web
  • 11. Moodle activities
  • 12. Moodle activities Assignment Chat Forum Wiki
  • 13. Interactive use of Moodle
    • Interact with the material
      • Set tasks/activities to explore, reflect on and apply ideas from the lectures and course materials
    • Interact with fellow students
      • Get learners to discuss, share and collaborate with fellow students
    • Interact with teacher
      • Forum for learners to pose questions which may be responded to by tutor
  • 14. Knowledge and learning
    • What is knowledge?
      • Reasoned consensus
      • Tentative
      • Survives “public” scrutiny
    • Learn through discussion and debate (subject claims to scrutiny of peers)
    • Collaborative construction of knowledge
  • 15. Online Communication: From VAXnotes to Bebo
    • People embrace online communication
    • But…
      • Course based communication not so easy to achieve
      • Students reluctant to engage
        • Fear?
        • Too busy?
        • Don’t see value?
  • 16. Online Communication: Chat versus Forum
    • Chat
    • Synchronous
    • Immediate
    • Requires good keyboard skills to participate
    • Little time for reflection
    • Not needed by campus-based students
    • Forum
    • Asynchronous
    • Participants can take time to read, reflect and respond
    • Available afterwards
    • Has value for campus based students
  • 17. Online Communication: Chat versus Forum
    • Chat
    • Synchronous
    • Immediate
    • Requires good keyboard skills to participate
    • Little time for reflection
    • No need for campus-based students
    • Forum
    • Asynchronous
    • Participants can take time to read, reflect and respond
    • Available afterwards
    • Has value for campus based students
  • 18. Forums for Interactive Learning
    • Why?
    • Reinforces class group
    • Learn from peers
    • Discussion allows students to sharpen understanding by subjecting ideas to scrutiny
    • Collective building of knowledge
    • Responses to one available to all
    • Why not?
    • Fear of being exposed
    • “ Others may steal my ideas”
    • Freeloaders
  • 19. Forums: Community Building
    • Social dialogue
    • Especially important at start
    • Get to know one another
    • Helps bonding
    • Build trust and respect
  • 20. Interact with topic
    • Task 1: In the Discussion forum for the Organisational Change and Renewal assignment, add a reply on why you think it is important for Operations Managers to understand Lewin’s Planned Change model. (Approximately 300 words)
  • 21. Interact with fellow learners
    • Task 4: For this task, we would like to encourage online discussion of the nature of systemic intelligence and its value for an organisation. Write a brief note discussing one example of a problem caused by a lack of systemic intelligence, or a problem solved by systemic intelligence.
    • In addition to your initial note, you should also add later notes in which you comment on at least two postings by other students. (500 words approx for all your responses)
  • 22. Share with fellow learners
    • Task 5: For this task, you are asked to produce a brief annotated web directory on the topic of Organisational Change and Renewal.
      • Locate at least five web resources – articles or web sites – which contain useful supplementary information in relation to the material covered in this section.
      • Indicate the web address and write a brief note (100 words, approx) on each resource indicating what it contains and why it should be valuable for students of this programme.
  • 23. Tasks
    • Simple
      • Pose question
      • Require response from each
    • Use Q&A forum?
      • Student cannot see responses of others until after they have posted their own
    • Critique
      • Pose question
      • Require contributions from all
      • Including constructive comment on each other’s contributions
  • 24. Tasks
    • Free flowing discussion
      • Questions can come from tutor or students
      • No specific mandate on number of responses
      • Works well with a highly motivated group of learners who are familiar with online discussion
      • Difficult to achieve
  • 25. Group Tasks
    • Collaborative construction
      • Form group
      • Allocate task
    • Formal Debate
      • Specify question
      • Form teams (three versus three)
      • Sequence determined in advance
      • Role for non-team members?
  • 26. Collaborative construction
    • Collaborative building of a text resource
      • Each student allocated to a group
      • Different topic/question allocated to each group
      • “ Within your group, you are asked to collectively produce a document (4,000 word approx) on the allotted topic”
      • Use forum to discuss process
      • Use wiki to construct report
  • 27. Group tasks
      • Group allocated task to work on collaboratively
      • Each group reports back on a different project to whole group.
    • Jigsaw approach
      • Each person allocated a different topic
      • Report back to others
    • Collaboration
      • Group members work together as a team
    • Combination
  • 28. Online research with fellow students
    • Conduct empirical research on the concept of the “Online Gym”.
      • Use the Moodle forum to elicit the views of your fellow students, and to respond to their views
      • Design your questions carefully, to elicit the information you require
      • Post your questions early, to give your fellow students an opportunity to respond
      • Respond to the questions of your fellow students
  • 29. All Things in Moderation!
    • Fuller moderation -
    • Respond to each contribution
    • Probe and encourage participants
    • Minimal moderation -
    • Set up forums and tasks
    • Delete libellous contributions or those which tend to harass or humiliate other participants
    Load on Teacher/Moderator
  • 30. Is this on the exam, sir?
    • Incorporate forum activity into Continuous Assessment
    • Assess individual contributions?
      • Heavy assessment load for teacher
    • Students compile portfolio responses
      • Place portfolio in Assignment Dropbox
      • One assignment exercise for teacher
    • Group assessment?
  • 31.  
  • 32.  
  • 33. Questions?

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