Interaction With Moodle

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Interaction With Moodle

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

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