Teaching teachers to Moodle

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A presentation to the 2010 Leeds Moodle Conference

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Teaching teachers to Moodle

  1. 1. Outcomes… At the end of this course you will be able to:  demonstrate a sound understanding of the web and its potential benefits for teaching and learning in the primary school;  review critically UK government online initiatives in education;  demonstrate an understanding of pedagogical approaches suited to e-learning;  reflect on approaches to support pupils’ safe and responsible use of the internet;  develop and evaluate a Course inside a VLE to support a sequence of lessons, using a variety of the tools available;  integrate externally produced resources and activities and resources and activities developed by you.
  2. 2. Outline 1. The web as a resource for learning Linking and uploading 2. Effective web design Creating resources and labels 3. E-learning Quizzes, assignments, hot potatoes 4. Web 2.0 – blog, podcasts etc. Audio and video filters 5. Web 2.0 – wikis, forums, mashups Wikis and forums 6. E-Safety and digital literacy Chat, AUPs, peer review
  3. 3. Learning from the web Shared Informal Formal Individual
  4. 4. Plowden 1967  ‘At the heart of the educational process lies the child’  ‘Until a child is ready to take a particular step forward it is a waste of time to try to teach him to take it’  ‘One of the main educational tasks of the primary school is to build on and strengthen children's intrinsic interest in learning and lead them to learn for themselves’
  5. 5. Rose 2009  Primary children relish learning independently and co-operatively; they love to be challenged and engaged in practical activities; they delight in the wealth of opportunities for understanding more about the world; and they readily empathise with others  The touchstone of an excellent curriculum is that it instils in children a love of learning for its own sake.
  6. 6. HTML by hand <html> <head> <title>My first web page</title> </head> <body> <h1>This is my first web page</h1> <p>Hello World!</p> </body> </html>
  7. 7. Design Principles Content is king Intuitive navigation The pages belong to the site Layout Golden ratio Rule of thirds Symmetry Balance
  8. 8. Design Principles Unity Proximity Repetition Colour and style Emphasis Placement Isolation Contrast Form follows function
  9. 9. In education? Audience  Readability  Engagement  Interactivity  Dumbing down? Pedagogy  Investigation  Play  Social constructivist  Behaviourism E-Safety
  10. 10. Behaviourism  Practice should take the form of question - answer frames which expose the student to the subject in gradual steps  Require that the learner make a response for every frame and receive immediate feedback  Try to arrange the difficulty of the questions so the response is always correct and hence a positive reinforcement  Ensure that good performance in the lesson is paired with secondary reinforcers such as verbal praise, prizes and good grades.
  11. 11. Thorndike 1912 If, by a miracle of mechanical ingenuity, a book could be so arranged that only to him who had done what was directed on page one would page two become visible, and so on, much that now requires personal instruction could be managed by print.
  12. 12. Skinner 1958
  13. 13. Ivan Illich 1971 Ivan Illich describes computer-based "learning webs" in his book Deschooling Society. Among the features of his proposed system are • Reference Services to Educational Objects • Skill Exchanges • Peer-Matching • Reference Services to Educators-at-Large
  14. 14. Web 2.0 Web 0.1 Web 1.0 Web 2.0 Media Text Media rich Text + Authors Academics The Industry User community Content Self publishing Professional Collaborative peer production Aims Linking Readers Community Peer review Customers Esteem Business Model Subsidy Premium content Advertising advertising Premium features Open Source
  15. 15. How can blogs help learning? Creating not just consuming Writing for pleasure Informal learning Personalisation – choice and voice Self esteem Shared blogs Reflection and review
  16. 16. How can podcasts help learning? Multimodal literacy Speaking and listening! Engagement Accessibility Lesson recording E-Portfolios
  17. 17. Online Communities Professional Personal
  18. 18. Communities
  19. 19. Dewey (1859-1952) Engaging with experience Enlarging experience Interaction and environments The importance of reflection Education for all Project based learning http://www.infed.org/thinkers/et-dewey.htm
  20. 20. Piaget (1896-1980) Constructing schema Assimilation and accommodation Stages of development Concrete and formal operation http://www.learningandteaching.info/learning/piaget.htm
  21. 21. Social Constructivism Learners involved in a joint enterprise with one another and their teacher in creating new meaning ATHERTON J S (2009) Learning and Teaching; Constructivism in learning Pollard: Reflective Teaching; http://www.rtweb.info/content/view/361/42/
  22. 22. Vygotsky (1896-1934) The centrality of social interaction The more knowledgeable other The zone of proximal development http://www.learning-theories.com/vygotskys-social-learning-theory.html Scaffolding (Bruner)
  23. 23. Papert (1928- )  Constructivist learning happens best when ‘constructing a public entity’  “Constructionism boils down to demanding that everything be understood by being constructed”  “Concrete” materials rather than abstract propositions  “Soap-sculpture math” http://www.papert.org/articles/SituatingConstructionism.html
  24. 24. Connectivism CC by-sa Hijod.Huskona CC by jean-louis zimmermann CC by-nc-sa Mr Ush http://www.connectivism.ca/
  25. 25. Communities of Practice
  26. 26. Discussion Forums Pros Cons  Learner voice  Moderation  Irrelevant  Audience  Inappropriate  Social Constructivism etc  Offensive  Any time, anywhere  Perception  Evidence of learning  Plagiarism
  27. 27. Salmon on e-Moderating Access and motivation Online socialization Information exchange Knowledge construction Development
  28. 28. How can wikis help learning? • Writing for an audience • Proofreading, fact checking • Awareness of different perspectives • Evaluation and Discernment – issues of trust, ownership and authority • Social construction • Policy documents
  29. 29. CC by markhillary 34
  30. 30. CC by-nc Xerones 35 35
  31. 31. CC by-nc Xerones by-nc-sa a shadow of my future self 36
  32. 32. I've watched this with interest.  At the risk of over simplifying,  consider an event x with probability of 1 in 1 million. How should: A parent with responsibility for 2 children A teacher with responsibility for 30 children A school with responsibility for 800 children An LA with responsibility for 10 000 children A secretary of state with responsibility for 6 000 000 children respond? Risks that are manageable at the every day level for individuals become unmanageable when aggregated to system level. That's the issue that needs to be resolved before we can have a rational debate about this. Only by actively embracing the risk at a local level can we shift the debate away from over prescription in order to manage the risk at a regional/national level. Sorry if this does not help the flow, but it's always worth spending a little time working out why something that is nonsensical form one perspective is rational from another. Excuse thumb typing. Niel Mclean (Becta) via NaaceTalk, 10/12/2008
  33. 33. CEOP
  34. 34. Internet Safety Code
  35. 35. Cyberbullying A significant problem  Beatbullying asked almost 2,500 young people about cyberbullying to find out what's going on. >  50% said they'd been cyberbullied  29% told no-one about being cyberbullied  73% said they knew who was sending them bullying messages  11% admitted to being a cyberbully ‘Don’t be mean on the screen’ CyberMentors > Teachers can be bullied too >
  36. 36. Assessment
  37. 37. Pedagogy in Moodle Dougiamas,1999: http://www.slideshare.net/moodler/moodle-pedagogy-at-online-educa-2009
  38. 38. What went well? Participatory iterative design  Planning and development Reflection on practice Peer review Blogging Assessment
  39. 39. Could do better? Comments on the blog The blog engine User testing Embedding vs linking or uploading Subject linking Wider participation
  40. 40. Would this work outside of ITT? As in-school CPD? Across schools? As accredited CPD? Adapted as an M-level module? Or isn’t hands on practical training enough?
  41. 41. Getting in touch… mberry@bcs.org @mberry milesberry.net www.roehampton.ac.uk opensourceschools.org.uk

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