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The Best Moodle Tools You've Never Used
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The Best Moodle Tools You've Never Used

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How are you using Moodle? Posting resources and announcements? Collecting assignments? Launching SCORM content? In a typical course, these activities are all you see, which means there are many …

How are you using Moodle? Posting resources and announcements? Collecting assignments? Launching SCORM content? In a typical course, these activities are all you see, which means there are many Moodlers who are missing out on some of Moodle’s best features!

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  • In the course, different topics for each of the tools with samples—link to Moodle Docs for each
  • In this context, document management includes everything from distributing documents, presentation files, pdfs, links to websites and collecting those things from students. Broadcast-communication refers to the syllabus, announcements, and calendar or schedule. In the “other” category, they included discussions, wikis, and chats. In our own experience, we might include traditional uses of the quiz.Martin Dougiamas, Moodle creator, has reported similar numbers for Moodle with Resources, Assignments, Quizzes and Forums accounting for 90% of Moodle usage.How does fit with your experience? As you think about your courses and the way your LMS is being used in your organization, does the statistic ring true?
  • This type of usage means that both you and your students are missing out! Moodle has so much more to offer--so many other things you can do to create courses that are not only easier to navigate and manage, but also engaging, motivating, interesting, and interactive. Find an image of shock---you’re missing out!
  • So, what is it, exactly that you’re missing? Probably a fair bit if you’re only using the content delivery and traditional assessment tools, but I’ve worked to narrow the list to five key features that I think you should know about and really consider using.As I go through these though, I’ll say the same thing I did yesterday--don’t fret about how you’re going to add all of these tools to your next course. Listen to the examples, explore the samples, and try the one tool that most readily applies to your Moodle course.So, the five tools---Book (mentioned yesterday—great way to present content)Lesson (also mentioned yesterday—another great way to present content)Glossary (my favorite)Workshop (second favorite—quintessential social constructionist tool)Conditional activities (on the list not so much because I think people won’t use it, but because I think people will lack creativity. )Images to reflect each tool.Create certificate to add to course to offer a seat in our training courses based on completion of several activities.
  • With the book module, you can guarantee your learners can access your content. Content can be printedContent delivery toolWeb-basedBuilt-in navigationOption to printPlug-in: http://moodle.org/mod/data/view.php?d=13&rid=319
  • With the book module, you can guarantee your learners can access your content. Content can be printedContent delivery toolWeb-basedBuilt-in navigationOption to printPlug-in: http://moodle.org/mod/data/view.php?d=13&rid=319
  • With the book module, you can guarantee your learners can access your content. Content can be printedContent delivery toolWeb-basedBuilt-in navigationOption to printPlug-in: http://moodle.org/mod/data/view.php?d=13&rid=319
  • With the book module, you can guarantee your learners can access your content. Content can be printedContent delivery toolWeb-basedBuilt-in navigationOption to printPlug-in: http://moodle.org/mod/data/view.php?d=13&rid=319
  • With the book module, you can guarantee your learners can access your content. Content can be printedContent delivery toolWeb-basedBuilt-in navigationOption to printPlug-in: http://moodle.org/mod/data/view.php?d=13&rid=319
  • With the book module, you can guarantee your learners can access your content. Content can be printedContent delivery toolWeb-basedBuilt-in navigationOption to printPlug-in: http://moodle.org/mod/data/view.php?d=13&rid=319
  • With the book module, you can guarantee your learners can access your content. Content can be printed
  • With the book module, you can guarantee your learners can access your content. Content can be printed“Chunk” content (image of course with lots of links with red cross through it—show alternative)Ease of editing (easy for teachers to edit)Leverage auto-linking
  • With the book module, you can guarantee your learners can access your content. Content can be printed“Chunk” content (image of course with lots of links with red cross through it—show alternative)Ease of editing (easy for teachers to edit)Leverage auto-linking
  • With the book module, you can guarantee your learners can access your content. Content can be printed“Chunk” content (image of course with lots of links with red cross through it—show alternative)Ease of editing (easy for teachers to edit)Leverage auto-linking
  • With the book module, you can guarantee your learners can access your content. Content can be printed“Chunk” content (image of course with lots of links with red cross through it—show alternative)Ease of editing (easy for teachers to edit)Leverage auto-linking
  • Student-generated content: With younger students, had students draw pictures and then narrate them. Each picture became a page with a related audio clip. Watched again and again by students, parents, and grandparents.Student presentations: Let students build reports and presentations in the book module instead of PowerPoints. Easier to integrate audio, video, resources from the web. Also easier than managing and distributing files to provide access to others. Can also track, with activity logs, who is looking at the book.Public-facing information: If publishing content for parents, potential students, visitors, clients, etc. you want experience to be as seamless as possible—providing it in a book eliminates the need for plug-ins, file downloads, etc. Any technology issues are basically eliminated.
  • With lesson, you can do everything the book does, except print, and more.Lesson allows you to chunk and streamline content and web-based to ensure access.Advantage of lesson over book, documents, pdfs and powerpoints is that you can require learner engagement or involvement.
  • Create a sample of a webquest--screenshotMention idea of building assessment into syllabusReplicating PowerPoint delivered in classWebquestSample scenarioGrab screen shot from Foundations course/Admin course
  • Mention idea of building assessment into syllabusReplicating PowerPoint delivered in class with questions and interactionsMultiple question types—true/false; matching, multiple answer, short answer, essay
  • Replicating PowerPoint delivered in classSample scenario
  • WebquestSample scenario
  • Rote learning
  • Student-generated content: The hardest thing about using lessons in “real life” is finding the time to build the content. I suggest that you let the students do the work—let them build the content/the lessons. Building lessons requires in-depth understanding to build and sequence content, construct questions, and write feedback. If you want students to work on content collaboratively, you could have them construct the content in a wiki.Student presentations: Let students build reports and presentations in the lesson module instead of PowerPoints. As with book, easier to integrate media and track usage. Students will find it interesting to track data. Can also let students build scenarios or games within the lesson.Project guide: Similar to the way I build my weekly lessons—pages provide content and instruction to help students move forward through the activities in a given unit or week.
  • Mention adding audio clips, videos, letting students do glossary entries instead of reports; mention spelling list idea; newslettersMention more ideas are in the Moodle Docs and in books by William Rice and Mary Cooch
  • Tool for facilitating the Peer Review process—consists of several key phases:Setup: Teacher sets up workshop and evaluation form; students see introductory informationSubmission: Learners submit their work, whether that be a file, multiple files or an online text submission. Once submissions are complete, instructor allocates work to be reviewed or assessed.Assessment: Learners use the rubric or evaluation form provided and review the work allocated to them. Note: students can receive grades on how they assess others.Grading Evaluation: Teacher reviews scores, feedback, and makes adjustments as necessary.Closed: Workshop grades are transferred to gradebook; scores and feedback become visible to the student.
  • Tool for facilitating the Peer Review process—consists of several key phases:Setup: Teacher sets up workshop and evaluation form; students see introductory informationSubmission: Learners submit their work, whether that be a file, multiple files or an online text submission. Once submissions are complete, instructor allocates work to be reviewed or assessed.Assessment: Learners use the rubric or evaluation form provided and review the work allocated to them. Note: students can receive grades on how they assess others.Grading Evaluation: Teacher reviews scores, feedback, and makes adjustments as necessary.Closed: Workshop grades are transferred to gradebook; scores and feedback become visible to the student.
  • Tool for facilitating the Peer Review process—consists of several key phases:Setup: Teacher sets up workshop and evaluation form; students see introductory informationSubmission: Learners submit their work, whether that be a file, multiple files or an online text submission. Once submissions are complete, instructor allocates work to be reviewed or assessed.Assessment: Learners use the rubric or evaluation form provided and review the work allocated to them. Note: students can receive grades on how they assess others.Grading Evaluation: Teacher reviews scores, feedback, and makes adjustments as necessary.Closed: Workshop grades are transferred to gradebook; scores and feedback become visible to the student.
  • Tool for facilitating the Peer Review process—consists of several key phases:Setup: Teacher sets up workshop and evaluation form; students see introductory informationSubmission: Learners submit their work, whether that be a file, multiple files or an online text submission. Once submissions are complete, instructor allocates work to be reviewed or assessed.Assessment: Learners use the rubric or evaluation form provided and review the work allocated to them. Note: students can receive grades on how they assess others.Grading Evaluation: Teacher reviews scores, feedback, and makes adjustments as necessary.Closed: Workshop grades are transferred to gradebook; scores and feedback become visible to the student.
  • Tool for facilitating the Peer Review process—consists of several key phases:Setup: Teacher sets up workshop and evaluation form; students see introductory informationSubmission: Learners submit their work, whether that be a file, multiple files or an online text submission. Once submissions are complete, instructor allocates work to be reviewed or assessed.Assessment: Learners use the rubric or evaluation form provided and review the work allocated to them. Note: students can receive grades on how they assess others.Grading Evaluation: Teacher reviews scores, feedback, and makes adjustments as necessary.Closed: Workshop grades are transferred to gradebook; scores and feedback become visible to the student.
  • Selective release of material based on certain criteria or parametersDifferentiated instruction—for enrichment or remediationFor game play—increasing engagementControlled release of activities—like in admin course—want to allow learners to progress at own pace without overwhelming
  • Selective release of material based on certain criteria or parametersDifferentiated instruction—for enrichment or remediationFor game play—increasing engagementControlled release of activities—like in admin course—want to allow learners to progress at own pace without overwhelming
  • Selective release of material based on certain criteria or parametersDifferentiated instruction—for enrichment or remediationFor game play—increasing engagementControlled release of activities—like in admin course—want to allow learners to progress at own pace without overwhelming
  • Selective release of material based on certain criteria or parametersDifferentiated instruction—for enrichment or remediationFor game play—increasing engagementControlled release of activities—like in admin course—want to allow learners to progress at own pace without overwhelming
  • Selective release of material based on certain criteria or parametersDifferentiated instruction—for enrichment or remediationFor game play—increasing engagementControlled release of activities—like in admin course—want to allow learners to progress at own pace without overwhelming
  • Selective release of material based on certain criteria or parametersDifferentiated instruction—for enrichment or remediationFor game play—increasing engagementControlled release of activities—like in admin course—want to allow learners to progress at own pace without overwhelming
  • Selective release of material based on certain criteria or parametersDifferentiated instruction—for enrichment or remediationFor game play—increasing engagementControlled release of activities—like in admin course—want to allow learners to progress at own pace without overwhelming

Transcript

  • 1. THE BEST MOODLE TOOLSYOU’VE NEVER USED!Michelle MooreChief Evangelist
  • 2. HOW DO YOU USE MOODLE? Document management and broadcast- oriented communication tools . . . comprise 95% of all [LMS] user actions. - Charles Severance & Stephanie D. Teasley http://misc.si.umich.edu/media/papers/p758-severance.pdf
  • 3. http://www.flickr.com/photos/ehamiter/4552519778/
  • 4. SEE WHAT YOU’RE MISSING!o Booko Lessono Glossaryo Workshopo Conditional activities
  • 5. WHAT IS IT?Book Book
  • 6. CONTENT DELIVERY TOOLBook
  • 7. TABLE OF CONTENTSBook
  • 8. BUILT-IN NAVIGATIONBook
  • 9. PRINT WITH A CLICKBook
  • 10. FREE PLUG-IN http://moodle.org/mod/data/view.php?d=13&rid=319Book
  • 11. WHY USE IT? o Chunk content o Simplify delivery o Ease of access o Ease of editingBook
  • 12. SIMPLIFY DELIVERY Before . . .Book
  • 13. SIMPLIFY DELIVERY After . . .Book
  • 14. CHUNK CONTENT Before . . .Book
  • 15. CHUNK CONTENT After . . .Book
  • 16. EASE OF USE o No programs required o Editing is a breeze o Auto-linking is awesome!Book
  • 17. THINK OUTSIDE THE BOX o Student generated content o Student presentations o Public-facing informationBook
  • 18. WHAT IS IT?Lesson
  • 19. LINEAR CONTENT DELIVERYLesson
  • 20. CONTENT & ASSESSMENTLesson
  • 21. ADAPTIVE INSTRUCTIONLesson
  • 22. SELF-DIRECTED LEARNINGLesson
  • 23. FLASH CARDSLesson
  • 24. WHY USE IT? o Chunk content o Simplify delivery o Ease of access o Ease of editing o Increase learner engagementLesson
  • 25. THINK OUTSIDE THE BOX o Student generated content o Student projects o Project guide o ScenariosLesson
  • 26. WHAT IS IT?Glossary
  • 27. DICTIONARYGlossary
  • 28. RESOURCE COLLECTIONGlossary
  • 29. SEARCHABLEGlossary
  • 30. CATEGORIZABLEGlossary
  • 31. PRINT WITH A CLICKGlossary
  • 32. KEY WORD SEARCHGlossary
  • 33. AUTHOR PICTURESGlossary
  • 34. RATINGS AND COMMENTSGlossary
  • 35. WHY USE IT? o Soooo flexible! o Collaborative content generation o Auto-linking o Random glossary entry blockGlossary
  • 36. AUTO-LINKINGGlossary
  • 37. RANDOM GLOSSARY ENTRY BLOCKGlossary
  • 38. THINK OUTSIDE THE BOX o Website collection o Training materials o Forms database o Frequently Asked questions (FAQ) o User biographiesGlossary o Quote of the Week o Recipe collection
  • 39. WHAT IS IT?Workshop
  • 40. ACCUMULATIVE GRADINGWorkshop
  • 41. COMMENTSWorkshop
  • 42. NUMBER OF ERRORSWorkshop
  • 43. RUBRICWorkshop
  • 44. WHY USE IT? o Social constructionist o Automated peer review o Directed and objective assessment o Grades for submission and review o RubricsWorkshop
  • 45. THINK OUTSIDE THE BOX o Project review and feedback o Glossary submission evaluation o Peer review of essays o Reflection on teammate contributions o Presentation critiquesWorkshop
  • 46. WHAT IS IT?Conditional Activities
  • 47. BASED ON DATEConditional Activities
  • 48. BASED ON GRADEConditional Activities
  • 49. BASED ON COMPLETIONConditional Activities
  • 50. VISIBLE OR NOTConditional Activities
  • 51. WHY USE IT? o Differentiated instruction o Self-directed learning o Control release of contentConditional Activities
  • 52. THINK OUTSIDE THE BOX o Increase engagement o Game play o Gradual release of contentConditional Activities
  • 53. WHICH TOOL FOR YOU?o Booko Lessono Glossaryo Workshopo Conditional activities
  • 54. CONTACT INFORMATIONo Michelle Moore o michelle@remote-learner.net o Twitter: @michelledmoore o http://slideshare.net/michelledmooreo Remote-Learner o http://remote-learner.net