5 ways moodle changes the classroom


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Pedagogical change with Moodle; some details of our journey at The Southport School. To be presented at the iMoot 2013 http://2013.imoot.org/

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5 ways moodle changes the classroom

  1. 1. 5 ways Moodle Changes theClassroomRichard Joneshttp://richardnz.net/ @richardnz
  2. 2. Assumptions• You want to change pedagogy• You don’t want to make this:• more efficient with technology:
  3. 3. The 5 Ways1. Real-time or JIT Resources2. Extended learning (time and place)3. Social learning (eg peer to peer)4. Student Autonomy5. Activity Reports• There may well be more.• Moodle may not be REQUIRED but it helps greatly byproviding a unified framework.
  4. 4. #1 Real-time resources• Example eBook/Page/Forum/Glossary• Can be edited right in the course – Just In Time• Timely information and speedy updating• Chat sessions and choices – real-time feedback.
  5. 5. Example
  6. 6. Audio clips – teacher voicesMr Graeme BarberY9 EnglishEasy to create eBook in MoodleAdding images, links, chaptersLinked to quizzes to test knowledgeStudents decided the order in which they couldcomplete taskseBook used in place of Word docs orPowerPointsWas generated around the studentsknowledge generated in the classroom.Sense of ownership of the material forthe boysDr Jill MargerisonEnglish/History
  7. 7. #2 Extend the learning• Web-based – available 24/7• Both time and place are extended• Reach students where they are when they areready
  8. 8. Student Quotes“In subject x we weresimply copying down whatSir wrote on the board”In English where narrated PowerPoints werebeing used in a self-directed class:“There was something I didn’t understand but Iwas able to watch the PowerPoint over and overagain until I got it”
  9. 9. Not unique to Moodle• Neither of these first two examples requireMoodle. Some teachers use Google docs.• However, Moodle is the place students knowto go.
  10. 10. Unique to “Mahoodle”• Mahara is our ePortfolio• Quick Link from Moodle• Used for Page type assignments and also forreflective Journals in G&T classes.
  11. 11. Mahara in Mandarin – Year 8
  12. 12. Student VoicesMahara is easy to use – like a blog – interactionwith the teacherWould rather work on the computer – neaterproductMore comfortableCan show your understanding more easilyJosh, Ethan andAb on Mahara
  13. 13. Social learning• “They up their game” Said one of our teachers tome just last week as we were discussing forums.• The quality of the writing from Year 8 boys isoutstanding – we knew forums helped here.• But drawing on others posts – that’s good to see.
  14. 14. Peer to Peer - authentic
  15. 15. Old vs New• Contrast this with the “traditional” classroom• Teacher sets writing task, student performs,receives task back with corrections.• These Y8 students are writing more, thinkingand reflecting more.
  16. 16. What have we learnt about forums?• Onboarding needed – simple to start• Teacher interaction/intervention in the forum• Something about “respect” for others in thecommunity
  17. 17. Student autonomy• The gradebook• Completion status• Self-access/self-directedcourses• Ties in with our BYOD program– my device, my learning.
  18. 18. More Quotes from studentsGreg – self-directed coursePatrick – BYOD & autonomyGreg liked the idea of boys working throughthe activities in their own way at their ownpace. For him it was better.Patrick felt that having his own device wasbeneficial.“You can direct yourself by yourself”“You know [the device] better”
  19. 19. To do• We need to giveparents the Mentorrole to also view thegradebooks andcompletion reports fortheir boys.• Currently using a work-around:
  20. 20. Logs and Reports• May not be so student centred• But reports allow for early intervention• Stats can be useful to analyze courseeffectiveness too.
  21. 21. Activity MonitoringY11English
  22. 22. What’s being used?
  23. 23. What students do
  24. 24. Mahara Stats – last 6 monthsMoodle stats – 3 yearsStatsYear on yearBYOD introduced
  25. 25. Wrap – questions - discussion• Our biggest current problems:– Silos (Who sees the good work happening?)– Teacher time (perennial)– Teachers changing time allocations (interventiontakes time and effort but less marking to do?)• Transition– Do we need an eLearning Specialist?– At what level in the organisation?