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Dynamic courses: individual learning paths and online collaborative exercises in moodle 2
 

Dynamic courses: individual learning paths and online collaborative exercises in moodle 2

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Paper presented at Moodlemoot Ireland & UK, Dublin, Ireland, 2-4 April 2012 ...

Paper presented at Moodlemoot Ireland & UK, Dublin, Ireland, 2-4 April 2012

Moodle 2 enables new didactic applications like individual learning paths and online collaborative exercises. Their effective implementation requires a top-down approach from didactic goals to practical solutions. Monitoring and intervening the learning processes becomes more important than before.
In Moodle 2, it is possible to define a condition that has to be met by a student before a certain resource or activity will become visible to him/her. The completion status of another activity might be such a condition. From a didactic point of view, a pre-set sequence of activities or a list of options can be offered to the students.
In earlier versions already, students could be placed in groups and a range of activities could be switched to group mode eventually. Further, once a grouping (a set of groups) was defined, activities as well as resources could be restricted to students from one grouping only. This enables creating more sets of parallel groups, or using groupings for different maturity levels or for different stages the students have to go through.
The combination of groupings and conditional activities, gives powerful means to implement online collaborative exercises. This will be deminstrated, discussed and practised during the presentation.

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    Dynamic courses: individual learning paths and online collaborative exercises in moodle 2 Dynamic courses: individual learning paths and online collaborative exercises in moodle 2 Presentation Transcript

    • info@sofos.nl - www.sofos.nl Pieter van der Hijden MSc Sofos Consultancy, Amsterdam, The NetherlandsDYNAMIC COURSES: INDIVIDUAL LEARNINGPATHS AND ONLINE COLLABORATIVEEXERCISES IN MOODLE 2 2012 – Sofos Consultancy / Pieter van der Hijden (pvdh@sofos.nl) - This work is licensed undera Creative Commons Attribution- Noncommercial-Share Alike 3.0 Unported License. 1
    • info@sofos.nl - www.sofos.nlABOUT 2
    • info@sofos.nl - www.sofos.nlAGENDA 3
    • info@sofos.nl - www.sofos.nl1. DIGITAL DIDACTICS 4
    • info@sofos.nl - www.sofos.nl1. DIGITAL DIDACTICS 5
    • info@sofos.nl - www.sofos.nl1. DIGITAL DIDACTICSA course is visualised as a necklace of learning activities (the perls) 6
    • info@sofos.nl - www.sofos.nl1. DIGITAL DIDACTICS A learning activity can be implemented by a variety of Moodle modules 7
    • info@sofos.nl - www.sofos.nl1. DIGITAL DIDACTICSThe perls of the necklace have to be replaced by selected Moodle modules. 8
    • info@sofos.nl - www.sofos.nl1. DIGITAL DIDACTICSFrom now, life can be even more complex. No longer a sequence alone, but alsoselections, iterations and parallel actions. 9
    • info@sofos.nl - www.sofos.nl1. DIGITAL DIDACTICS 10
    • info@sofos.nl - www.sofos.nl1. DIGITAL DIDACTICS Type Example Description Parallel groups 5 groups of 7 All resources are students, shared, some or 7 groups of 5 activities are in students group mode Level groups Level-1, Level-2, Each student is Level-3 allocated to a certain level; a level has its own resources and activities Stages or phases Stage-A, Stage-B, All students are Stage-C allocated to a certain stage; a stage has its own resources and activities 11
    • info@sofos.nl - www.sofos.nl2. PARALLEL GROUPS 12
    • info@sofos.nl - www.sofos.nl2. PARALLEL GROUPSWhat?Set-up groups (example): 7 groups of 5 participants 5 groups of 7 participantsOccasionally using the firstor the second grouping. The visible result, a block for 7S group work and a block for 5D group work. 13
    • info@sofos.nl - www.sofos.nl2. PARALLEL GROUPSHow (1/2)?1. Create various groups2. Populate the groups with participants Manage groups via the Settings block 14
    • info@sofos.nl - www.sofos.nl2. PARALLEL GROUPSHow (2/2)?3. Create facilities for groups from this grouping, e.g. Grouping 7S uses separated group activities. forum, wiki, chat-room4. Place them in an orphaned section5. Create an HTML block to navigate to these facilities easily 15
    • info@sofos.nl - www.sofos.nl3. LEVEL GROUPS 16
    • info@sofos.nl - www.sofos.nl3. LEVEL GROUPSWhat?Create level groups, e.g.: Level-1 Level-2 Level-3Each level group has its The teacher sees all groupings, the participants only see their own groupings.own resources andactivities. 17
    • info@sofos.nl - www.sofos.nl3. LEVEL GROUPSHow?1. Create groups called Level 1 – 3.2. Make participants member of the group that corresponds with their actual level.3. Create 3 groupings as well (Level 1, 2, 3)4. Populate grouping level 1 with group level 1 (etc.)5. Specify for resources and activities which level applies.Note: The settings for a resource andfor an activity have the option to setthe grouping that is applicable. 18
    • info@sofos.nl - www.sofos.nl4. PHASES 19
    • info@sofos.nl - www.sofos.nl4. PHASESWhat? To distinguish phases (stages) that make specific resources and activities available to all participants. Part of the course page as seen by the teacher. The participants only see the resources and activities for the current phase. 20
    • info@sofos.nl - www.sofos.nl4. PHASESHow?1. Create a single group (“All”)2. Populate this group with all participants3. Create groupings Phase- A, Phase-B, Phase-C.4. Populate grouping Phase-A For each phase a separate grouping.. with group “All”. • • All participants in one group.5. Create resources / activities • Teacher links group to one of the groupings. for each of the phases.6. Change the phase by manually removing group “All” from grouping “Phase-A” and then adding it to grouping “Phase-B”. 21
    • info@sofos.nl - www.sofos.nl5. PROCESSES 22
    • info@sofos.nl - www.sofos.nl5. PROCESSESWhat (1/2)? Participant executes activities 1, 2, 3 in sequence. Participant selects between 4 and 5. Participant executes activity 6. Participant executes activities 7 and 8 in arbitrary sequence. Hopscotch squares; foto BRC Krommenie 23
    • info@sofos.nl - www.sofos.nl5. PROCESSESWhat (2/2)?Example of an individuallearning path as seen by theteacher: Participant executes activities 1, 2, 3 in sequence. Participant selects between 4 and 5. Participant executes activity 6. Participant executes activities 7 and 8 in arbitrary sequence. 24
    • info@sofos.nl - www.sofos.nl5. PROCESSESHow? (1/4) Determine for each resource and each activity when it has to be considered “completed”. On the settings page of every resource/activity you can indicate whether the completeness has to be kept or not. If so: should it be assessed by the participant or by the system? In the latter case, which criteria apply? 25
    • info@sofos.nl - www.sofos.nl5. PROCESSESHow? (2/4) Set the completeness criteria for every resource and activity The criteria for setting the completeness of a forum contribution in an automatic way. Other activities come with other criteria. For resources the only criteria is to have opened the resource only for display. 26
    • info@sofos.nl - www.sofos.nl 5. PROCESSESOverview of the automatic completeness criteria as available for the various activities and resourcesType Name Completed?Activity Assignment advanced viewed and being rated (before possible deadline)Activity Assignment offline viewed and being rated (before possible deadline)Activity Assignment online viewed and being rated (before possible deadline)Activity Assignment single upload viewed and being rated (before possible deadline)Activity Chat viewed (before possible deadline)Activity Choice viewed and/or submitted (before eventual deadline)Activity Database viewed and/or rated (before eventual deadline)Activity Feedback form viewed and/or submitted (before eventual deadline)Activity Forum viewed, being rated, n times new discussion or reaction, n times new discussion only, n times reaction only (before potential deadline)Activity Glossary viewed, being rated, n times new entry (before possible deadline)Activity Journal rated (before eventual deadline)Activity Lesson viewed and/or rated (before eventual deadline)Activity Quiz viewed and being rated (before possible deadline)Activity Scorm viewed and/or rated (before eventual deadline)Activity Survey viewed (before possible deadline)Activity Wiki viewed (before possible deadline)Activity Workshop viewed, being rated, n times new entry (before possible deadline)Resource all viewed (before possible deadline) 27
    • info@sofos.nl - www.sofos.nl5. PROCESSESHow? (3/4) For each activity or resource: set its restricted access conditions (for the participants) Implementation (see picture): a. Set via visible/hidden (eye icon) b. Set grouping c. Set group modus d. Set conditions on ratings and completionNote that only the conditionslabeled “d” are really individuallyand automatically set. 28
    • info@sofos.nl - www.sofos.nl5. PROCESSESHow? (4/4) For each activity or resource: set its restricted access conditions (for the participants) 29
    • info@sofos.nl - www.sofos.nl6. COLLABORATIVE EXERCISES 30
    • info@sofos.nl - www.sofos.nl6. COLLABORATIVE EXERCISES Focus on collaborative learning Source: ISAGA Dharadam game- session 31
    • info@sofos.nl - www.sofos.nl6. COLLABORATIVE EXERCISESWhat?1. Participants will work in groups; each group represents a certain role.2. The role play passes various phases; the facilitator (teacher) determines the moment a new phase may start (and which one). Planning board that may serve as basis for a role play: the rows are roles, the columns are phases.3. In each phase, each role will have access to role and phase specific resources and activities. 32
    • info@sofos.nl - www.sofos.nl6. COLLABORATIVE EXERCISESHow?1. Use groupings to indicate the different phases.2. Use opening a certain web page to let a participant select a role.3. Be sure that all roles and activities:  Only are available in a specific phase Part of a course page as the teacher will see it. The participants only  Only are available for see the resources/activities for the current phase, i.e. as far as they a specific role, i.e. regard their selected role. available as a certain role definition web page has been opened before. 33
    • info@sofos.nl - www.sofos.nl7. CONCLUSION 34
    • info@sofos.nl - www.sofos.nl7. CONCLUSION Conclusions  Groupings can be used creatively (sub-groups according to various criteria, level groups, phases/stages/steps-of-play.  Restricted access offers new and extended options, but also new challenges:  Less is more.  Structured learning paths, no spaghetti.  Wish list  Logical constructions “NOT” and “OR” (and brackets) for restricted access (now only “AND” is supported).  Iteration of activities (including automatic reset of “completed”); now only concatenation, selection and parallel are supported.  Migrations between individual level and group level and vice versa; populating groups via individual choice.  Variables to be set, changed, displayed and used in conditions (now, the only way is working via the grade book which is very clumsy). Recommendation  Study well-known offline collaborative exercises and analyze whether they can be supported by Moodle or not. Follow-up 35
    • info@sofos.nl - www.sofos.nlTHANK YOU! Pieter van der Hijden MSc Sofos Consultancy, Amsterdam, The Netherlands www.sofos.nl – pvdh@sofos.nl 36