Your SlideShare is downloading. ×
A focus on the L in MoodLeStructuring content for learning
Upcoming SlideShare
Loading in...5

Thanks for flagging this SlideShare!

Oops! An error has occurred.

Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

A focus on the L in MoodLe Structuring content for learning


Published on

A focus on the L in MoodLe Structuring content for learning …

A focus on the L in MoodLe Structuring content for learning


Published in: Education, Technology

  • Be the first to comment

  • Be the first to like this

No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

No notes for slide


  • 1. A focus on the L in MoodLeStructuring content for learningBecky Barrington@bbarrington
  • 2. Doesthislookfamiliar?
  • 3. Moodle can do SO much more!Upload filesAssignmentsLessonsFeedback andsurveysForumsQuizWorkshop URLs /weblinksGlossariesPagesBooksWikisGradesActivity and coursecompletionConditionalactivities
  • 4. Moodle and Social ConstructivismSharing information•Files, forums, databases, lessons, weblinks, blogs•Students should share information to ‘construct’ knowledge ratherthan just access filesCollaboration and shared development of content•Forums, wikis, chatrooms, workshops, glossariesAdapting to individuals needs•Easy for teacher to add extra information•Set up conditions to release content based on studentindividual progress
  • 5. It’s not just content• MOOCs are one of the current ‘hot topics’;• A MOOC is not just content: It is online,distance learning;Structure is key
  • 6. Structuring Learning
  • 7. Introduction and outcomes of unit• May only be a little information but it sets thescene– Section description– Labels– Pages– Audio files and video trailers
  • 8. Initial / diagnostic assessment tosignpost to activities• For online courses with differentiation built in, ordifferent levels of achievement, this is important• Could be a simple quiz or lesson• Could be a whole section of activities– Conditional activities to make it games based– Release content of course based on outcome
  • 9. Learning Content• Core content– Range of information– Guided learning activities– Interaction and collaboration to ensure learning andengagementThis is an area that should be‘designed’ to be beneficial.
  • 10. Learning Content• In the classroom:– The teacher can control the pace of thelearning content based on studentunderstanding;– A teacher can use body language to checkunderstanding;– Ask questions at pertinent times;– Adapt the content as required.
  • 11. Learning Content• In Moodle:– Content is delivered for students to complete attheir own pace;– Ideally needs to build in questions and adapt tounderstanding.Great Moodle tools for this:– Lessons: Provides content, adapts toinput.– Books and glossaries also provide interactive and / ormedia rich content
  • 12. DevelopingUnderstanding
  • 13. LearningbyDoing
  • 14. Checking Understanding• Check learning and understanding– Quizzes (release further content based on results)– Glossaries– Forum– Wikis– Reflective journals– Guided learning activities (such as webquests)– Mahara• Opportunities to apply skills• Collaboration activities work well here
  • 15. Learning ContentChecking Understanding
  • 16. Assessment & Achievement• Formative or summative assessment• Teacher graded, self-assessment or peerassessment– Assignments– Quizzes– Lessons (model answers for self-assessment)– Workshop– Wikis– Forums– Certificates and badges for recognition
  • 17. CheckingLearningAlso important for students to be able tocheck progress
  • 18. Checking Progress
  • 19. Reflection and TargetSetting• Enabling students to identify their own progressand improve themselves.– Blogs– Assignments for personal reflection– Forums for collaborative reflection– Feedback surveys– Checklists
  • 20. Application followingcollaboration and reflection
  • 21. Turning content into astructureQuick activity: Put the Moodle activities into anorder that could support learningPageLessonQuizURL /WeblinkForumAssignment
  • 22. Also need to consider• Think about:– Course layout and labels as sub-headings;– Guidance on use;– Tracking so that students know where they areand where they are going;– Communication to get support when required.
  • 23. Not too distant…Other considerations fordistance learners•Friendly face•Communication•Encourage studentcommunication andcollaboration
  • 24. Distance vs BlendedLearning• Works distance learning and would certainlyhelp for blended learning.• However, how many teachers will develop thatmuch content when they are also teaching faceto face?What value does this have in a blendedlearning situation?
  • 25. And how do we go fromthis…tothis?
  • 26. Step 1• Ask teachers to add their resources for delivery onto Moodle.• List in the order they will be used.• Present FROM Moodle.Benefits• Links the taught course to the Moodle course.• Students see the structure from the lesson and can easilyrefer back to it.• Teachers start to think about how the structure they apply tothe classroom can help in Moodle.
  • 27. Step 2• Instead of making PowerPoints for the session,create books.• Selling point: Easier to update and edit.• Present straight from Moodle.• Can easily integrate media.From here we can start to utilise and ‘sell’ other features ofMoodle to support the learningFor example….
  • 28. Glossaries• By adding a glossary, any terminology listed willauto-link into the book (and pages etc)enabling students to develop understandingwhen the teacher is unavailable.• Creating the glossary takes time, why not askyour students to create it….
  • 29. Group Work activities• Instead of group creating a PowerPoint, create awiki.• Recording group work discussions - have aforum. Send students other places to collectinformation and collate centrally on the forum.
  • 30. Course tracker• Ditch the spreadsheet - put onto Moodle!– Keeps all in one place.– Student know what to do next.– All grades stored in gradebook and can beexported.– And / or use course completion for a simplertracking interface for teachers and students.
  • 31. Develop Over Time• Always sell the benefits before the function• If you are lucky to have a support team, get themto do as much as possible:– Let the teachers be the experts in their field;– Let support staff be the experts in theirs.
  • 32. Develop a Bit a TimeMOOCs may not be your goal……but how about the flipped classroom?•We can apply the same concepts to aspecific piece of work or topic.•Similarly with homework activities.
  • 33. Anyquestions?Becky Barrington@bbarrington
  • 34. Moodle• A title for a system that can be used to store content and has awide range of features to support learning (noun)• “To dawdle aimlessly, to idle time away; the process of lazilymeandering through something, doing things as it occurs; anenjoyable tinkering that may lead toinsight and creativity” (verb)• To Moodle = to learn