#mutatemdl
Soozie Bea
KISS
Keep It Simple (for) Students
“Tools should never get in the
way of the Learning;
make the technology
assi...
Preparation for the post-industrial world
Why Mutate?
#mutatemdl
#mutatemdl
Perpetual Beta
“the ability to learn is the only
lasting competitive advantage
for any organization” -- Jarche
...
Evolving
Education
Technology
Supports
Mutating
Moodle
Explore ways of
using Moodle
using a
Relational
Education
structure...
#mutatemdl#mutatemdl
#mutatemdl
Universal Design
for Learning
Constructivism
Relational
Education
Teacher
provides
• Content
• Learning Tasks
•...
Intellectual
Personal
Socio-
emotional
Three Basic
Competencies
#mutatemdl
Reflect on a
new unit of
study
Investigation
of new
information
Interpretation
and
internalisation
Relating the
study
Auto...
#mutatemdl
#mutatemdl
Learning Plans
Parent
Interview Form
Student
Interview Form
Previous
School Records
Entrance
Assessment &
Grade...
#mutatemdl
Research & documentation
Summarising &
Notetaking
Cooperative
learning
Generating &
testing
hypotheses
Cues, qu...
#mutatemdl
Portfolios Community/Vocational
AcademicPersonal
#mutatemdl
Student-Educator Interactions
#mutatemdl
Feedback
Assessment
Criteria
Quality
Reach Effort
Conduct
#mutatemdl
Parent participation
Technology
Platform
Supports
preparation of
Learning Plans
Monitors
research &
documentation
Retains
portfolios
Facilitate...
#mutatemdl
#mutatemdl
Moodle+ as Tech Supports
Supports
preparation of
Learning Plans
• MOODLE
• Feedback
• Wiki
• Database
Monitors
...
#mutatemdl
Moodle+ as Tech Supports
Facilitates student-
educator interaction
• MOODLE
• Forums
• Messaging
• Chat
Systema...
TASK ONE
List tools & activities for your
methodology step
TASK TWO
Select tools & activities that can
be reused across wh...
References
Alan Toffler quote from
http://www.brainpickings.org/index.php/2012/06/29/alvin-toffler-
powershift/
Jarche’s P...
Moodleposium13 -  Mutate Your Moodle with FRE
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Moodleposium13 - Mutate Your Moodle with FRE

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Presentation and workshop discussion slides used at Moodleposium 2013 at Australian National University, Canberra.

Mutate Your Moodle - using combinations of Moodle Tools, Add-ons, etc to make it work for a different pedagogical model

FRE - Fontan Relational Education is a Connectivist system grown in Columbia primarily for K-12, works very for disadvantaged (socio-economic, learning difficulties, physical disabilities, etc).

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  • Kid-Learning for AdultsEx-Tertiary School of EdEx-L&D MgrSTILL consultant & trainer – networking mutantADHD (Squirrel-brained)Possible mild AspergersMORE PEOPLE LIKE ME COMING!
  • Alvin Toffler is an American writer and futurist, known for his works discussing:the digital revolution, communication revolution andtechnological singularity.FUTURE SHOCK -- POWER SHIFT -- THIRD WAVEIn this post-industrial society, there is a wide diversity of lifestylesAdhocracies (fluid organizations) adapt quickly to changes. Information becomes the main material for workers (cognitarians), who are loosely affiliated. Mass customization & just-in-time production).
  • Adhocracies… to Jarche’sPerpetual Betadescribed as “a keen subversive of the last century’s management and education models”Distills complexity theory into practical advice.Collaborative WorkPersonal Knowledge ManagementSocial LearningCommunities of PracticeConnected leadershipEnterprise Social Tools
  • Evolving EducationKeeping the good, taking hold of the betterTechnological SupportsWhat does FRE require of technologyMutating Moodleincluding. exciting workshop bits!
  • Universal Design for LearningTeacher providesMultiple means of representation (CONTENT)Multiple means of Action & Expression (ASSESSMENT)Multiple means of Engagement (INTEREST)CAST -- Meyer -- RoseGrant Wiggins’ Understanding by Design – best of UDL(backwards design)ConstructivismTeacher providesInstructionFacilitationGuidance & supportStudents provideAutonomy in learningSkill & Knowledge base/backgroundSocial interaction – peer collaborationDewey -- Vygotsky -- MontassoriRelational EducationTeacher providesACADEMICClues to assist in student exploration LEARNING MGMTGuide organization of informationGuide development of activities to highlight student achievementGuidance, support and advicePromote and enable good work and study habitsStudent Provides:Intellectual competenciesPersonal competenciesSocio-emotional Competenciesexcellence in every unit of study they learnFontan-- Otero -- TaosFONTAN RELATIONAL EDUCATIONThe Fontan Relational Education is called “Relational”because the students not only need to be able to handle the subjects academicallybut also how it relates to what they already know AND how it relates to real-life situations/workplacesThe model customizes learning paths for different learners at an individual unique learning rhythm based on students’ abilities and interests. Experience validates that Fontan Relational Education works equally well with students with disabilities (learning, intellectual, physical), allowing them to perform as any student.
  • THREE BASIC COMPETENCIESDealing with the student as a whole person – not just ACADEMICS1. Intellectual CompetenciesThe students’ abilities, interests, expectations, learning styles, and their cognitive processes, determine their learning activities. By using their natural learning abilities and following a normal process to develop their autonomy, students acquire the necessary content from each subject. Together with their Educator, students discuss learning tasks, seek out information and are encouraged to further their knowledge through inquiry-based learningStudents work with the material until a level of excellence has been achieved, allowing them to continue on to the next unit of study, or theme. 2. Personal CompetenciesTogether with their Educators, students learn to make decisions and accept the consequences of their decisions. This makes them responsible and capable of evolving as they decide how to build their daily, weekly and monthly learning activities. This corresponds to their personal goals, while collaborating with their educators on dates to submit projects and determine the completion of the course. During this process, students develop autonomy while developing organizational skills.   3. Socio-emotional CompetenciesThe workshop(opposed to ‘classroom’is the environment in which students do their work. They set goals, assume complementary roles, evaluate their learning process and transform their learning environment together with their educators. Students learn to collaborate, develop leadership skills and solidarity. They are recognized for their strengths; and learn to be committed to their community. Students discover their limits, allowing them to develop the reality principle while increasing their self-esteem. By projecting themselves in time and adding value and meaning to their work, students discover the importance and the meaning of their own life. Students’ belief in innovation and productivity, which have a direct impact on the economic and the social growth of their community, begins here.  
  • PROMOTING AUTONOMY AND THE LEARNING METHODOLOGY 1. Reflect on a new unit of study In order to achieve the objective in this stage, the following activities are necessary: => Relating prior knowledge to current unit of study;=> Responding to a contextualized question given by the Educator; and,=> Hypothesize what will learn and achieve in the unit of study. 2. Investigation of new informationinvestigation through information sources including visual (books, reports, e.g.), audio, audiovisual (videos, e.g.), dialogue, interviews, direct meetings. Learning products produced depend on student ability to synthesize information, and their appearances can vary although clear evidence must exist that the student understands the unit of study. Investigation of the new information leads to the development of a knowledge base, which becomes apparent through analysis that the student is required to complete.  Student may submit their work in forms such as PowerPoint presentations, videos, conceptual maps, and essays, among others. The presentation of the knowledge acquired in a unit of study must also demonstrate that they are capable of researching and organizing information clearly. A reference list must be presented as part of the learning product. 3. Interpretation & internatisationThis stage represents the central moment of the learning process because the student is required to apply what knowledge they have acquired so far to new applications within the unit of study. In this stage, the student’s capacity to transform and/or improve the knowledge detected in the first stage is active. This stage also includes a planned activity given by the Educator.  Examples include:=> Exercises and problems (mathematics);=> Laboratory report (science); and,=> Essay (social studies). FontanRelational Education principles dictate that assignments can be modified based on a student’s needs, interests, and learning styles and, therefore, the supplementary activity may follow this rubric for customization and individualization.4. Relating the Studythe student is required to apply what they have learned and relate what they have learned to some aspect of “reality.”In this stage, students are required to complete a self-evaluation of the learning process for the unit of study. In the self-evaluation, the student is required to take a critical view of the learning accomplished and, realize what s/he has learned thus far, and see how much learning is necessary to complete the process. Simultaneously, the student will see how his/her original hypotheses of the unit of study have been modified, validated, or rejected through the learning process.The final work that the student presents to the Educator in this stage is the result of the entire learning process and includes the following: => Application of the concepts in everyday or hypothetical contexts.=> Self-evaluation.NEXT WE WILL LOOK AT PROCESSES THAT NEED TECHNOLOGY
  • What are the process that technology can assist with?
  • The Student Learning Plan is designed for each student upon enrollment in the school, or when they change grades. It is a general overview of the activities to be carried out in order to achieve learning objectives, which also responds to each student’s socio-emotional and academic needs. The diagram shows what information is taken into consideration by the Educator while assisting the Student to craft their Learning PlanI’ve added Curriculum– as excited as I am about Relational Education, we still have a Curriculum framework we have to work within.
  • Some of these skills are taught in auxiliary classes at Universities – but are more then appropriate and useful for all people, and can be taught much earlier. These bring learning closer to the Scientific Method of Exploration AND adding in the networking and social skills required for the new eraLooking at these, you can see how helpful it would be for those with Learning or Social Difficulties to be supported and taught.
  • How young?How about 3?
  • These do not necessarily have to be ePortfolios!These are repositories and sorting mechanisms and relationships – they might be a single tool, they might be multiple toolsWhen looking at a technology platform, you want something that can gather in evidences from diverse toolsPERSONAL REALM. I like Roller Derby – that isn’t Community/Vocational, its not Academic… but knowing that might lead to a physical exercise I enjoy, or a discussion on gender issues in sportsIt is still valid for me as a whole person – and it can ‘leak’ into the other arenas.
  • You want to know what 1 to 1 teaching is – look at the Apple Genius Bar.Its when you need a question answeredIts when you are gathering info and need clarificationIts when you are unsure Its then when you need it!As well as helping work out the Learning Contracts and Assessing Projects – its is timely and there to get you to a point where you are more independent
  • Assessment CriteriaQuality – quality of the work producedReach – mastery of the topicEffort – personal effort involvedConduct – dependency thru to autonomyInterim Reports & Biweekly AssessmentsStrengthsWeaknessesReading levelSkill abilitiesQuarterly ConferencesDiscussion on performance and issues between parents, students and educators
  • Family is within the ‘school community’Assist in the education of their childQuarterly conferences student-educator-parentReview feedbackInput in the development of learning plansHelp discover student’s potential
  • These six processes can be supported and enhanced by the Technology PlatformNow – we’ll dive into Mutating Your Moodle – and using additional tools to feed into Moodle as a platform for this style of learning
  • Teams of 4-5Preferably outside of your normal group (find strangers!)Will take up to an hour
  • Transcript of "Moodleposium13 - Mutate Your Moodle with FRE"

    1. 1. #mutatemdl
    2. 2. Soozie Bea KISS Keep It Simple (for) Students “Tools should never get in the way of the Learning; make the technology assist.” #mutatemdl
    3. 3. Preparation for the post-industrial world Why Mutate? #mutatemdl
    4. 4. #mutatemdl Perpetual Beta “the ability to learn is the only lasting competitive advantage for any organization” -- Jarche #mutatemdl
    5. 5. Evolving Education Technology Supports Mutating Moodle Explore ways of using Moodle using a Relational Education structure #mutatemdl
    6. 6. #mutatemdl#mutatemdl
    7. 7. #mutatemdl Universal Design for Learning Constructivism Relational Education Teacher provides • Content • Learning Tasks • Assessments • Schedule • Content • Learning Tasks • Facilitation • Assessments • Schedule • Supports Learning & Org Skills • Objectives Student provides • Attendance • Homework, projects & tests • Fulfill tasks • Content • Learning Tasks • Assessments • Schedule Names • CAST • Meyer • Rose • Dewey • Vygotsky • Montassori • Fontan • Otero • Taos
    8. 8. Intellectual Personal Socio- emotional Three Basic Competencies #mutatemdl
    9. 9. Reflect on a new unit of study Investigation of new information Interpretation and internalisation Relating the study Autonomy&LearningMethodology #mutatemdl
    10. 10. #mutatemdl
    11. 11. #mutatemdl Learning Plans Parent Interview Form Student Interview Form Previous School Records Entrance Assessment & Grade Assessments Monitoring Information Australian Curriculum standards #mutatemdl
    12. 12. #mutatemdl Research & documentation Summarising & Notetaking Cooperative learning Generating & testing hypotheses Cues, questions & relationships Non-linguistic representations Advance organisers
    13. 13. #mutatemdl Portfolios Community/Vocational AcademicPersonal
    14. 14. #mutatemdl Student-Educator Interactions
    15. 15. #mutatemdl Feedback Assessment Criteria Quality Reach Effort Conduct
    16. 16. #mutatemdl Parent participation
    17. 17. Technology Platform Supports preparation of Learning Plans Monitors research & documentation Retains portfolios Facilitates student- educator interaction Systematic feedback Parental participation & performance tracking #mutatemdl
    18. 18. #mutatemdl
    19. 19. #mutatemdl Moodle+ as Tech Supports Supports preparation of Learning Plans • MOODLE • Feedback • Wiki • Database Monitors research & documentation • Workshop! Retains portfolios • ePortfolio (such as Mahara) Moodle can’t do this alone!
    20. 20. #mutatemdl Moodle+ as Tech Supports Facilitates student- educator interaction • MOODLE • Forums • Messaging • Chat Systematic feedback • MOODLE • Grades • Scales • Outcomes • Add-on “Multi Course Grader” Parental participation & performance tracking • MOODLE • Parental Role • Choice or Add-on for Appointments • Feedback
    21. 21. TASK ONE List tools & activities for your methodology step TASK TWO Select tools & activities that can be reused across whole cycle TASK THREE Critique the tools & activities based on science & humanities TASK FOUR Select the team’s top three tools & activities, why? – prepare to share! Workshop! Reflect on a new unit of study Investigation of new information Interpretation and internalisation Relating the study #mutatemdl
    22. 22. References Alan Toffler quote from http://www.brainpickings.org/index.php/2012/06/29/alvin-toffler- powershift/ Jarche’s Perpetual Beta pic, quote & diagram from http://www.jarche.com/ Occam’s Razor from http://image.spreadshirt.com/image- server/v1/compositions/19124920/views/1,width=280,height=280,a ppearanceId=63.png/occam-s-razor_design.png Right Brain-Left Brain from http://philmckinney.com/wp/wp- content/uploads/2012/03/HiRes.jpg One to One from http://images.apple.com/retail/learn/one-to- one/images/learn_2x.jpg Lakes’ Organic Approach from http://cdn.fairfaxregional.com.au/silverstone-feed-data/bc3d66bd- b9b5-4f1c-8c8d-d96d2654c2d8.jpg • Links and annotations available from PearlTrees: http://pear.ly/cm7Ab

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