Moodle In A TAFE Classroom

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strategic overview of Moodle in a tafe classroom

strategic overview of Moodle in a tafe classroom

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  • 1. IN A TAFE CLASSROOM
    Presenter: Tony Whittingham
  • 2. Who is the Workshop’s facilitator ?
    Tony Whittinghamtonytheteacher@gmail.com
    PRE TAFEPhotogrammetrist
    Satellites
    Mapping
    TAFE
    Teacher Civil Eng.
    ComputerTraining
    State Manager
    Director
    POST TAFE
    UTS eLearning
    Saikore Wikis
    Digital Media Workshops
    Part time Randwick
  • 3. Session Outcomes
    Knowledge of MOODLE as a force for change in a TAFE classroom
    Describe role of a Learning Management System (LMS)
    Knowledge of potential and limitations of MOODLE
    Apply instructional design to MOODLE course design
    Assess the value of learning objects for MOODLE
  • 4. Knowledge of
    MOODLE as a force for change
    in a TAFE
    classroom
  • 5.
  • 6. Registered Sites
    “Moodle usage continues to grow at an amazing rate, with over 52 thousand registered Moodle sites and over 950 thousand registered users on moodle.org”
  • 7. Introducing ……MOODLE
    MOODLE is an alternative to proprietary commercial learning management systems, and is distributed free under open source licensing.
  • 8. Learning Management System Feasibility Study
    Part II of the Open Source Collaborative Moodle Assessment ReportAugust 23, 2010 the North Carolina Community College System
    2009
  • 9. Introducing ……MOODLE
    An organisation has complete access to the source code and can make changes if needed.
  • 10. Introducing ……MOODLE
    MOODLE’s modular design makes it easy to create new courses, adding content that will engage learners.
  • 11. Moodle can be installed on any computer that can run PHP, and can support an SQL type database (for example MySQL). It can be run on Windows and Mac operating systems and many flavors of linux.
  • 12.
  • 13. The Five Forces That Shape A TAFE MOODLE Strategy
    Threat from
    new providers
    Changing work environment
    Use of technology
    by schools
    Threat of
    new products or services
    Adapted
  • 14. How can we evaluate the Strengths, Weaknesses, Opportunities and Threats
    for TAFE’s use of MOODLE?
    Who?
    How?
    When?
  • 15. Describe role of a
    Learning
    Management
    System
    (LMS)
  • 16. Learning Management System VERSUS Knowledge Management System
    LEARNING MANAGEMENT SYSTEMSystem for the administration, documentation, tracking,
    and reporting of training programs
    KNOWLEDGE MANAGEMENT SYSTEMSystem for organising and facilitating collaborative creation of documents and other content
  • 17. MOODLE LMS In A TAFE Classroom
    Problems / Newsletters
    TEACHERS
    STUDENTS
    CLASSROOMOnline and/or
    Face to face
    Login?
    Create
    L M S
    Subject?
    Enrolment key?
    M a n a g e
    CLAMS
    Group A
    Group B
    Resources
    and activities
    Gradebook
    Course Topics
    Wiki Portfolio
    Upload
    Assessment
    projects
  • 18. Should there be a POLICY for MOODLE’s statewide use in TAFE?
    Who?
    How?
    When?
  • 19. Knowledge of
    potential and
    limitations of
    MOODLE
  • 20. MOODLE Course Tour
    Student Management
  • 21. MOODLE Course Tour
    Teacher Management
  • 22. ONLINE COURSE DELIVERY – TIME ESTIMATE
    Total time estimate for one subject for one term
    54.5 hrs – approx. 6hrs per week
  • 23. How can we promote MOODLE’s use in TAFE?
    Who?
    How?
    When?
  • 24. Apply instructional
    design to
    MOODLE
    course
    design
  • 25. Instructional Design In MOODLE Courses
    Quality of learning materials
    Consistency of the learner interface
    Reusability of learning resources
  • 26. Instructional Design In MOODLE Courses
    ATTENTION
    MOODLE Topic
    ARCS Instructional
    Design Model
    RELEVANCE
    CONFIDENCE
    SATISFACTION
  • 27.
  • 28. From the management point of view it’s critical to establish common guidelines and approaches for all the online classes.
    You don’t want each instructor delivering in a totally different way when each class is part of a curriculum.
    Consistency can appear boring to the designers but is critical for the
    student. — 164
  • 29. “Students at Cambridge don’t want to have to worry about different interfaces and have spontaneously asked for greater consistency between courses”. Cambridge University, Sakai Workshop, May 2009
  • 30. How can we ensure consistency in TAFE’s MOODLE courses?
    Who?
    How?
    When?
  • 31. Assess the
    value oflearning
    objects for
    MOODLE
  • 32. WHY USE Elearning OBJECTS?
    The purpose of learning objects is:
    “to increase the effectiveness of learning by:
    making content more readily available,
    reducing the cost and effort to produce quality content,
    allowing content to be more easily shared.
  • 33. WHAT IS A eLEARNING OBJECT
    True learning objects include learning objectives and outcomes, assessments, and other instructional components.
  • 34. Cisco’s Reusable Learning Object (1997)
    Cisco Systems used learning objects to transfer its instructor-led Career Certification courses into an e-learning format to better streamline lessons, allow thousands of employees to learn at their own pace, and arm its closest learning partners with reusable learning objects they could repurpose into customized course offerings.
  • 35. GRANULARITY
    Granularity refers to how rigorously we choose to break down and store our learning objects.
    MOODLELearning Object?
    Instruction’s
    characteristics
    Competency
    Unit
    Elements of
    Competency
    Performance
    criteria
    Element s
    Learning
    resources
    Objective
    Structured knowledge
    Assessment
    Assessmentactivities
    Assessment
    Information
  • 36. Learning Object Granularity
    One of the greatest barriers to the adoption of learning object initiatives is the inability of the participating institutions to agree on what constitutes a learning object.Educause, Learning Objects in Higher Education, 2002
    The unit of a learning object can be a course, a subject, a module, a section, or a raw object.
    Generally a finer level of granularity will promote reusability, by allowing for use in multiple contexts.
  • 37. MOODLELearning Object?
    Element s
    Learning
    resources
    Assessmentactivities
  • 38. Who?
    How?
    When?
    What should be our next steps?