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Moodle In A TAFE Classroom
 

Moodle In A TAFE Classroom

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strategic overview of Moodle in a tafe classroom

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    Moodle In A TAFE Classroom Moodle In A TAFE Classroom Presentation Transcript

    • IN A TAFE CLASSROOM
      Presenter: Tony Whittingham
    • 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
    • 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
    • Knowledge of
      MOODLE as a force for change
      in a TAFE
      classroom
    • 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”
    • Introducing ……MOODLE
      MOODLE is an alternative to proprietary commercial learning management systems, and is distributed free under open source licensing.
    • Learning Management System Feasibility Study
      Part II of the Open Source Collaborative Moodle Assessment ReportAugust 23, 2010 the North Carolina Community College System
      2009
    • Introducing ……MOODLE
      An organisation has complete access to the source code and can make changes if needed.
    • Introducing ……MOODLE
      MOODLE’s modular design makes it easy to create new courses, adding content that will engage learners.
    • 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.
    • 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
    • How can we evaluate the Strengths, Weaknesses, Opportunities and Threats
      for TAFE’s use of MOODLE?
      Who?
      How?
      When?
    • Describe role of a
      Learning
      Management
      System
      (LMS)
    • 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
    • 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
    • Should there be a POLICY for MOODLE’s statewide use in TAFE?
      Who?
      How?
      When?
    • Knowledge of
      potential and
      limitations of
      MOODLE
    • MOODLE Course Tour
      Student Management
    • MOODLE Course Tour
      Teacher Management
    • ONLINE COURSE DELIVERY – TIME ESTIMATE
      Total time estimate for one subject for one term
      54.5 hrs – approx. 6hrs per week
    • How can we promote MOODLE’s use in TAFE?
      Who?
      How?
      When?
    • Apply instructional
      design to
      MOODLE
      course
      design
    • Instructional Design In MOODLE Courses
      Quality of learning materials
      Consistency of the learner interface
      Reusability of learning resources
    • Instructional Design In MOODLE Courses
      ATTENTION
      MOODLE Topic
      ARCS Instructional
      Design Model
      RELEVANCE
      CONFIDENCE
      SATISFACTION
    • 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
    • “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
    • How can we ensure consistency in TAFE’s MOODLE courses?
      Who?
      How?
      When?
    • Assess the
      value oflearning
      objects for
      MOODLE
    • 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.
    • WHAT IS A eLEARNING OBJECT
      True learning objects include learning objectives and outcomes, assessments, and other instructional components.
    • 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.
    • 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
    • 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.
    • MOODLELearning Object?
      Element s
      Learning
      resources
      Assessmentactivities
    • Who?
      How?
      When?
      What should be our next steps?