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

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