Ireland and UK Moodlemoot 2012 abstracts

Draft Programme for the
Ireland & UK Moodlemoot 2012 - Dublin

Register - http://moodlemoot.ie/register

Contact - gavin@moodlemoot.ie

April 2
Pre-Conference Training Workshops
Something Fun.. To be decided
April 3
Opening
Keynotes
Presentations & Hands-on Workshops
Pecha Kucha
Gala Dinner
April 4
Opening Panel
Keynote
Presentations & Hands-on Workshops
Closing Panel

Online Registration
If you have not yet registered you can still register and pay online on our site ->
https://www.eventelephant.com/irelandukmoodlemoot

Invoice Registration
We accept purchase order/invoice registration as long as payment is cleared before the
event. You must email info@moodlemoot.ie with the following details:

 The Name & Emails of all those who will attend and whether they are there for the
2 or 3 days, and whether they need a ticket for the dinner or not.
 The Name and Address to go on the invoice (also email address to send it to)
 The VAT Number of the organisation if applicable
 The Purchase Order number (if applicable).

** Please note, that tickets are reserved when invoiced, but are only confirmed upon the receipt of
payment.

 About 2 weeks before the Moot all registered
attendees will be added to a Moodle 2 site.
 They will be able to select which pre-
conference workshops they want to attend.
 They will also be able to select their session
preference when the final programme is
announced close to the date.

 This book of abstracts / overviews on
presentations is a draft programme as it
includes all of the accepted presentations.
 The full details of the training workshops and
hands-on sessions will be published separately.
 The finalised programme will released either
 A) when all the presenters are fully booked and
confirmed attending
 B) 1 week before the event

These are the accepted presentations for April 3rd & 4th

This presentation presents the findings of a mini case study conducted in an English
Language Preparatory Programme at a private English-medium university in Turkey.
Although the university encourages the use of instructional technology and Moodle has
been used since 2007, efforts are underway to find ways to make more effective use of
Moodle in order to motivate students and improve their learning.

For that reason, I decided to carry out a small-scale study of English language students’
perceptions of the use of Moodle in a pre-sessional English language course. I designed
a class-specific Moodle page which incorporated different specially-designed activities
via Moodle, and collected data from 20 students (?) by using questionnaires and
interviews over a period of 8 weeks. Analysis of the results clearly shows that students
found the use of Moodle both motivating and useful.

In this presentation, I firstly give some brief background to the study and share some
examples of the different Moodle activities I used. Secondly I explain my research
design and data collection methods. Thirdly I present and discuss the results of the
study. Finally I outline the main implications of the study and suggest ways of
integrating Moodle-based activities into instruction.

Having had upgraded a number and variety of different clients from Moodle v1.9 to
Moodle v2.x, the Catalyst IT Europe team have learnt a few lessons along the way.

This *mostly* non-technical presentation will cover some of the gotchas (and suggested
solutions) to the upgrade process in the hopes of helping other organisations set
realistic timeframes, budget and resources to the upgrade process.

Soundcloud is an online audio distribution platform which allows for collaboration,
promotion and distribution of audio material.

This short presentation will demonstrate - live - how to merge Moodle and Soundcloud.

We will show you how to:
 Record audio with a phone/device and upload to Soundcloud
 Make timed comments and notes on the audio
 Share and distribute the recording
 Embed into Moodle
 Create a 'Set' of audio materials
 Use Soundcloud for academic purposes

The demonstration will show how to work with Soundcloud, embed into Moodle and
how Access to Music have used Soundcloud for assessment and commentary

This presentation will focus on the new IMS LTI features of Moodle2.

The presentation will introduce IMS LTI, the background of the standard and what the
practical aspects for using it are.

I will then use a few examples of LTI tools that are readily available, and then
demonstrate some of the use cases which enable cross-institutional cooperation and
collaboration easily, be it Moodle -> Moodle, Moodle -> Sakai, or Moodle ->
Blackboard.

I will finish up with a few example use cases of where this is leading the education and
training sectors.

This will be a combined presentation and practical session.

I would like to present an update on how City University has implemented its Strategic
Learning Environment with Moodle at the centre and discuss how we are hoping to
win hearts and minds for a successful move to Moodle2 in 2013.

I'll be touching on the use of analytics, academic engagement, horizon scanning and
integration.

I will also talk about my personal journey from research scientist to change manager
with the usual references to Machiavelli along the way!

This will be a stand-up with slides but I hope to involve the audience in a Q&A session.

This abstract focuses on methods currently being used to consistently engage academics in
the School of Health Sciences at City University London with Moodle. It looks at how a
bespoke solution to explore data from Moodle was developed to better understand how the
school was using it.

In September 2011 we moved all of our courses to Moodle. The introduction of which
encouraged academics to explore the additional features that it offered. With Moodle now
rolled out there are concerns that development of courses within the VLE becomes stagnant
such that such that people don’t utilise the additional opportunities to enhance teaching and
learning. One way to prevent this and incorporate best practice into modules has been to
introduce a set of minimum standards. Other methods have been to produce case studies and
deliver a set of advanced training sessions to keep use of this technology on the radar.
To help gain a better understanding of courses and what features were being utilised a
bespoke dashboard was created. This involved extracting data from the Moodle database and
developing a filterable and searchable interface (using semantic concepts) adding graphical
representation (using Google api) is currently being explored.

Using this dashboard helped to identify innovative practice and some examples will be
highlighted. This dashboard also provided the opportunity to help to identify courses that
did not reach the minimum standards set, feeding into a training strategy.

Southampton Solent University successfully bid for funding under the Higher Education
Academy/JISC Open Educational Resources Programme Phase 3 to develop an OER package
for potential business students.

The focus of the project is to collate and produce an OER to enable 16-19 year olds, thinking
about their future, to move forward with confidence in to studying Business and
Management topics in Higher Education.

One of the challenges is to consider how best to develop the resources in such a way that they
could be easily distributed, re-purposed and re-edited for localised use in sixth form and FE
colleges.

The Moodle platform was chosen as it is widely used in the local FE sector and offers a toolset
that could allow granular distribution of the OER content to both Moodle and non-Moodle
platforms.

This presentation will describe and justify the choice of tools and file formats chosen, the
method of construction of the content with a view to distribution and issues that need to be
considered, including
compatibility and accessibility.

The project page can be found here (also a Moodle page) http://mycourse.solent.ac.uk/oer

The approach of a lean staff is perfect for reducing costs and the resources' diversity of
the offered courses. People who work in such an approach must be extremely flexible,
as they fill in the experts' spaces, slightly equalizing their knowledge. Referring here to
lean approach is to say that the one who possesses the content does not have the ability
of building an online course by himself, avoiding an author-editor approach.

In an environment where simplicity dominates, where the creation of sophisticated
learning objects is not viable, forms of cognition - such as icons, colours, whitespace,
delimiters and images - become key payers for the layout of a course made by a lean
staff.

The use of open source software was chosen for the development stage of the model of
the elaboration process of instruction's systems, once t adopts academic values of
freedom, such as: use, study, improvement and sharing of knowledge among its peers.

So, let's go now to the backstage of the creation process of a course by a lean team,
made for professional education of people who are digitally excluded - everything
made using open source software.

The University of Sussex, UK, has used Moodle - branded Study Direct - as its virtual
learning environment (VLE) since 2005. The proportion of modules running in Autumn Term
2011 that had a presence in Study Direct was 90% and the system is very popular with
students. The growth in Study Direct presents a real challenge about the most
effective way to support staff in developing their use of the VLE. A homogeneous approach
to support is not appropriate because academic Departments are at different stages of
development.

This presentation will examine the approach taken by the central support team at Sussex to
help Departments to extend their use of Study Direct in a direction aligned to their objectives.
The team has developed a model for working with Departments that involves:

 working closely with the Department’s academic leads;
 using VLE metrics to help evaluate how staff and students are using Study Direct;
 showcasing examples of VLE use that meet the teaching needs of the Department;
 personalised help and support for staff, based on their individual needs.

We will illustrate how this model was used with Department at Sussex
and assess the extent to which we feel it has been successful.

This presentation will provide an overview of the development of the course manager
module for Moodle.
Developed by Daniel McSweeney and Kyle Goslin from the Institute of Technology
Blanchardstown, the module aims to provide a course request management feature for
Moodle. The module enables administrators to create request forms specific to their
organisation and users needs.

The plugin allows administrators to
 Design and deploy course request forms with customisable data entry fields
 Approve course, deny and respond to requests with comments
 Allows Moodle users to see their request history
 Detect potential clashes between requests and existing Moodle courses
 Allow administrators to set email configuration options for communicating request
status
 Allow admin users to set naming conventions for courses created upon approval
 Allow admin users to set course attributes for created courses
The module is currently live on the Institutes Moodle server and has had a significant impact
on the workload of the Moodle administrator and the workflow for managing course
requests.
The ITB team would like to share their experiences in developing the module and the
problems it has helped them overcome in the day to day management of a Moodle server.
They hope to release the module in early 2012.

Community identity is at the heart of the GAA. Even before foundation in 1884 parish,
county and provincial boundaries, have defined tribal allegiances and informed a sense
of identity within communities. In essence these groups are Communities of Practice,
groups of people who share a concern and passion for something they do and learn
how to do it better as they interact regularly.

The GAA has just embarked on a pilot coaching programme that will be delivered
entirely online. Using the popular content management system, Drupal the association
has a public and private platform to share knowledge between members and potential
members of the association. Dependant on the member's role (e.g. coach, referee) an
authenticated user can seamlessly access (via single sign-on) the Moodle LMS platform
to undertake the formal coaching courses towards certification. The participant uses the
Mahara e-portfolio system to demonstrate their evidence to their peers and also to the
relevant certification body where applicable.

This platform allows the association to roll-out education and training programs and
share knowledge with the GAA Community Nationwide and with the broader GAA
community overseas.

DSpace is a widely used open source institutional repository technology that allows
institutions such as universities to share resources such as learning and research
resources.
The National Digital Learning Resources (NDLR) is a HEA funded service between
Irish Universities and the Institutes of Technology that uses DSpace to support
collaboration and sharing of high quality learning and teaching resources.

The NDLR has integrated Dspace with Moodle in two ways:
 allowing teachers to easily export learning material from Moodle to the NDLR
repository
 allowing teachers to easily find and integrate learning material from the NDLR
repository from within Moodle
In this presentation we outline the technical nature of this integration and show how
this integration is presented to the user through a live demo.
We will conclude the presentation by outlining how institutions can easily add NDLR
integration to their Moodle instances.

Moodle 2 enables new didactic applications like individual learning paths and online
collaborative exercises. Their effective implementation requires a top-down approach
from didactic goals to practical solutions. Monitoring and intervening the learning
processes becomes more important than before.
In Moodle 2, it is possible to define a condition that has to be met by a student before a
certain resource or activity will become visible to him/her. The completion status of
another activity might be such a condition. From a didactic point of view, a pre-set
sequence of activities or a list of options can be offered to the students. In earlier
versions already, students could be placed in groups and a range of activities could be
switched to group mode eventually.
Further, once a grouping (a set of groups) was defined, activities as well as resources
could be restricted to students from one grouping only. This enables creating more sets
of parallel groups, or using groupings for different maturity levels or for different
stages the students have to go through. The combination of groupings and conditional
activities, gives powerful means to implement online collaborative exercises. This will
be demonstrated, discussed and practised during the presentation.

At last year’s UK MoodleMoot I presented on “Implementing electronic submission and
marking with Turnitin’s Moodle Direct plugin” and I demonstrated live how the integration
works. Since then much has happened at my institution – we have upgraded to Moodle 2.0
and we have rejected the Turnitin plugin as a method of student submission. However, the
process of moving towards electronic submission, marking and feedback has continued to
advance and we have learnt many lessons along the way.

Two working groups have been examining different aspects of the submission, marking and
feedback processes for a year now and we have trialled e-submission with Moodle 2.0 with
targeted courses in the first semester 2011-12. The process has been modified again for the
present semester and we will expand the trial in the first semester 2012-13 to include all Level
4 modules.

This session will describe the outcomes of the various trails so far, the reactions and needs of
stakeholders and our future plans. It will also highlight some of things we learnt about the
assignment tool in Moodle 2 and how we have achieved blind marking (anonymous
submission). The processes we have had to address have not only been technical in nature but
have involved workflows involving students, academics, Exams & Assessment staff and
Quality Office. The project involves not only the submission process but the marking and
moderation processes and the provision of feedback.

An online administrative presence for all modules was an institutional target at
Edinburgh Napier University, however a new benchmark has recently been approved
where all modules must make active use technology to enhance aspects of the learning,
teaching and assessment (LTA) experience. A 3E Framework, based on an Enhance-
Extend-Empower continuum of TEL, was developed as the basis for the benchmark and
a means for staff to consider aspects of their modules that could meaningfully adopt
technology.

The 3E Framework provides guidance with examples across a range of LTA activities
that show how technology might be incorporated at a minimum level to increase active
learning (Enhance), through to further developed uses of technology that underpin
more sophisticated, higher level learning that reflect how knowledge is created, shared
and applied in professional contexts (Extend and Empower).

This session explores the 3E Framework, including illustrative and real examples which
demonstrate how technology can be used across a range of LTA activities and
disciplines at each of the 3E stages. In this session participants can consider how the 3E
Framework could be adapted for use within their own institutions, and see how the
migration from WebCT to Moodle is helping to embed the new benchmark.

This is a short presentation to share with the Moodle community the reasons behind
flourishing Moodle at the American University of Beirut. These causes can be
implemented at any institution, university or school, to promote the use of Moodle
without forcing faculty and students to use it.
Also I will be discussing with the community why we moved to an open-source
solution after we were WebCT heavy users for five years.

I classified the reasons behind flourishing Moodle at AUB into different topics:
 Flexibility and compatibility of the application
 Dedicated eLearning team for support and consultation
 Clearness and well defined guidelines
 Variety of course delivery options
 Concise tips for encouraging faculty
At the end I will be showing significant statistics of Moodle progress at AUB since we
started using LMS.

Where e-Learning is placed at the centre of institutional strategy, learners have a very
different and richer experience.

Recent 'Transformation' projects provide us evidence that engaging students have
raised retention and success rates by as much as 24% and provide a much richer
teaching experience for staff.

Using a range of activities, and seeing some demonstrations that illustrate how leading
colleges engage with students, we'll explore first hand how these strategies might help
organisational development. This session will enable delegates to work together and
share their own ideas and findings that can be taken away and used.

Over the two years, myself and Dr. Markus Hofmann developed 3 interactive solutions
to enrich the learning experience of students through the use of Moodle plug-ins.

This presentation covers the development of a Visual mapping tool for Moodle, Course
Content Filter using meta data to allow the dynamic filtering of learning objects and the
development of a custom course content display plugin for the first deaf studies
program at Trinity College Dublin.

Each of these solutions offers an interactive learning experience for students with
learning difficulties and offers a means of aiding the learner by making the course
material more manageable.

This presentation also covers the feasibility of integration and distribution of each
plugin, outlining the circumstances attached to each different project during the release
stages.

This session will describe the evaluation and development of a multi-module online
Masters programme delivered via Moodle 2.0 and how academics, students and
learning technologists worked together to refine it. The process of evaluating the
Moodle courses and providing feedback is interesting from both the technical point of
view and also when considering the human interaction involved in the process (how
the academics received and acted upon the feedback).

The session will show examples of Moodle pages before and after changes had been
made and will highlight some aspects of Moodle course design that worked or did not
work. Some modifications were made because of technical considerations (some of
which were caused by our move to Moodle 2.0), some were made for pedagogical
reasons and others reflected user preference based on the experience of
teaching/studying on the course.

The session might be of interest to those designing online distance courses at Level 7
especially if they are going to work with Moodle 2.0. We found that what academics
and students expect from an online course at level 7 was very different to that at
undergraduate level.

The E-learning team at The University of Sussex have built on the core of Moodle to create an
experience that is modern, enjoyable and engaging. Sussex have used Moodle - branded
Study Direct - as its virtual learning environment (VLE) since 2005.

In the Autumn Term 2011 90% of University courses have a presence on the Sussex Moodle
site which receives over 90,000 visits in an average week.

Friendly course formats and responsive web design allows staff and students to access their
Moodle courses when and wherever they need to, from any device (mobile, tablet, laptop or
desktop). Recent activity and updates are highlighted in a social network style, so users don’t
miss a thing. The system is very popular with our students.

Tutors create sections, resource and activities through a user friendly interface utilising
HTML5 features. Staff manage sites from a streamlined and powerful dashboard.

This presentation will illustrate the user centered design approach taken at Sussex to enable
tutors to achieve their online learning objectives, and the responsive web design methods
used to allow students to access learning materials when they need to, on any web enabled
device.

This presentation will focus on:
1. Introduction to GCA (origin of GCA, overview of courses, approach to course
design in a corporate learning environment)
2. Course design advantages of Moodle for GCA: Free/open source software, highly
customizable to our needs, lego-like modality, rapid ID, course development by
GAC for GAC, financial benefits, Moodle partners for tech support, management
reports
3. Pedagogical advantages of Moodle for GCA: In the GAC corporate learning
environment, Moodle has been the foundation of the establishment of GAC as a
learning organisation. Advantages include creating global communities of
professional practice, strategically driven courses with subject matter experts,
establishing Moodle as a knowledge repository through story-telling and resources.

Future challenges – how the changeover to Moodle 2 means embracing new
technologies.

This is a case-study of the use of Moodle 2.0 in providing professional learning
networks for teachers of the International Baccalaureate's programmes.

These schools are found in most countries of the world and often in geographically and
linguistically distant locations. Up until relatively recently, teachers in these schools
undertook their professional development by traveling, often long distances, to face-to-
face 'training'.

Using Moodle, we've helped bring teachers together like never before. his presentation
will describe the formats and methodologies used to develop these internationally-
minded professional learning networks (PLNs). It will also provide a stimulus for
discussion on the use of Moodle to develop local, institution-based PLNs.

I would like to present you the story and experiences of our “Powered by Professors”
Moodle implementation at the biggest faculty of University of Ljubljana. Faculty of Arts
has 600 teaching staff, 8000 students and one Moodle administrator.

We've launched Moodle in October 2006 with about 10 professors and for the next five
years experienced an average 300% increase in usage in comparison to previous
academic year.

Currently our Moodle is used by 250 (42%) professors and 5000 (62%) students. who
now started to put pressure on the remaining staff to start using it too.

Most of what is presented to users of Moodle is text. This poses underappreciated
problems for users with print disabilities – a relatively new concept intended to
encompass the many types of problems encountered by students when presented with
text. They include the blind and partially sighted, students with dyslexia and other
difficulties including some physical disabilities. Despite the wide range of disabilities,
many of the solutions are the same. They include presenting text in alternative formats,
focus on audio and ability of users to modify text. Both Moodle as a platform and the
approaches to course development it encourages are not always best suited to the needs
of print disabled users.

This presentation will share lessons learned during the implementation of online
training for users with print disabilities as part of the Load2Learn repository project.

One of the key lessons learned was that while it may be the case that some Moodle
installs do not have any blind or partially sighted users, all will have some users with
print disabilities. The solutions presented will include the creation of structured
documents, using Xerte for the development of learning objects and promoting the uses
of text-to-speech.

Thinking about reaching the international postgraduate market through online education?... Moodle
can be your ideal platform.

Rooted in the long and well-respected tradition of HE in Scotland, the University of Dundee
(UoD),in collaboration with the Dasman Diabetes Institute of Kuwait,has recently launched the "PG
Cert/Dip/MSc in Diabetes Care and Education Programme Material"). This postgraduate course is
oriented to primary care professionals who not only wish to improve their knowledge of diabetes
care standards, but to build up inter-professional skills, such as leadership, team working,
communication, planning and management.

The programme is being delivered following a blended learning model, in which face-to-face
teaching, on-line activities and contents and an assessed work-based projects are seamlessly
integrated in a three years study plan.

The programme uses Moodle as a LMS and e- assessment platform

This presentation will show you how our LMS platform, the Learning Zone -
https://learning.health.org.kw/ - has been designed and developed in order to fulfil the strategic
goals and academic objectives of the postgraduate study.

This presentation is particularly insightful for those one who are involved in the delivery of an
online course in HE/FE

We have delivered a number of Moodles into the NHS and I would like to share the
issues we have come across in doing so.

There are commonalities to many NHS Trust’s requirements, including collection of
high level management information, ability to demonstrate course completion for
compliance purposes, the need to handle enrolment and reporting based on complex
organisational hierarchies, difficulties in communicating with the NHS staff records
system, and a drive towards accessing learning via mobile devices such as smartphones
and tablets.

These have all thrown up interesting challenges for Moodle implementations. I will also
cover where Moodle sits within the fast-changing NHS IT and learning platforms
landscape.

The presentation will be PowerPoint-led with visual examples to support the
discussion, including live demos if Wi-Fi permits and permission is granted.

The University of Bath implemented Moodle as their centrally supported VLE in
summer 2006 and contains over 6000 courses and services over 15000 unique users. It
hosts vital integrations with the institutional student records system, SITS, as well as
the Panopto lecture capture platform and Turnitin, the plagiarism detection service.
This summer, we will be moving to Moodle 2.2, which represents the first major
upgrade in four years.

This short presentation will focus on how the e-Learning team are preparing for this
upgrade, specifically, when considering the staff development plan for academic and
administrative colleagues, all of whom use Moodle to support key parts of the student
learning experience. It will provide examples of how they will be engaged through key
parts of the upgrade process as stakeholders, and how plans and new functionality will
be communicated.

Following on from our presentation at Moodle Moot 2011 ’And nine months later we had
Moodle…’ the University would like the opportunity to share with Moodle community our
migration to Moodle 2.

In the presentation, we will cover how we built upon the successful strategy we previously
implemented when moving to Moodle. We will also share with the audience how we
customised Moodle to support our institutional requirements. This includes:

 Automatic course creation and student enrolment – we have developed an application to
which allows staff to select the modules they wanted creating in Moodle. This
application syncs with Moodle every twelve hours to ensure that the system was
updated with new modules and student enrolments.
 A course filter - to enables users to filter the courses displayed on the course overview
page by a set criteria (academic year, semester or faculty)
 A simple course import – that allows staff to import course content from one course to
another.
 Integration with other systems such as SharePoint, BigBlueButton (online classroom)
and TurnItIn

In just two years, we feel that we have created a dynamic, flexible learning environment for
the students at York St John University.

This session will demonstrate how configure a real-time lecture using BigBlueButton,
present slides, webcam, audio, and video and publish and manage the recordings of the
lecture from within Moodle.

While a major upgrade to Moodle is a welcome development, the actual implementation of the
system poses several considerable problems for Administrators and campus based staff trainers,
particularly so where Moodle has been the VLE of choice previously.

To underestimate the level “behind the scenes” work required when upgrading to Moodle 2.2 may
have serious consequences for any third level organisation. We need to dissect the "process and
people" issues that confront us as we move to Moodle 2.2, that's where the work is.

An upgrade of this nature will inevitably disrupt "comfortable" editors and content producers who
have become accustomed to the current Moodle version. It is imperative that user confidence and
system goals are not lost. Those embarking on an upgrade path need also to reflect on the issues
raised amongst users when Moodle was first installed. Many of these issues, while simple to
address, required considerable effort and time.

Planning is key to success. Communication is key. Method is key.

This presentation is aimed at existing Moodle users planning to update to Moodle 2.2, and in
particularly systems administrators and support staff.

The presentation sets out to provide a discussion framework when considering the upgrade to
Moodle 2.2. While some technical issues will be consider, readiness, planning and actions to ensure
success will be discussed.

The new activity completion and restrict access functions within Moodle 2 allow us to
create online courses that can meet an individual need rather than a course or group
need.

Students can follow a learning pathway that progresses at their individual speed. This
presentation will introduce you to the functions and uses of activity completion and
conditional activities before working as a whole group to create an online course that
contains a range of conditional activities and tracking functions.

In this session you will learn some example uses of these features as well as the
different activities that work well with it.

Everything you wanted to know about the Moodle Workshop* module!

The Workshop module is a very cool Moodle tool designed to facilitate peer review or
peer assessment. This means that when you want your learners to review or evaluate
each other's work or provide feedback on another learner's activity, you have a great
tool for making that happen. Of course, like many Moodle tools, with a little creativity,
you'll find the tool can be used for so much more!

In this session, we’ll walk through a sample workshop activity to demonstrate both the
student and teacher views. Then, we’ll walk through the key settings involved in
setting up a workshop activity. Participants will be encouraged to follow along so they
can have a workshop sample to use as an example after the conference.

*The Workshop module was rewritten from the ground up for Moodle 2, so if you've
tried it in the past and found it to have "issues", you'll want to take another look. :)

WIRIS quizzes 2 improves the functionality of Moodle Quiz in the fields of mathematics
and other scientific areas. It allows the mathematical evaluation of answers, random
variables and plots in 2D and 3D, plus a visual formula editor with syntax automatic
check for the answer of the students.

WIRIS quizzes 2 offers a lot more than the previous version. It adds control to the
format of the answer, while keeping the flexible checks for correctness of the answer. At
the technical side, WIRIS quizzes integrates our newest Javascript formula editor, so it
can be used in tablets and smartphones.

Besides, WIRIS quizzes 2 is designed specifically for education, what makes its use by
the students particularly easy.

More and more organisations are making the switch to Moodle. While a migration
project from a legacy LMS to Moodle is easily manageable it is not a trivial task. A
project of this nature has many facets and must include a change management plan that
addresses organisational cultural issues, user education to ensure that the user
experience is aligned with expectations.

Technical challenges including hosting options, scalability consideration and the
challenges of migrating legacy content to the new Moodle instance must also be
managed effectively.

In this presentation we will outline general guidelines for migrating from a legacy LMS
to Moodle. A case-study migration projection outlining the experience of Motherwell
College in migrating to Moodle will also be presented. The study will focus on the
lessons learned, steps to take pre migration and the realistic expectations from taking
an automated migration exercise

This presentation will focus on my experiences of upgrading our (Sint-Ritacollege
Kontich, Belgium ) Moodle site from 1.9 to 2.1 in August1 2011, and later to 2.2.

The site has about
 1700 accounts
 400 courses
 60000 questions
 6700 resources

The site links to both another Moodle site and a Mahara site using Mnet.

The presentation will cover consequences for teachers, hardware and upgrade strategy.

I introduced Moodle into Portmarnock Community School in 2007 to support my own practice.

A group of teachers became interested in what I was doing so we introduced Moodle with a distinct
focus on teaching and learning.

Moodle created a discussion in the staffroom about pedagogy, about why or why not you would
change the way you teach using both online content and interactive material.

Teachers began to imagine “new” ways of working with students through Moodle – for some it was
a catalyst moving from Moodle to other digital applications.

For students Moodle provided a different way to approach their school-work and meant one less
think to worry about when they went to College.

I will tell the story of the development of Moodle in Portmarnock and offer some insights for
conference participants thinking of introducing it to their schools.

I will also reflect on some of the advantages and disadvantages of working behind a password
through Moodle and working online through educational blogs.

The format of presentation will be with PowerPoint. It will take twenty minutes and I am happy to
answer any question

At Aalborg University all study programs are based on a unique pedagogical model of
teaching and learning: the problem-based, project-organized model, also referred to as
“PBL - The Aalborg model”.

The PBL - Aalborg Model has become both nationally and internationally recognised as
an advanced and efficient learning model and a trademark of Aalborg University.

In 2008 some study programs started using Moodle as their learning platform. In 2011 it
was decided that Moodle should be the official learning management system for
Aalborg University on-campus.
At the presentation we would like to share some of the challenges we have encountered
when implementing Moodle at Aalborg University whilst keeping the problem-based,
project-organized model as the pedagogical foundation.

This presentation is a case study of a Moodle course for researchers at the National
University of Rwanda. The course was about how to write a research paper for
publication, with lessons on topics such as the basics of publishing in an academic
journal, citations, authorship, and writing the different sections of a research paper.

Twenty-eight members of the university’s faculty were enrolled in the course. They
took the course alongside their full-time jobs for six to eight weeks. In my presentation,
I’ll explain how I tackled the following issues:
(1) e-learning adoption has been relatively slow in Africa

(2) English is a second language in Rwanda

(3) most of the students in the pilot course had not taken an e-learning course before

(4) there would be minimal on-site support.

The course ended successfully: the completion rate was high – about 90%, and so
was student satisfaction.

Moodle does not (yet) support multi-tenancy. This causes problems in a number of
scenarios, for example learning authorities with multiple schools or companies with
multiple customers.

Principally, there are 2 solutions to this problem, which are both presented:

 A single Moodle system where are tenant is given a certain area to operate in
(monolithic approach)
 A separate Moodle instance is set up for each tenant and all systems are managed
centrally (distributed approach)

Solutions as well as pros and cons to each approach will be shown, including the
planned multi-tenancy support for Moodle 2.3.

For ten years the Moodle Team of the American University of Beirut (AUB) has
managed the university’s Learning Management Systems (first WebCT then Moodle),
always working closely to faculty and students, solving problems, and getting
suggestions for improvement. One of the most discussed tools is the assignment
activity, which is also the most used tool in our Moodle courses.
In this short presentation we will share the recent work we have made to the
Assignment activity trying to improve its use in our Moodle courses.
Assignments and grades are very important to both faculty and students. In addition to
security, a major key factor is organization. If the process of using Moodle assignments
is not organized through well-defined settings and rules, faculty members become
reluctant to utilize it.
This presentation will cover the following topics:
 Problems faced with “Upload a single file”.
 Advantages when using “Advanced uploading of files”.
 Comparison between both types.
 Improvements and settings tuning.
 Integration with plagiarism prevention system
 Open discussion with Q & A

The presentation will explore the opportunities presented by browser-based Web
standard technologies in creating pluggable, interactive visualisations of Moodle
datasets.

With HTML5 based technologies being implemented by browser vendors - notably the
HTML5 canvas element alongside leaps in browser JavaScript performance it is finally
possible for developers to render quality interactive graphics natively in the browser
without the need for proprietary third-party plugins.

The presentation will look at using JavaScript-based APIs such as Raphael and
ProcessingJS to create browser-based visualisations of a Moodle dataset.

Moodle contains a wealth of data, but the Reports functionality is modest and there
seems to be little community interest in improving this. City University London
commissioned a major project to explore improved reporting. This includes the
application of Learning Analytics ("Big Data") approaches at both university and school
levels.

This paper reviews that experience before going on provide practical examples of how
teachers can make more effective use, even of the existing limited Moodle Report data,
to enhance student engagement ("Small Data").

One particular module was selected to have increased support resources to act the test-
bed for combining modern pedagogy of high-engagement with intensive Moodle use,
including enhanced reporting facilities.

The experience from this test-bed has subsequently been taken forward in a second
module but without the increased support. This paper is concerned with the art of the
possible in exploitation of Moodle data.

This presentation will provide an overview of repositories and Moodle 2.

The presentation comes in 3 parts:

 Background to repositories focusing on standard repository features and typical
Moodle features using a repository and on upcoming improvements.
 An overview of where repositories were for Moodle 1.9 and where they are now
for Moodle 2
 3 quick overviews of example repository integrations for Moodle

The slides are from a similar presentation are here
http://www.slideshare.net/ghenrick/repositories-the-road-less-travelled-moodle-
moot-new-zealand-2011 - but this will be an up-to-date view on things

This is a link to the singing part (from slides) http://www.twitvid.com/IC2MP - but
there will be no attendee singing required this time! Promise!

Over my time as an IT teacher, I developed a number of Moodle plugins to use in my
lessons.
These plugins are all available for free from Moodle.org and I plan to give a quick
overview of some of them and answer any questions.
The plugins I would cover are:
 Checklist
 Real-time Quiz
 UploadPDF assignment type
 Drag and drop upload block
 Lesson objectives

For anyone who is already using any of these, I'm happy to answer questions and pick
up suggestions for any new features or improvements.

The National Off-Licence Association (NOffLA), is a non-profit trade organisation
representing 330 independent off-licences nationwide. The Association has taken a proactive
stance towards tackling alcohol related problems by developing a voluntary training
initiative for its members called Responsible Trading Certificate (RTC).

This training programme which began as a marketing exercise back in 1996 has evolved from
a “seminar style” training day to a practical, experiential training course. While this modified
version was market driven and satisfied the training needs of off-licence staff the challenge
lay in its implementation nationwide. A solution was needed that could offer a cost effective
training initiative that was accessible to a dispersed membership and an eLearning module
proved to be the answer.

The aim of the RTC Online module was to develop the scope of the training programme by
making it available to all members without the need to travel and to promote the course to
off-licence retailers beyond membership as a practical measure to reduce alcohol related harm
in society. E-learning technology provides a flexible training solution whereby you can train
increased numbers of staff at regular intervals without impacting the business.

This presentation will be a case study on the reasoning and process of moving the face to face
seminars online and the evaluation of the success of the project and training.

The Open University of Israel (46,000 Student University) started migrating to Moodle in
early 2010. In 2011 our focus was to further customize Moodle to provide the best tools to
manage our large scale Moodle site with hundreds of teacher and thousands of users. In this
presentation we will showcase new advanced automatic management tools we developed for
our teachers and admins. We will talk about the pedagogical approach behind these tools,
demonstrate them on our live system and explain how to receive a copy to install in your
systems.

We will talk about:
 Integrating live video lectures into Moodle
 Integrating on-demand video recordings into Moodle database activity
 Teacher centric customization - predefined activities based on the database activity
 One-Click tool for adding many resources into Moodle database activity
 Advanced teacher management tools of sections, blocks and links
 Cross-site automatic block content management tools
 Predefined Moodle course setup with ready made activities and resources

Planning ahead
Sharing our code with the community!

University of Strathclyde’s innovative Teaching and Learning Online (TALON) is fully-
tutored and run entirely within Moodle over a six-week period. TALON allows
teaching staff to experience being a student and interacting with peers within the
environment.

Participants take part in a wide range of activities from early socialisation to
collaborative resource building, peer assessment and online discussion. Pedagogical
considerations of what tools or methods could be used where and how are discussed
alongside practical experience in setting up and using individual tools. The course is
highly popular and has led to teaching staff having a fuller appreciation of the
strengths and potential of Moodle for supporting a variety of modes of learning,
whether face-to-face or entirely at a distance. The presentation will consider the
strengths of Moodle that have been highlighted by course participation and will discuss
areas that appear to be more challenging.

During the presentation Strathclyde's Peer Assessment (Strathclyde PA) activity will be
demonstrated. This will immediately be made available for download under the GNU
General Public License for any institution which would like to use it.

How are you using Moodle? Posting resources and announcements? Collecting assignments and giving quizzes? Is
that it? You and your students are totally missing out! Come learn how to take advantage of the best Moodle has to
offer!

Research suggests that ninety-five percent of all LMS activity is some form of "document management or broadcast
communication." This statistic means that most teachers are simply using their LMS to post hand-outs, make
announcements, and collect work.

The primary goal of this session is to make teachers aware of the great tools an LMS like Moodle has to offer. The
secondary goal is to assist teachers in changing how they think about Moodle, or their LMS; to encourage them to
begin thinking about how they can use Moodle to design activities that engage and empower students at higher
levels.

During the session, we'll explore and discuss how to leverage some of Moodle's less commonly used features or how
to use common features in uncommon ways. Specifically, attendees will

* learn how the Lesson and Book modules can be used to chunk content and streamline the course page.
* see how conditional activities can be used to tailor content and activities to the needs of individual learners.
* hear how the glossary module can be used for more than just vocabulary.
* experience the power of the workshop module for facilitating peer review.

For each of these activities, attendees will have an opportunity to experience the tool from the perspective of the
student in a sample course while we discuss and share possible applications. Attendees will be encouraged to share
their own examples and ask questions throughout the session.

Usually we think one of Moodle's great assets is its worldwide community. However, IMHO
you may question whether the community as it is organized today can cope with future
challenges.

IMHO what we need is:

1. an organized way to give the Moodle community a voice;
2. an open discussion on what is going on in the e-learning field and how we perceive these
developments are valuable for our teaching/learning and have their impact on the
position of Moodle.
3. an open discussion on the Moodle characteristics that are appreciated most by its users.
4. an assessment of alternative roadmaps for development.

As an example, the Open University has given various presentations on earlier Moodlemoots
on the way this large educational "factory" organizes course development and has changed
their own instance of Moodle (3000 changes, I once heard, if I remember correctly). I really
want to know more about what they are doing. And I really would like to use that if it is
more appropriate than Moodle’s standard edition. Or even better, if we agree on such
changes, make them the standard edition. Of course such issues require careful discussion of
advantages and disadvantages, and careful decision-making. A better organized community
could initiate and facilitate this.

The glossary module is easily Moodle's most versatile tool!

With several different glossary types, ratings and commenting capabilities, the random
glossary entry block, and more, the list of features goes on and on.

All of these features along with Moodle's roles and permissions make for a range of
possibilities.

In this session, we'll walk through the glossary's features and work together to
construct a list of creative applications.

The Web Services Team at the University of Greenwich is responsible for VLE
administration, and works with staff in Schools and Offices to provide VLE support for
all users.

The University went live with Moodle 2.0 (moving from WebCT CE8) at the start of the
2011-12 academic year.

This presentation explores the project timeline, outlines some of the technical,
administrative and social challenges involved in introducing a new VLE to more than
30,000 users across the entire organisation in a relatively short timeframe, and
highlights some of the lessons learned during the implementation process and in the
first few months after 'going live'.

Keys to success included retaining tight integration with our student records system
and staff and student portal, while using the opportunity to rethink the support
structure to align support more closely with the diverse needs of our Schools and
Offices. We hope to share our experiences with other institutions embarking on a
similar process.

Context-specific, personalised e-learning episodes moves the e-learning experience
away from the one-size-fits-all norm to a more effective and meaningful learning
experience for the learner. In this presentation we outline our work in moving towards
the realisation of personalised learning episodes within Moodle. The work presented is
a result of the Percolate project (http://www.percolate.ie) which seeks to use
technology research from TCD, UCD, DERI and WIT in Technology-Enhanced
Learning.

The first part of our presentation will outline what context-specific personalised
learning episodes are and its implementation through a help Moodle block. This
solution selects learning resources for learners based on the type of learning resource
and its fit to the learner's needs. These learning resources are then structured according
to a predefined instructional model. The learning resource selection technology is built
on top of a learning resource repository.

The second part of our presentation outlines our experience trialling this technology,
using the help block in a fourth year engineering class in DCU during the Autumn of
2011. For the purposes of this trial we used the National Digital Learning Resources
(NDLR) repository, as a trusted Learning Object Repository (LOR), to generate the
learning episodes.

When activity completion and course completion is turned on in a Moodle course we
can track chosen activities and required elements for each individual learner on one
screen.

This presentation will show you how to add these functions and how teachers and
students can track progress quickly and easily with blocks and reports.

These new features within Moodle 2 really enables teachers to manage learning in a
quick but individual way.

Southampton Solent University has been using Mahara as a key part of its Moodle VLE
system for two years. The ePortfolio addition allows flexibility for certain assignment
types, whilst still linking to the Moodle VLE for submission.

We have been using it with students from a range of courses including journalism,
human resource management, fashion and language course. It allows students to create
a portfolio of work, and even build a mini website to then submit via Moodle. This
integration has led to an ease in adoption as the two system work so well together.

The presentation will explore how Mahara can be used in conjunction with Moodle and
how it can link to external sources such as Twitter and ISSUU, with examples of
portfolios produced by students. Mahara offers a variety of tools such as the CV
builder, the ability to embed files uploaded to the system, and the ability to create CPD
and PDP plans all of which will be demonstrated in the presentation.

We have recently carried out a survey via Moodle of our Mahara users to guide our
future development.

We’re not IT professionals or web developers: we’re a school family of 1000+ members.
Our school website isn’t flashy but it is community driven.

It’s a one-stop Mahoodle shop for showcasing and studying. Teachers and students
collaborate to manage it together and feel empowered by doing so.

This presentation will show how, using a combination of Moodle and Mahara we can
celebrate student success, keep parents informed AND enhance our students’ learning
with no single person having the responsibility of keeping it all up to date.

To paraphrase a recent blog post: Why use something shiny when you can use
Mahoodle?

This case study presentation highlights some examples of good practice of how Moodle
is used throughout the higher education sector in Ireland:
 grading student assignments
 giving feedback to students
 allowing students to choose which assignment they do want to do
 how to get students to make assignments delivered through Moodle for their
colleagues and future students on the same course

The ability to vastly customise, skin and personalise Moodle has allowed each
institution to create a learning platform perfectly aligned to their very own public
persona and image. What happens though beyond theme-ing?

The infamous ‘Scroll of Death’ continues to plague many, content-rich, well-designed
courses. The challenge, we have found lies mainly in the vast disparity between
instructors’ visions and their technical and digital abilities.

In this short presentation, I would like to share some amazing visual developments
within courses, when teachers and instructors are told to ‘Let their imaginations run
free’ and ‘The sky is the limit’ – ‘The Scroll of Death’ simply becomes a thing of the
past.

A presentation around how we have started using Moodle Flavours at Epic to build
packages aimed at different types of customer, to ease the project setup and
configuration process.

I will start with a brief overview of the Flavours project

Then I describe lessons we have learned in applying Flavours as a way of managing our
Moodle ‘builds’ (with screenshots of ‘Flavour’ sites)

Finally, I take a look at the strengths and weaknesses of Flavours system.

 Contact gavin@moodlemoot.ie
 Moot site http://moodlemoot.ie/
 Registration https://www.eventelephant.com/irelandukmoodlemoot
 Programme http://moodlemoot.ie/programme/
 Twitter https://twitter.com/#!/moodleireland

Ireland and UK Moodlemoot 2012 abstracts

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