Self directed learning in MoodleHERDSA 2011 workshop<br />Mark Drechsler<br />Director, Consulting<br />NetSpot Pty Ltd<br />
Why this presentation?<br />Lee, Kumar & Barker (2010) introduce a framework for an adaptive learner directed model for e-...
Moodle tools of the trade:<br />A Moodle 2.0 course<br />Groups & groupings<br />Conditional activities<br />Group self se...
The components<br />(c) 2011 NetSpot Pty Ltd<br />
The components<br />(c) 2011 NetSpot Pty Ltd<br />
The components<br />(c) 2011 NetSpot Pty Ltd<br />
The four learning modes:<br />Thinking (understanding theoretical concepts)<br />Reflecting (on past experiences)<br />Obs...
Overall course structure<br />(c) 2011 NetSpot Pty Ltd<br />
Learning mode choice<br />Resources and/or Activities<br />Resources and/or Activities<br />Resources and/or Activities<br...
Learning mode choice<br />Resources and/or Activities<br />Choose learning mode<br />Learning Mode 2<br />Selection of a l...
Learning Mode 4<br />Learning Mode 3<br />Learning Mode 2<br />Learning Mode 1<br />A learning topic<br />Resources and/or...
Note<br />‘Checkpoint activities’ should not be considered as ‘blockers’, but as self-assessment guides for students (unle...
Combining learning paths<br />Linear:<br />Branching:<br />(c) 2011 NetSpot Pty Ltd<br />
What it looks like in practice<br />(c) 2011 NetSpot Pty Ltd<br />
Designer view<br />(c) 2011 NetSpot Pty Ltd<br />Note – all options are shown, as well as the learning modes.<br />
Designer view<br />(c) 2011 NetSpot Pty Ltd<br />Information shown to all students about how to change learning mode.<br />
Student view (initial)<br />(c) 2011 NetSpot Pty Ltd<br />No content shown to students until they have selected a learning...
Student view (choosing mode)<br />(c) 2011 NetSpot Pty Ltd<br />Students are guided to choose a learning mode.<br />
Student view (post choice)<br />(c) 2011 NetSpot Pty Ltd<br />Student’s choice determines which learning activities they s...
Designer – gradebook view<br />(c) 2011 NetSpot Pty Ltd<br />Activities separated into the four learning modes in the grad...
Designer – grade calculation<br />(c) 2011 NetSpot Pty Ltd<br />Gradebook formative calculation takes maximum of the four ...
Course building process<br />(c) 2011 NetSpot Pty Ltd<br />
This exemplar has been:<br />Simple – each learning path has had one or two activities and no checklist activities;<br />I...
Summary<br />Groups & Groupings allow for different content to be made available to different students (ELT).<br />Conditi...
Summary<br />All of this possible in Moodle 2.0<br />Group selection module available at http://tracker.moodle.org/browse/...
References<br />Lee, S., Kumar, V. & Barker, T. (2010). Design of an adaptive learner directed model for e-learning. In C....
Upcoming SlideShare
Loading in …5
×

Self-directed learning using Moodle

3,428 views

Published on

Presentation by Mark Drechsler (Director, Consulting) at HERDSA 2011 conference on Experiential Learning Theory and Self Directed Learning in Moodle.

Published in: Education, Technology
0 Comments
4 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
3,428
On SlideShare
0
From Embeds
0
Number of Embeds
1,250
Actions
Shares
0
Downloads
0
Comments
0
Likes
4
Embeds 0
No embeds

No notes for slide

Self-directed learning using Moodle

  1. 1. Self directed learning in MoodleHERDSA 2011 workshop<br />Mark Drechsler<br />Director, Consulting<br />NetSpot Pty Ltd<br />
  2. 2. Why this presentation?<br />Lee, Kumar & Barker (2010) introduce a framework for an adaptive learner directed model for e-learning.<br />Model incorporates Experiential Learning Theory (ELT) and Self Regulated Learning Theory (SRL).<br />This presentation implements a potential delivery method for this model using Moodle.<br />(c) 2011 NetSpot Pty Ltd<br />
  3. 3. Moodle tools of the trade:<br />A Moodle 2.0 course<br />Groups & groupings<br />Conditional activities<br />Group self select module (third party plugin)<br />(c) 2011 NetSpot Pty Ltd<br />
  4. 4. The components<br />(c) 2011 NetSpot Pty Ltd<br />
  5. 5. The components<br />(c) 2011 NetSpot Pty Ltd<br />
  6. 6. The components<br />(c) 2011 NetSpot Pty Ltd<br />
  7. 7. The four learning modes:<br />Thinking (understanding theoretical concepts)<br />Reflecting (on past experiences)<br />Observing (current experiences)<br />Experimenting (trying out the theory in real time)<br />(c) 2011 NetSpot Pty Ltd<br />
  8. 8. Overall course structure<br />(c) 2011 NetSpot Pty Ltd<br />
  9. 9. Learning mode choice<br />Resources and/or Activities<br />Resources and/or Activities<br />Resources and/or Activities<br />Resources and/or Activities<br />Choose learning mode<br />Learning Mode 2<br />Learning Mode 1<br />Learning Mode 3<br />Learning Mode 4<br />Students presented with option to choose learning mode<br />(c) 2011 NetSpot Pty Ltd<br />
  10. 10. Learning mode choice<br />Resources and/or Activities<br />Choose learning mode<br />Learning Mode 2<br />Selection of a learning mode hides all other content from the student<br />(c) 2011 NetSpot Pty Ltd<br />
  11. 11. Learning Mode 4<br />Learning Mode 3<br />Learning Mode 2<br />Learning Mode 1<br />A learning topic<br />Resources and/or Activities<br />Resources and/or Activities<br />CheckpointActivity<br />CheckpointActivity<br /><br />Completion of any learning mode triggers completion of the learning topic <br />(c) 2011 NetSpot Pty Ltd<br />
  12. 12. Note<br />‘Checkpoint activities’ should not be considered as ‘blockers’, but as self-assessment guides for students (unless you want to make them blockers of course).<br />In their model, Lee, Kumar & Barker suggest quizzes as self-test mechanisms – the model presented here provides more generic checkpoints.<br />(c) 2011 NetSpot Pty Ltd<br />
  13. 13. Combining learning paths<br />Linear:<br />Branching:<br />(c) 2011 NetSpot Pty Ltd<br />
  14. 14. What it looks like in practice<br />(c) 2011 NetSpot Pty Ltd<br />
  15. 15. Designer view<br />(c) 2011 NetSpot Pty Ltd<br />Note – all options are shown, as well as the learning modes.<br />
  16. 16. Designer view<br />(c) 2011 NetSpot Pty Ltd<br />Information shown to all students about how to change learning mode.<br />
  17. 17. Student view (initial)<br />(c) 2011 NetSpot Pty Ltd<br />No content shown to students until they have selected a learning mode.<br />
  18. 18. Student view (choosing mode)<br />(c) 2011 NetSpot Pty Ltd<br />Students are guided to choose a learning mode.<br />
  19. 19. Student view (post choice)<br />(c) 2011 NetSpot Pty Ltd<br />Student’s choice determines which learning activities they see.<br />
  20. 20. Designer – gradebook view<br />(c) 2011 NetSpot Pty Ltd<br />Activities separated into the four learning modes in the gradebook.<br />
  21. 21. Designer – grade calculation<br />(c) 2011 NetSpot Pty Ltd<br />Gradebook formative calculation takes maximum of the four learning modes prior to the final assessment<br />
  22. 22. Course building process<br />(c) 2011 NetSpot Pty Ltd<br />
  23. 23. This exemplar has been:<br />Simple – each learning path has had one or two activities and no checklist activities;<br />Incomplete – has not included Lee, Barker & Kumar’s concepts of providing guidance to students based on self-assessment quizzes;<br />Flexible – as it only requires students to complete one of the four learning modes (which may be a good or bad thing!)<br />(c) 2011 NetSpot Pty Ltd<br />
  24. 24. Summary<br />Groups & Groupings allow for different content to be made available to different students (ELT).<br />Conditional activities allow for sequencing and branching of events, as well as checkpoint events (SRL).<br />(c) 2011 NetSpot Pty Ltd<br />
  25. 25. Summary<br />All of this possible in Moodle 2.0<br />Group selection module available at http://tracker.moodle.org/browse/CONTRIB-2868 (with thanks to Adam Olley for his work updating to 2.0)<br />http://tracker.moodle.org/browse/MDL-24419 (Conditional Topics) would make this far easier – vote!<br />(c) 2011 NetSpot Pty Ltd<br />
  26. 26. References<br />Lee, S., Kumar, V. & Barker, T. (2010). Design of an adaptive learner directed model for e-learning. In C.H. Steel, M.J. Keppell, P. Gerbic & S. Housego (Eds.), Curriculum, technology & transformation for an unknown future. Proceedings ascilite Sydney 2010 (pp.539-541). <br />http://ascilite.org.au/conferences/sydney10/procs/Lee-poster.pdf<br />(c) 2011 NetSpot Pty Ltd<br />

×