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Creating Your
  Moodle Mix



               Keynote
     Joyce Seitzinger
 University of Ballarat
      December 2012
Joyce Seitzinger
Deakin University
aka @catspyjamasnz
      Say hi.
Creating Your Moodle Mix - University of Ballarat
All	
  pics	
  cc	
  license	
  Flickr	
  catspyjamasnz	
  
Creating Your Moodle Mix - University of Ballarat
Creating Your Moodle Mix - University of Ballarat
Confession: I loooove Moodle




      Mar4n	
  Dougiamas	
  
                                Me	
  
      (Moodle	
  founder)	
  
“E-learning is just as good.
 But is that good enough?”
               - Prof Tom Reeves
Finding right mix (teacher)




h>p://tpck.org	
  
Finding right mix (course)




h>p://tpck.org	
  
Teacher Progression
1.  PuDng	
  up	
  the	
  handouts	
  (Resources,	
  SCORM)	
  
2.  Providing	
  a	
  passive	
  Forum	
  (unfacilitated)	
  
3.  Using	
  Quizzes	
  and	
  Assignments	
  (less	
  management)	
  
4.  Using	
  the	
  Wiki,	
  Glossary	
  and	
  Database	
  tools	
  (interac4ve	
  content)	
  
5.  Facilitate	
  discussions	
  in	
  Forums,	
  asking	
  ques4ons,	
  guiding	
  
6.  Combining	
  ac4vi4es	
  into	
  sequences,	
  where	
  results	
  feed	
  later	
  
    ac4vi4es	
  
7.  Introduce	
  external	
  ac4vi4es	
  and	
  games	
  (internet	
  resources)	
  
8.  Using	
  the	
  Survey	
  module	
  to	
  study	
  and	
  reflect	
  on	
  course	
  ac4vity	
  
9.  Using	
  peer-­‐review	
  modules	
  like	
  Workshop,	
  giving	
  students	
  more	
  
    control	
  over	
  grading	
  and	
  even	
  structuring	
  the	
  course	
  in	
  some	
  
    ways	
  
10. Conduc4ng	
  ac4ve	
  research	
  on	
  oneself,	
  sharing	
  ideas	
  in	
  a	
  
    community	
  of	
  peers	
  

h>p://docs.moodle.org/20/en/Pedagogy	
  
Wiring	
  a	
  place	
  for	
  




                                              Image	
  cc	
  licensed	
  by	
  jbcurio	
  h>p://www.flickr.com/photos/jbcurio/4077260761	
  
technology	
  is	
  
easy,	
  
	
  
Wiring	
  people	
  for	
  
technology	
  is	
  
hard.	
  
	
  
-­‐ Tania	
  Major	
  at	
  #converge10	
  
How do you get the right mix…
…without a manual?
The Content Trap
        and
The Technology Trap
The Content Trap

What	
  a	
  teacher	
  does	
                        What	
  they	
  move	
  online	
  
•    Content	
  Provision	
                           •  Content	
  Provision	
  
•    Lead	
  &	
  s4mulate	
  discussion	
  
•    Conduct	
  scenario’s	
  &	
  roleplays	
  
•    Set	
  up	
  &	
  guide	
  project	
  work	
  
•    Individual	
  coaching	
  
•    Provide	
  mo4va4on	
  
•    Assess	
  learning,	
  forma4ve	
  &	
  
     summa4ve	
  
•    Collect,	
  display	
  &	
  discuss	
  
     student	
  work	
  
•    Counselor	
  
•    …	
  
•    …	
  
•    …	
  
The Technology Trap




    I want to
    use a wiki!!
Felt like a mixer, going around and




…around saying the same things.
Creating Your Moodle Mix - University of Ballarat
What do you want to use?
What do you want to
     achieve?
Creating Your Moodle Mix - University of Ballarat
Creating Your Moodle Mix - University of Ballarat
Creating Your Moodle Mix - University of Ballarat
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       15,530	
  
views	
      downloads	
  
Creative Commons License
Open Educational Resource
          IRL
Suitable for own community
CRICOS	
  Provider	
  Code:	
  00113B	
     2
Creating Your Moodle Mix - University of Ballarat
Moodle Tool Guide for you!

•  Want one? Want to make your own? 

•  http://www.cats-pyjamas.net/moodle-
   tool-guide/
Creating Your Moodle Mix - University of Ballarat
“Design	
  for	
  change”	
  

                               -­‐	
  Thom	
  Cochrane,	
  	
  
      Wed	
  27	
  July	
  2011	
  MoodleMoot	
  NZ	
  
Why wait for every teacher
 to go through 10 steps?
Teacher



Learning technologist
TiLT	
  Team	
  



                           TiLT	
  Team	
  
                           Manager	
  

  Learning	
       Learning	
       Learning	
       eLearning	
  
Technologist	
   Technologist	
   Technologist	
     Technician	
  
“Step	
  away	
  from	
  the	
  
         LMS!!!”	
  
How we work together?

•  Programme decisions
•  Course design decisions
  –  1-1 Teacher – Learning Technologist
  –  8-10 2 hour sessions
•  Development work shared between teacher
   – learning technologist (dependent on skills,
   timeline, etc)
•  Delivery & Maintenance
•  Staff Development throughout
TiLT	
  Team	
  tasks	
  in	
  Programme	
  Cycle	
  
   Programme	
               • Assess	
  &	
  advise	
  on	
  educa4on	
  technology	
  use	
  
development	
  (New	
        • Assess	
  &	
  advise	
  on	
  21st	
  c	
  learning	
  and	
  emerging	
  pedagogies	
                                       Impact	
  Report	
  
      or	
  Re-­‐)	
         • Assess	
  eLearning	
  resources	
  needed	
  



                             • Advise	
  &	
  par4cipate	
  in	
  eLearning	
  project	
  management	
  
                             • Provide	
  instruc4onal	
  design	
  services	
  (ensuring	
  effec4ve	
  use	
  of	
  EIT	
  Online	
  and	
  educa4on	
  
                              technology)	
                                                                                                                  Project	
  Plan	
  &	
  
  Course	
  Design	
         • Provide	
  course	
  design	
  framework	
  &	
  standards	
                                                                  Course	
  Design	
  
                             • Provide	
  staff	
  development	
  (EIT	
  Online,	
  educa4on	
  technology	
  and	
  emerging	
  pedagogies)	
                    Plan	
  
                             • Project	
  par4cipa4on	
  &	
  repor4ng	
  


                             • Create	
  programme	
  &	
  course	
  templates	
  
      Course	
               • Provide	
  staff	
  development	
  (EIT	
  Online,	
  educa4on	
  technology	
  and	
  emerging	
  pedagogies)	
              Completed	
  course	
  
                             • Provide	
  support	
  in	
  development	
  of	
  learning	
  resources	
                                                     &	
  Delivery	
  Plan	
  &	
  
   Development	
             • Develop	
  advanced	
  learning	
  resources	
  (podcasts,	
  anima4ons,	
  videos,	
  etc)	
  
                             • Project	
  par4cipa4on	
  &	
  repor4ng	
  
                                                                                                                                                            Maintenance	
  Plan	
  



                             • Online	
  facilita4on	
  coaching	
  
  Course	
  Delivery	
       • Support	
  in	
  EIT	
  Online	
  &	
  educa4on	
  technology	
  use	
  
                                                                                                                                                                Delivered	
  
                             • Troubleshoo4ng	
                                                                                                                  course	
  


                             • Review	
  course	
  with	
  teacher	
  according	
  to	
  standards	
                                                             Delivered	
  
  Course	
  Review	
         • Suggest	
  improvements	
  (due	
  to	
  changes	
  in	
  staff	
  capability,	
  pedagogical	
  or	
  technological	
             reviewed	
  
                              improvements)	
  
                                                                                                                                                                  course	
  
TiLT	
  Team	
  tasks	
  in	
  Programme	
  Cycle	
  
   Programme	
               • Assess	
  &	
  advise	
  on	
  educa4on	
  technology	
  use	
  
development	
  (New	
        • Assess	
  &	
  advise	
  on	
  21st	
  c	
  learning	
  and	
  emerging	
  pedagogies	
                                       Impact	
  Report	
  
      or	
  Re-­‐)	
         • Assess	
  eLearning	
  resources	
  needed	
  




                                                                                                              Staff	
  Development	
  
                             • Advise	
  &	
  par4cipate	
  in	
  eLearning	
  project	
  management	
  
                             • Provide	
  instruc4onal	
  design	
  services	
  (ensuring	
  effec4ve	
  use	
  of	
  EIT	
  Online	
  and	
  educa4on	
  
                              technology)	
                                                                                                                  Project	
  Plan	
  &	
  
  Course	
  Design	
         • Provide	
  course	
  design	
  framework	
  &	
  standards	
                                                                  Course	
  Design	
  
                             • Provide	
  staff	
  development	
  (EIT	
  Online,	
  educa4on	
  technology	
  and	
  emerging	
  pedagogies)	
                    Plan	
  
                             • Project	
  par4cipa4on	
  &	
  repor4ng	
  


                             • Create	
  programme	
  &	
  course	
  templates	
  
      Course	
               • Provide	
  staff	
  development	
  (EIT	
  Online,	
  educa4on	
  technology	
  and	
  emerging	
  pedagogies)	
              Completed	
  course	
  
                             • Provide	
  support	
  in	
  development	
  of	
  learning	
  resources	
                                                     &	
  Delivery	
  Plan	
  &	
  
   Development	
             • Develop	
  advanced	
  learning	
  resources	
  (podcasts,	
  anima4ons,	
  videos,	
  etc)	
  
                             • Project	
  par4cipa4on	
  &	
  repor4ng	
  
                                                                                                                                                            Maintenance	
  Plan	
  



                             • Online	
  facilita4on	
  coaching	
  
  Course	
  Delivery	
       • Support	
  in	
  EIT	
  Online	
  &	
  educa4on	
  technology	
  use	
  
                                                                                                                                                                Delivered	
  
                             • Troubleshoo4ng	
                                                                                                                  course	
  


                             • Review	
  course	
  with	
  teacher	
  according	
  to	
  standards	
                                                             Delivered	
  
  Course	
  Review	
         • Suggest	
  improvements	
  (due	
  to	
  changes	
  in	
  staff	
  capability,	
  pedagogical	
  or	
  technological	
             reviewed	
  
                              improvements)	
  
                                                                                                                                                                  course	
  
The	
  TiLT	
  Things	
  
Our course design process
Course design aims - students

•  Clear & consistent activities for
   students
•  Course complete before start
•  Collaborative learning
•  Learning from experience of your own
   and peers
•  Applied activities
•  Learn in an enveloping learning
   community
Course design aims - teachers

•  Activities that are aligned with each
   other and learning objectives/
   assessment
•  Course complete before roll-out
•  Facilitation workload that is
   manageable
•  Course teacher can maintain
   independently
Objectives             Themes               Activities          Resources Assessment




                                                                                                           OTARA	
  Model	
  by	
  Kate	
  Hunt	
  &	
  Maurice	
  Moore	
  
The objective or     Scaffolding to        What the learners     What the             Identify the
learning goal may    provide clear         need to DO to         learners need to     evidence that is
already be           expectations and      bridge the gap        build skills,        needed to show
established in the   instructions that     between               knowledge and        that students have
course descriptor    will guide learners   objectives and        understanding to     achieved the
or be an element     through the unit of   assessment.           complete the         specified
from a unit          work.                                       activities and the   outcomes.
standard.                                                        assessment.          The assessment is
                                           May include
                     Themes link and                                                  derived from the
                                            Discussion
                     explain resources,                          Subject support      objectives. May
                                           •  Expert interview                        also be identified
                     and fill any gaps                           may include
                     that may not be       •  Journaling                              as the performance
                                                                 •  library
                     covered by            •  Quizzes                                 criteria of a unit
                                                                 •  Internet          standard.
                     resources             •  Experts
                     available                                   •  workplace
                                           •  Projects
                     elsewhere.                                  •  fellow students
                                           •  Web searches
                                                                 •  tutor or
                                           •  Case studies       facilitator
                                           •  Scenarios          •  subject
                                           •  Role play          specialists

                                                                 Other support
                                                                 may include
                                                                 •  learning skills
                                                                 •  pastoral care
Objectives       Themes   Activities          Resources            Assessment

             .
                           Ac4vity	
  1	
  
                                              Resource	
  1	
  




                           Ac4vity	
  2	
  
                                                                   Assessment	
  1	
  




                                               Resource	
  2	
  
                           Ac4vity	
  3	
  
                                               Resource	
  3	
  


                                               Resource	
  4	
  
                                                                   Assessment	
  2	
  
Creating Your Moodle Mix - University of Ballarat
Perfect mix for an activity

•    Spark
•    Purpose
•    Task
•    Interaction/Response
•    Time indication
•    Resources or previous work
•    Feedback
Bloom’s Taxonomy For the Digital Age

Higher	
  Order	
  Thinking	
  Skills	
     Higher	
  Order	
  Thinking	
  Skills	
  

        EvaluaKon	
                                   CreaKng	
  

         Synthesis	
                                EvaluaKng	
  

          Analysis	
                                 Analysing	
  

       ApplicaKon	
                                  Applying	
  

   Comprehension	
                              Understanding	
  

       Knowledge	
                               Remembering	
  
Lower	
  Order	
  Thinking	
  Skills	
      Lower	
  Order	
  Thinking	
  Skills	
  
Bloom's digital taxonomy verbs
Higher	
  Order	
  Thinking	
  Skills	
  
                                                      designing,	
  construc4ng,	
  planning,	
  
          CreaKng	
                                   checking,	
  hypothesising,	
  cri4quing,	
  
                                                      producing,	
  inven4ng,	
  devising,	
  
                                                     Comparing,	
  organising,	
   tes4ng,	
  
                                                      experimen4ng,	
  judging,	
   lming,	
  
                                                      making,	
  programming,	
  fi
                                                     deconstruc4ng,	
  a>ribu4ng,	
  
                                                      detec4ng,	
  monitoring,	
  
        EvaluaKng	
                                   anima4ng,	
  blogging,	
  video	
  
                                                     Implemen4ng,	
  carrying	
  out,	
  inking,	
  
                                                     outlining,	
  finding,	
  mashing,	
  l using,	
  
                                                      commen4ng,	
  reviewing,	
  pos4ng,	
  
                                                     execu4ng,	
  mixing,	
  remixing,	
  wiki-­‐
                                                      blogging,	
   running,	
   oading,	
  
                                                     tagging,	
  valida4ng,	
  rleverse	
  
                                                      modera4ng,	
  csummarising,	
  
                                                      Interpre4ng,	
   ollabora4ng,	
  
                                                      ing,	
  publishing,	
  videocas4ng,	
  
                                                     playing,	
  opera4ng,	
  hacking,	
  
                                                     engineering,	
  refactoring,	
  tes4ng	
  
         Analysing	
                                  networking,	
   cracking	
  
                                                      inferring,	
  paraphrasing,	
  
                                                     uploading,	
  sharing,	
  edescribing,	
  
                                                                                  di4ng	
        	
  	
  
                                                      Recognising,	
  lirec4ng,	
  pexplaining,	
  
                                                      classifying,	
  cdis4ng,	
   roducing
                                                      podcas4ng,	
   omparing,	
  
                                                      iden4fying,	
  retrieving,	
  naming,	
  
                                                      exemplifying,	
  advanced	
  searches,	
  
         Applying	
                                   loca4ng,	
  searches,	
  ullet	
  poin4ng,	
  
                                                      boolean	
   finding,	
  b blog	
  journaling,	
  
                                                      highligh4ng,	
  bookmarking,	
  social	
  
                                                      twi>ering,	
  categorising,	
  
    Understanding	
                                   networking,	
  social	
  bookmarking,	
  
                                                      commen4ng,	
  annota4ng,	
  
                                                      local	
  bookmarking,	
  searching	
  
                                                      subscribing	
  
                                                      googling	
  
     Remembering	
  
Lower	
  Order	
  Thinking	
  Skills	
  
                                            Andrew	
  Churches	
  h>p://edorigami.wikispaces.com/	
  
Andrew	
  Churches	
  
h>p://edorigami.wikispaces.com/Bloom's
+Digital+Taxonomy	
  
Master of Nursing
Creating Your Moodle Mix - University of Ballarat
Creating Your Moodle Mix - University of Ballarat
Creating Your Moodle Mix - University of Ballarat
Creating Your Moodle Mix - University of Ballarat
Creating Your Moodle Mix - University of Ballarat
Creating Your Moodle Mix - University of Ballarat
Creating Your Moodle Mix - University of Ballarat
Creating Your Moodle Mix - University of Ballarat
Viticulture & Wine Science
Creating Your Moodle Mix - University of Ballarat
Creating Your Moodle Mix - University of Ballarat
Creating Your Moodle Mix - University of Ballarat
Avoid the fall…




cc	
  DirkJanRanzijn	
  h>p://www.flickr.com/photos/dirkscircusimages/2849310050/	
  
Those who
                                     plan, finish.




cc	
  DirkJanRanzijn	
  h>p://www.flickr.com/photos/dirkscircusimages/2849310050/	
  
Balancing Tips:
        Project Manager
•  Clarify role definitions
•  Have enough time (minimum 1
   semester)
•  Ensure everyone is aware of timeline
•  Check in with all project members
   often
•  Have sign-off points for each phase
Balancing Tips:
            Teacher
•  Get release time
•  Use technology/tools for own learning
•  Design first!
•  Focus on learning activities
•  Participate in staff development
•  Share experiences with programme
   team
•  Complete development before delivery
•  Make use of your learning technologist
Balancing Tips:
    Learning Technologist
•  Research learning innovations in
   subject area
•  Provide some early wins
•  Do staff development in groups
•  Design first!
•  Focus on learning activities
•  Listen
•  Make use of your subject matter expert
•  Report early, report often
Preparing for
the Networked
World
Flickr	
  cc	
  license	
  heyjude	
  h>p://www.flickr.com/photos/heyjude/6551764469/	
  
What are you doing in
     Moodle to instill skills for
      socially powered web?
•    Forums 
•    Databases
•    Wikis
•    Chats
•    More…
What are you doing in
 Moodle to instill skills for
  socially powered web?
•  Forums (student-led? Group work?)
•  Databases (open, undirected?)
•  Wikis (design your own project?
   Assessment?)
•  Chats (open chat room for use?)
•  More student-led activities…
One other shortfall…




Course	
  A	
  	
     Course	
  B	
  	
     Course	
  C	
  	
     Course	
  D	
  	
  
Sem	
  1	
  11	
      Sem	
  1	
  11	
      Sem	
  2	
  11	
      Sem	
  2	
  11	
  
Easy start: Programme or
      School wide Moodle site
•  Different forums
•  Ex: book buy/sell
•  Generic information
•  Student
   communities
•  …
•  Prepare for
   networked
   workplace/world
                          Image:	
  h>p://www.thefiveliteracies.org/var/ezwebin_site/
                          storage/images/media/images/network-­‐people-­‐planet/
                          1044-­‐1-­‐eng-­‐GB/network-­‐people-­‐planet_medium.png	
  
Creating Your Moodle Mix - University of Ballarat
Creating Your Moodle Mix - University of Ballarat
Benefits of OER

•  Saves time
•  Open to the world
•  Students have continued access after
   leaving your institution
We
graze on
information
My Moodle – Mobile app
Build a Moodle Community
Your Moodle
       Mix?
Questions?
       Website: www.deakin.edu.au
       
       Blog: www.cats-pyjamas.net
       
       Twitter: @catspyjamasnz
       
       Email: joyces@deakin.edu.au

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Creating Your Moodle Mix - University of Ballarat

  • 1. Creating Your Moodle Mix Keynote Joyce Seitzinger University of Ballarat December 2012
  • 2. Joyce Seitzinger Deakin University aka @catspyjamasnz Say hi.
  • 4. All  pics  cc  license  Flickr  catspyjamasnz  
  • 7. Confession: I loooove Moodle Mar4n  Dougiamas   Me   (Moodle  founder)  
  • 8. “E-learning is just as good. But is that good enough?” - Prof Tom Reeves
  • 9. Finding right mix (teacher) h>p://tpck.org  
  • 10. Finding right mix (course) h>p://tpck.org  
  • 11. Teacher Progression 1.  PuDng  up  the  handouts  (Resources,  SCORM)   2.  Providing  a  passive  Forum  (unfacilitated)   3.  Using  Quizzes  and  Assignments  (less  management)   4.  Using  the  Wiki,  Glossary  and  Database  tools  (interac4ve  content)   5.  Facilitate  discussions  in  Forums,  asking  ques4ons,  guiding   6.  Combining  ac4vi4es  into  sequences,  where  results  feed  later   ac4vi4es   7.  Introduce  external  ac4vi4es  and  games  (internet  resources)   8.  Using  the  Survey  module  to  study  and  reflect  on  course  ac4vity   9.  Using  peer-­‐review  modules  like  Workshop,  giving  students  more   control  over  grading  and  even  structuring  the  course  in  some   ways   10. Conduc4ng  ac4ve  research  on  oneself,  sharing  ideas  in  a   community  of  peers   h>p://docs.moodle.org/20/en/Pedagogy  
  • 12. Wiring  a  place  for   Image  cc  licensed  by  jbcurio  h>p://www.flickr.com/photos/jbcurio/4077260761   technology  is   easy,     Wiring  people  for   technology  is   hard.     -­‐ Tania  Major  at  #converge10  
  • 13. How do you get the right mix…
  • 15. The Content Trap and The Technology Trap
  • 16. The Content Trap What  a  teacher  does   What  they  move  online   •  Content  Provision   •  Content  Provision   •  Lead  &  s4mulate  discussion   •  Conduct  scenario’s  &  roleplays   •  Set  up  &  guide  project  work   •  Individual  coaching   •  Provide  mo4va4on   •  Assess  learning,  forma4ve  &   summa4ve   •  Collect,  display  &  discuss   student  work   •  Counselor   •  …   •  …   •  …  
  • 17. The Technology Trap I want to use a wiki!!
  • 18. Felt like a mixer, going around and …around saying the same things.
  • 20. What do you want to use?
  • 21. What do you want to achieve?
  • 25. 39,714   15,530   views   downloads  
  • 28. Suitable for own community
  • 29. CRICOS  Provider  Code:  00113B   2
  • 31. Moodle Tool Guide for you! •  Want one? Want to make your own? •  http://www.cats-pyjamas.net/moodle- tool-guide/
  • 33. “Design  for  change”   -­‐  Thom  Cochrane,     Wed  27  July  2011  MoodleMoot  NZ  
  • 34. Why wait for every teacher to go through 10 steps?
  • 36. TiLT  Team   TiLT  Team   Manager   Learning   Learning   Learning   eLearning   Technologist   Technologist   Technologist   Technician  
  • 37. “Step  away  from  the   LMS!!!”  
  • 38. How we work together? •  Programme decisions •  Course design decisions –  1-1 Teacher – Learning Technologist –  8-10 2 hour sessions •  Development work shared between teacher – learning technologist (dependent on skills, timeline, etc) •  Delivery & Maintenance •  Staff Development throughout
  • 39. TiLT  Team  tasks  in  Programme  Cycle   Programme   • Assess  &  advise  on  educa4on  technology  use   development  (New   • Assess  &  advise  on  21st  c  learning  and  emerging  pedagogies   Impact  Report   or  Re-­‐)   • Assess  eLearning  resources  needed   • Advise  &  par4cipate  in  eLearning  project  management   • Provide  instruc4onal  design  services  (ensuring  effec4ve  use  of  EIT  Online  and  educa4on   technology)   Project  Plan  &   Course  Design   • Provide  course  design  framework  &  standards   Course  Design   • Provide  staff  development  (EIT  Online,  educa4on  technology  and  emerging  pedagogies)   Plan   • Project  par4cipa4on  &  repor4ng   • Create  programme  &  course  templates   Course   • Provide  staff  development  (EIT  Online,  educa4on  technology  and  emerging  pedagogies)   Completed  course   • Provide  support  in  development  of  learning  resources   &  Delivery  Plan  &   Development   • Develop  advanced  learning  resources  (podcasts,  anima4ons,  videos,  etc)   • Project  par4cipa4on  &  repor4ng   Maintenance  Plan   • Online  facilita4on  coaching   Course  Delivery   • Support  in  EIT  Online  &  educa4on  technology  use   Delivered   • Troubleshoo4ng   course   • Review  course  with  teacher  according  to  standards   Delivered   Course  Review   • Suggest  improvements  (due  to  changes  in  staff  capability,  pedagogical  or  technological   reviewed   improvements)   course  
  • 40. TiLT  Team  tasks  in  Programme  Cycle   Programme   • Assess  &  advise  on  educa4on  technology  use   development  (New   • Assess  &  advise  on  21st  c  learning  and  emerging  pedagogies   Impact  Report   or  Re-­‐)   • Assess  eLearning  resources  needed   Staff  Development   • Advise  &  par4cipate  in  eLearning  project  management   • Provide  instruc4onal  design  services  (ensuring  effec4ve  use  of  EIT  Online  and  educa4on   technology)   Project  Plan  &   Course  Design   • Provide  course  design  framework  &  standards   Course  Design   • Provide  staff  development  (EIT  Online,  educa4on  technology  and  emerging  pedagogies)   Plan   • Project  par4cipa4on  &  repor4ng   • Create  programme  &  course  templates   Course   • Provide  staff  development  (EIT  Online,  educa4on  technology  and  emerging  pedagogies)   Completed  course   • Provide  support  in  development  of  learning  resources   &  Delivery  Plan  &   Development   • Develop  advanced  learning  resources  (podcasts,  anima4ons,  videos,  etc)   • Project  par4cipa4on  &  repor4ng   Maintenance  Plan   • Online  facilita4on  coaching   Course  Delivery   • Support  in  EIT  Online  &  educa4on  technology  use   Delivered   • Troubleshoo4ng   course   • Review  course  with  teacher  according  to  standards   Delivered   Course  Review   • Suggest  improvements  (due  to  changes  in  staff  capability,  pedagogical  or  technological   reviewed   improvements)   course  
  • 42. Our course design process
  • 43. Course design aims - students •  Clear & consistent activities for students •  Course complete before start •  Collaborative learning •  Learning from experience of your own and peers •  Applied activities •  Learn in an enveloping learning community
  • 44. Course design aims - teachers •  Activities that are aligned with each other and learning objectives/ assessment •  Course complete before roll-out •  Facilitation workload that is manageable •  Course teacher can maintain independently
  • 45. Objectives Themes Activities Resources Assessment OTARA  Model  by  Kate  Hunt  &  Maurice  Moore   The objective or Scaffolding to What the learners What the Identify the learning goal may provide clear need to DO to learners need to evidence that is already be expectations and bridge the gap build skills, needed to show established in the instructions that between knowledge and that students have course descriptor will guide learners objectives and understanding to achieved the or be an element through the unit of assessment. complete the specified from a unit work. activities and the outcomes. standard. assessment. The assessment is May include Themes link and derived from the Discussion explain resources, Subject support objectives. May •  Expert interview also be identified and fill any gaps may include that may not be •  Journaling as the performance •  library covered by •  Quizzes criteria of a unit •  Internet standard. resources •  Experts available •  workplace •  Projects elsewhere. •  fellow students •  Web searches •  tutor or •  Case studies facilitator •  Scenarios •  subject •  Role play specialists Other support may include •  learning skills •  pastoral care
  • 46. Objectives Themes Activities Resources Assessment . Ac4vity  1   Resource  1   Ac4vity  2   Assessment  1   Resource  2   Ac4vity  3   Resource  3   Resource  4   Assessment  2  
  • 48. Perfect mix for an activity •  Spark •  Purpose •  Task •  Interaction/Response •  Time indication •  Resources or previous work •  Feedback
  • 49. Bloom’s Taxonomy For the Digital Age Higher  Order  Thinking  Skills   Higher  Order  Thinking  Skills   EvaluaKon   CreaKng   Synthesis   EvaluaKng   Analysis   Analysing   ApplicaKon   Applying   Comprehension   Understanding   Knowledge   Remembering   Lower  Order  Thinking  Skills   Lower  Order  Thinking  Skills  
  • 50. Bloom's digital taxonomy verbs Higher  Order  Thinking  Skills   designing,  construc4ng,  planning,   CreaKng   checking,  hypothesising,  cri4quing,   producing,  inven4ng,  devising,   Comparing,  organising,   tes4ng,   experimen4ng,  judging,   lming,   making,  programming,  fi deconstruc4ng,  a>ribu4ng,   detec4ng,  monitoring,   EvaluaKng   anima4ng,  blogging,  video   Implemen4ng,  carrying  out,  inking,   outlining,  finding,  mashing,  l using,   commen4ng,  reviewing,  pos4ng,   execu4ng,  mixing,  remixing,  wiki-­‐ blogging,   running,   oading,   tagging,  valida4ng,  rleverse   modera4ng,  csummarising,   Interpre4ng,   ollabora4ng,   ing,  publishing,  videocas4ng,   playing,  opera4ng,  hacking,   engineering,  refactoring,  tes4ng   Analysing   networking,   cracking   inferring,  paraphrasing,   uploading,  sharing,  edescribing,   di4ng       Recognising,  lirec4ng,  pexplaining,   classifying,  cdis4ng,   roducing podcas4ng,   omparing,   iden4fying,  retrieving,  naming,   exemplifying,  advanced  searches,   Applying   loca4ng,  searches,  ullet  poin4ng,   boolean   finding,  b blog  journaling,   highligh4ng,  bookmarking,  social   twi>ering,  categorising,   Understanding   networking,  social  bookmarking,   commen4ng,  annota4ng,   local  bookmarking,  searching   subscribing   googling   Remembering   Lower  Order  Thinking  Skills   Andrew  Churches  h>p://edorigami.wikispaces.com/  
  • 65. Avoid the fall… cc  DirkJanRanzijn  h>p://www.flickr.com/photos/dirkscircusimages/2849310050/  
  • 66. Those who plan, finish. cc  DirkJanRanzijn  h>p://www.flickr.com/photos/dirkscircusimages/2849310050/  
  • 67. Balancing Tips: Project Manager •  Clarify role definitions •  Have enough time (minimum 1 semester) •  Ensure everyone is aware of timeline •  Check in with all project members often •  Have sign-off points for each phase
  • 68. Balancing Tips: Teacher •  Get release time •  Use technology/tools for own learning •  Design first! •  Focus on learning activities •  Participate in staff development •  Share experiences with programme team •  Complete development before delivery •  Make use of your learning technologist
  • 69. Balancing Tips: Learning Technologist •  Research learning innovations in subject area •  Provide some early wins •  Do staff development in groups •  Design first! •  Focus on learning activities •  Listen •  Make use of your subject matter expert •  Report early, report often
  • 71. Flickr  cc  license  heyjude  h>p://www.flickr.com/photos/heyjude/6551764469/  
  • 72. What are you doing in Moodle to instill skills for socially powered web? •  Forums •  Databases •  Wikis •  Chats •  More…
  • 73. What are you doing in Moodle to instill skills for socially powered web? •  Forums (student-led? Group work?) •  Databases (open, undirected?) •  Wikis (design your own project? Assessment?) •  Chats (open chat room for use?) •  More student-led activities…
  • 74. One other shortfall… Course  A     Course  B     Course  C     Course  D     Sem  1  11   Sem  1  11   Sem  2  11   Sem  2  11  
  • 75. Easy start: Programme or School wide Moodle site •  Different forums •  Ex: book buy/sell •  Generic information •  Student communities •  … •  Prepare for networked workplace/world Image:  h>p://www.thefiveliteracies.org/var/ezwebin_site/ storage/images/media/images/network-­‐people-­‐planet/ 1044-­‐1-­‐eng-­‐GB/network-­‐people-­‐planet_medium.png  
  • 78. Benefits of OER •  Saves time •  Open to the world •  Students have continued access after leaving your institution
  • 80. My Moodle – Mobile app
  • 81. Build a Moodle Community
  • 82. Your Moodle Mix?
  • 83. Questions? Website: www.deakin.edu.au Blog: www.cats-pyjamas.net Twitter: @catspyjamasnz Email: joyces@deakin.edu.au