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Moodlemoot2010

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Moodlemoot2010

  1. 1. Suggestions for future analytics : conceptions of teaching, visibility and reflection moodle moot au 2010
  2. 3. Staff interaction with students is one of the key factors in student engagement (Fresen 2007)
  3. 4. Relationships are important Staff interaction with students is one of the key factors in student engagement (Fresen 2007)
  4. 5. http://farm1.static.flickr.com/31/43568532_18bbe6f5bc_o.jpg
  5. 6. http://farm1.static.flickr.com/31/43568532_18bbe6f5bc_o.jpg Dissonance:
  6. 7. http://farm1.static.flickr.com/31/43568532_18bbe6f5bc_o.jpg Dissonance: Within the LMS:
  7. 8. http://farm1.static.flickr.com/31/43568532_18bbe6f5bc_o.jpg Dissonance: Within the LMS: What academics say they do
  8. 9. http://farm1.static.flickr.com/31/43568532_18bbe6f5bc_o.jpg Dissonance: Within the LMS: What academics say they do What academics actually do
  9. 10. http://farm3.static.flickr.com/2465/3588989219_7892346615_b.jpg
  10. 11. Relationships are important Staff interaction with students is one of the key factors in student engagement (Fresen 2007)
  11. 12. http://farm3.static.flickr.com/2209/2228378850_0aff57284e_o.jpg
  12. 13. http://farm3.static.flickr.com/2209/2228378850_0aff57284e_o.jpg Research aims to examine what tools the academic uses:
  13. 14. http://farm3.static.flickr.com/2209/2228378850_0aff57284e_o.jpg Research aims to examine what tools the academic uses: For information dissemination
  14. 15. http://farm3.static.flickr.com/2209/2228378850_0aff57284e_o.jpg Research aims to examine what tools the academic uses: For information dissemination To encourage interaction between students and staff
  15. 16. http://farm3.static.flickr.com/2209/2228378850_0aff57284e_o.jpg Research aims to examine what tools the academic uses: For information dissemination To encourage interaction between students and staff
  16. 17. http://farm3.static.flickr.com/2209/2228378850_0aff57284e_o.jpg Research aims to examine what tools the academic uses: For information dissemination To encourage interaction between students and staff Are content or communicative focussed
  17. 18. http://farm3.static.flickr.com/2209/2228378850_0aff57284e_o.jpg Research aims to examine what tools the academic uses: For information dissemination To encourage interaction between students and staff Are content or communicative focussed And, more importantly, how the student uses them
  18. 19. http://farm3.static.flickr.com/2465/3588989219_7892346615_b.jpg
  19. 20. http://farm3.static.flickr.com/2209/3543135684_06db2bae7a_b.jpg
  20. 21. Staff engagement http://farm3.static.flickr.com/2209/3543135684_06db2bae7a_b.jpg
  21. 22. Better Staff engagement http://farm3.static.flickr.com/2209/3543135684_06db2bae7a_b.jpg
  22. 23. http://farm3.static.flickr.com/2209/3543135684_06db2bae7a_b.jpg Course Coordinators posting to forums in BlackBoard
  23. 24. Better Staff engagement http://farm3.static.flickr.com/2209/3543135684_06db2bae7a_b.jpg
  24. 25. More Student engagement http://farm3.static.flickr.com/2209/3543135684_06db2bae7a_b.jpg
  25. 26. http://farm3.static.flickr.com/2209/3543135684_06db2bae7a_b.jpg Course Coordinators posting to forums in Moodle
  26. 27. http://farm3.static.flickr.com/2209/3543135684_06db2bae7a_b.jpg Blackboard Moodle Comparison between Moodle and Blackboard
  27. 28. http://farm3.static.flickr.com/2209/3543135684_06db2bae7a_b.jpg Blackboard Moodle Coordinator posts to Moodle <5 vs 5>
  28. 29. http://farm1.static.flickr.com/205/497312470_c6d3a7198d.jpg
  29. 30. http://farm1.static.flickr.com/205/497312470_c6d3a7198d.jpg Teaching staff tend to adopt LMS features along a continuum beginning with content dissemination features and moving to more complex features … as they gain experience with the new teaching medium (Malikowski, Thompton, & Theis, 2007)
  30. 31. Examined one academic’s courses
  31. 32. Tools that aid staff/student interaction http://farm3.static.flickr.com/2017/2206733790_ac6328b1c8_b.jpg
  32. 33. http://farm3.static.flickr.com/2208/2326056389_7275d29990_o.jpg An academic’s number of forum messages compared to the university average (all courses
  33. 34. http://farm3.static.flickr.com/2208/2326056389_7275d29990_o.jpg Student Hits for Course 1 2005-2009 Learning Management Systems Online Learning Networks Content focus Social Focus Organisational/Instructor design Learner centric IT governance restrictions User directed with minimal maintenance Generally doesn’t facilitate informal learning Facilitates informal learning Course based model No course restrictions
  34. 35. http://farm3.static.flickr.com/2208/2326056389_7275d29990_o.jpg Student Hits for Course 1 2005-2009 Learning Management Systems Online Learning Networks Content focus Social Focus Organisational/Instructor design Learner centric IT governance restrictions User directed with minimal maintenance Generally doesn’t facilitate informal learning Facilitates informal learning Course based model No course restrictions
  35. 36. http://farm3.static.flickr.com/2208/2326056389_7275d29990_o.jpg Student Hits for Course 2 - 2007-2009 Learning Management Systems Online Learning Networks Content focus Social Focus Organisational/Instructor design Learner centric IT governance restrictions User directed with minimal maintenance Generally doesn’t facilitate informal learning Facilitates informal learning Course based model No course restrictions
  36. 37. http://farm3.static.flickr.com/2208/2326056389_7275d29990_o.jpg Student Hits for Course 2 - 2007-2009 Learning Management Systems Online Learning Networks Content focus Social Focus Organisational/Instructor design Learner centric IT governance restrictions User directed with minimal maintenance Generally doesn’t facilitate informal learning Facilitates informal learning Course based model No course restrictions
  37. 38. http://farm3.static.flickr.com/2208/2326056389_7275d29990_o.jpg Student Hits for Course 3 - 2005-2009 Learning Management Systems Online Learning Networks Content focus Social Focus Organisational/Instructor design Learner centric IT governance restrictions User directed with minimal maintenance Generally doesn’t facilitate informal learning Facilitates informal learning Course based model No course restrictions
  38. 39. http://farm3.static.flickr.com/2208/2326056389_7275d29990_o.jpg Student Hits for Course 3 - 2005-2009 Learning Management Systems Online Learning Networks Content focus Social Focus Organisational/Instructor design Learner centric IT governance restrictions User directed with minimal maintenance Generally doesn’t facilitate informal learning Facilitates informal learning Course based model No course restrictions
  39. 40. http://farm3.static.flickr.com/2208/2326056389_7275d29990_o.jpg Conversation places Content and Forum files on Blackboard 2005-2009 Learning Management Systems Online Learning Networks Content focus Social Focus Organisational/Instructor design Learner centric IT governance restrictions User directed with minimal maintenance Generally doesn’t facilitate informal learning Facilitates informal learning Course based model No course restrictions
  40. 41. http://farm3.static.flickr.com/2208/2326056389_7275d29990_o.jpg Student Hits for all Courses 2004-09 Learning Management Systems Online Learning Networks Content focus Social Focus Organisational/Instructor design Learner centric IT governance restrictions User directed with minimal maintenance Generally doesn’t facilitate informal learning Facilitates informal learning Course based model No course restrictions
  41. 42. http://farm3.static.flickr.com/2208/2326056389_7275d29990_o.jpg An academic’s number of forum messages compared to the university average (all courses
  42. 43. http://farm1.static.flickr.com/205/497312470_c6d3a7198d.jpg
  43. 44. http://farm1.static.flickr.com/56/139617709_bc0ad564d4.jpg
  44. 45. http://farm1.static.flickr.com/56/139617709_bc0ad564d4.jpg Are academics Ready for Communicative Practices?
  45. 46. http://farm1.static.flickr.com/205/497312470_c6d3a7198d.jpg
  46. 47. http://farm3.static.flickr.com/2058/2043682335_71c419936a.jpg
  47. 48. http://farm3.static.flickr.com/2058/2043682335_71c419936a.jpg Some of us are here in terms of our communication practice via the web
  48. 49. Where to from here Where to:
  49. 50. Where to from here Dawson and McWilliam (2008) posed the view that not only is the ‘quantity’ of academic involvement necessary but also the ‘quality’ of that involvement.
  50. 51. Where to from here Dawson and McWilliam (2008) posed the view that not only is the ‘quantity’ of academic involvement necessary but also the ‘quality’ of that involvement. What does ‘quality’ mean?
  51. 52. Where to from here Dawson and McWilliam (2008) posed the view that not only is the ‘quantity’ of academic involvement necessary but also the ‘quality’ of that involvement. Kearsley and Schneiderman (1999, p. 1) discuss the nature of engaged learning, learning that leads to student involvement, that involves “[motivating] students to learn due to the meaningful nature of the learning environment and activities”. What does ‘quality’ mean?
  52. 53. Relationships are important Staff interaction with students is one of the key factors in student engagement (Fresen 2007)
  53. 54. Ken Clark [email_address] Colin Beer [email_address] David Jones [email_address] http://indicatorsproject.wordpress.com

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