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Limits in developing innovative pedagogy with Moodle: The story of BIM<br />David Jones<br />http://davidtjones.wordpress....
1. Show and tell of BIM<br />2. Identify some limitations to innovative pedagogy<br />http://www.flickr.com/photos/sookie/...
BAM<br />Into<br />Moodle<br />Activity module for Moodle<br />http://www.flickr.com/photos/nolifebeforecoffee/124659356/<...
Blog<br />BAM<br />Aggregation<br />Into<br />Management<br />Moodle<br />http://www.flickr.com/photos/nolifebeforecoffee/...
BAM<br />(Jones and Luck, 2009)<br />A Webfuse tool (2006-2009)<br />- 26 offerings, 7 courses<br />- 2790+ students<br />...
Students create and register blogs/feeds<br />http://www.flickr.com/photos/nolifebeforecoffee/124659356/<br />
They answer questions (or not)<br />http://www.flickr.com/photos/nolifebeforecoffee/124659356/<br />
BIM aggregates/mirrors the student posts<br />http://www.flickr.com/photos/nolifebeforecoffee/124659356/<br />
BIM “allocates” posts to questions<br />Unallocated<br />Submitted<br />http://www.flickr.com/photos/nolifebeforecoffee/12...
BIM shows students what it knows about their posts<br />http://www.flickr.com/photos/nolifebeforecoffee/124659356/<br />
BIM provides teaching staff with management interface<br />Marker<br />Coordinator<br />http://www.flickr.com/photos/nolif...
BIM integrates with Moodle gradebook<br />
BIM generates OPML feed for staff<br />http://www.flickr.com/photos/nolifebeforecoffee/124659356/<br />
http://www.flickr.com/photos/quinnanya/3588989219/<br />
Concreteexperience<br />ReflectiveObservation<br />Activetesting<br />Kolb’s learning cycle<br />Abstracthypothesis<br />h...
(Moyle, 2010)<br />“building literacies”<br />Reflection/meta-cognition<br />Escapingclosed gardens<br />(Kim, 2010)<br />...
Coordinator<br />Student<br />c006<br />Marker<br />http://www.flickr.com/photos/wwworks/2850669383/<br />
http://bit.ly/bambim<br />http://www.flickr.com/photos/80417459@N00/2471314610/<br />
http://www.flickr.com/photos/wlodi/2654296462/<br />
The “grammar of school”<br />(Papert, 1995)<br />http://www.flickr.com/photos/wlodi/2654296462/<br />http://www.flickr.com...
Limited knowledge<br />http://tpack.org<br />
Limited knowledge<br />http://tpack.org<br />
Inappropriate technology<br />http://www.flickr.com/photos/wlodi/2654296462/<br />
LMS Features<br />General versus specific<br />Inappropriate technology<br />http://www.flickr.com/photos/wlodi/2654296462...
LMS Features<br />General versus specific<br />Inappropriate technology<br />Implement “Vanilla”<br />http://www.flickr.co...
LMS Features<br />General versus specific<br />Inappropriate technology<br />Implement “Vanilla”<br />Low levels abstracti...
LMS Features<br />General versus specific<br />Big upfront design<br />Inappropriate technology<br />Implement “Vanilla”<b...
Angelo, T., & Cross, K. (1993). Classroom Assessment Techniques: A Handbook for College Teachers (2nd ed.). San Francisco:...
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Limits in developing innovative pedagogy with Moodle: The story of BIM

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First draft of a presentation to be given at the 2010 Australian MoodleMoot.

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Limits in developing innovative pedagogy with Moodle: The story of BIM

  1. 1. Limits in developing innovative pedagogy with Moodle: The story of BIM<br />David Jones<br />http://davidtjones.wordpress.com<br />http://bit.ly/bambim<br />
  2. 2. 1. Show and tell of BIM<br />2. Identify some limitations to innovative pedagogy<br />http://www.flickr.com/photos/sookie/100608625/<br />
  3. 3. BAM<br />Into<br />Moodle<br />Activity module for Moodle<br />http://www.flickr.com/photos/nolifebeforecoffee/124659356/<br />
  4. 4. Blog<br />BAM<br />Aggregation<br />Into<br />Management<br />Moodle<br />http://www.flickr.com/photos/nolifebeforecoffee/124659356/<br />
  5. 5. BAM<br />(Jones and Luck, 2009)<br />A Webfuse tool (2006-2009)<br />- 26 offerings, 7 courses<br />- 2790+ students<br />- 20,000+ blog posts<br />http://www.flickr.com/photos/nolifebeforecoffee/124659356/<br />
  6. 6. Students create and register blogs/feeds<br />http://www.flickr.com/photos/nolifebeforecoffee/124659356/<br />
  7. 7. They answer questions (or not)<br />http://www.flickr.com/photos/nolifebeforecoffee/124659356/<br />
  8. 8. BIM aggregates/mirrors the student posts<br />http://www.flickr.com/photos/nolifebeforecoffee/124659356/<br />
  9. 9. BIM “allocates” posts to questions<br />Unallocated<br />Submitted<br />http://www.flickr.com/photos/nolifebeforecoffee/124659356/<br />
  10. 10. BIM shows students what it knows about their posts<br />http://www.flickr.com/photos/nolifebeforecoffee/124659356/<br />
  11. 11. BIM provides teaching staff with management interface<br />Marker<br />Coordinator<br />http://www.flickr.com/photos/nolifebeforecoffee/124659356/<br />
  12. 12. BIM integrates with Moodle gradebook<br />
  13. 13. BIM generates OPML feed for staff<br />http://www.flickr.com/photos/nolifebeforecoffee/124659356/<br />
  14. 14. http://www.flickr.com/photos/quinnanya/3588989219/<br />
  15. 15. Concreteexperience<br />ReflectiveObservation<br />Activetesting<br />Kolb’s learning cycle<br />Abstracthypothesis<br />http://flickr.com/photos/oberazzi/318947873/<br />
  16. 16. (Moyle, 2010)<br />“building literacies”<br />Reflection/meta-cognition<br />Escapingclosed gardens<br />(Kim, 2010)<br />Connectivism<br />(Social)Constructionism<br />(Siemens, 2005)<br />(Papert & Harel, 1991)<br />http://www.flickr.com/photos/wwworks/3196112134/<br />
  17. 17. Coordinator<br />Student<br />c006<br />Marker<br />http://www.flickr.com/photos/wwworks/2850669383/<br />
  18. 18. http://bit.ly/bambim<br />http://www.flickr.com/photos/80417459@N00/2471314610/<br />
  19. 19. http://www.flickr.com/photos/wlodi/2654296462/<br />
  20. 20. The “grammar of school”<br />(Papert, 1995)<br />http://www.flickr.com/photos/wlodi/2654296462/<br />http://www.flickr.com/photos/wlodi/2654296462/<br />
  21. 21. Limited knowledge<br />http://tpack.org<br />
  22. 22. Limited knowledge<br />http://tpack.org<br />
  23. 23. Inappropriate technology<br />http://www.flickr.com/photos/wlodi/2654296462/<br />
  24. 24. LMS Features<br />General versus specific<br />Inappropriate technology<br />http://www.flickr.com/photos/wlodi/2654296462/<br />
  25. 25. LMS Features<br />General versus specific<br />Inappropriate technology<br />Implement “Vanilla”<br />http://www.flickr.com/photos/wlodi/2654296462/<br />
  26. 26. LMS Features<br />General versus specific<br />Inappropriate technology<br />Implement “Vanilla”<br />Low levels abstraction<br />http://www.flickr.com/photos/wlodi/2654296462/<br />
  27. 27. LMS Features<br />General versus specific<br />Big upfront design<br />Inappropriate technology<br />Implement “Vanilla”<br />Low levels abstraction<br />http://www.flickr.com/photos/wlodi/2654296462/<br />
  28. 28. Angelo, T., & Cross, K. (1993). Classroom Assessment Techniques: A Handbook for College Teachers (2nd ed.). San Francisco: Jossey-Bass.<br />Kim, J. (2010, 6 April, 2010). 11 ideas about which I may be wrong. Retrieved 13 April, 2010, from here<br />Moyle, K. (2010). Building innovation: learning with technologies. Camberwell, Australia: Australian Council for Educational Research.<br />Jones, D., & Luck, J. (2009). Blog AggregationManagement: Reducing the Aggravation of ManagingStudent Blogging. Paper presented at EdMedia’2009<br />Papert, S., & Harel, I. (1991). Constructionism. New York City: Ablex Publishing Corporation.<br />Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1).<br />Papert, S. (1995). Why School Reform is Impossible. The Journal of the Learning Sciences, 6(4), 417-427.<br />http://www.flickr.com/photos/annarbor/4350627292/<br />

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