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- 1. Preliminary review on the use of to increase in Science and Mathematic based courses at college level By Putra International College, Malacca, Malaysia and Stamford College Malacca, MalaysiaMoodle driving jobs in education By Libby Levi available athttp://photo.itc.nps.gov/storage/images/redw/Webpages/originals/380.jpg under a Creative Commons Attribution Licence
- 2. “I never teach My students. I only provide the conditions In which they can learn.” Albert Einstein Joker, prankster, school teacher, stage performer, physicist, concert violinist, mathematician, genius and Nobel Prize Winner.http://upload.wikimedia.org/wikipedia/commons/d/d3/Albert_Einstein_Head.jpg
- 3. • Learning Outcomes• What is ?• Moodle worldwide facts• Why Moodle?• Three case studies of Moodle use• Setting up Moodle• 4 Useful Maths filters (plugins)• Engaging students with Moodle
- 4. • At the end of this presentation, you will be able to understand: Moodle is • the behind Moodle • the of using Moodle the set up and usage of Moodle • the use of Moodle as a • selected around the world. • methods of with Moodle
- 5. • Modular Object-Oriented Dynamic Learning Environment• An Learning Management System (LMS) under the Public License Read: you are allowed to copy, use and modify Moodle, source must be provided to others; cannot modify or remove the original license and copyrights, must apply this same license to any derivative work• Created to help create with a focus on and of• Is based on the * (*ancient Greek paidagōgeō which means “to lead the child”)
- 6. Facts (from Moodle.org as of November 2011)• Created by Martin Dougiamas Perth W. Australia, 2001• Moodle 2.1.2 and Moodle 1.9.14• 56 million users• 5.7 million courses• 22 countries• Fast growing since 2003• Total of 320 Malaysian sites• Largest Malaysian site: http://myline.utm.my/myline with 418,000 users (world’s 6th largest Moodle site)
- 7. • A LMS based on the Learning Pedagogy: where is an in which learners or based on their and and . (Bruner, 1960 & 1973)
- 8. Built on these 5 principles: o We are all o We a lot by o We learn well by and for others others us o We learn well when the is and to suit our needs Tom Lasic, http://alturl.com/9i5cf
- 9. Moodle pedagogical activitiesCollaborative wikis, blogs, workshop, mind mapsJournal for reflection, peer evaluated forumsSurveys and choices, assignment uploadsSCORM objects, audio/video casts,embedded gamesDatabase, RSS feeder, mashable VoicethreadsGlossary, blog, quiz, Moodle lesson, flash card
- 10. Menubar and breadcrumb Login screen Server Clock Course menuQuotation iconsblock Online Monthly users list Planner
- 11. 11/14/11
- 12. By Moodlerooms. http://www.youtube.com/watch?v=OMYzsAurxHY Automatic Individualised grading Learning experience Less paperContent can be reused To carryWeb 2.0 features (comments) Info 24/7Resultsanalysedwith reports Polling of students Feedback to students
- 13. By Moodlerooms. http://www.youtube.com/watch?v=OMYzsAurxHY Submit assignments Interact with peers inside online & outside of the physical classroom Complete coursework at anytime of the dayExperienceIndividualised learning View grades in a centralised location Receive results for automated activities
- 14. University of British Columbia, 2011• “ is more important than who does the teaching” (2001 Nobel Laureate and physicist, Carl Wieman)• “ from graduate student-instructors than they did from a highly-rated veteran professor giving a traditional lecture” (Carl Wieman, 2011)
- 15. University of British Columbia, 2011 UBC, Spring 2010, 250 physics students, 3 hours a week of classes x 11 weeks. Interactive Method Traditional Lecture MethodTaught by two Grad Students Taught by a long tenured professor ; TV remote-like Lecture mode“clicker” devices ; almost no lecturing , higher attention Lower attendances, lower attention Traditional methodsTeachers received No real-time feedback of students’ on quiz results learning and understandingDepends on Depends more on the instructor’s and how the brain unique style and approachlearnsOutcome: Outcome: of 12-question quiz: 74% Average score of 12-question quiz: 41%
- 16. Sven Åke Bjørke, Senior consultant/University lecturer, Pedagogical Development Centre/Centre for Development Studies, University of Agder, Norway, 2003Problems faced1. Is uploading a PPT file online = E-learning?2. Computers as enemies of teaching? Barriers to F2F?3. Copy, Cram & Reproduce pedagogy in Asia restricts growthFactors that determine high learning outcomes (E-Learning)1.2. Education needs to be than technology- driven.3. Technology must be
- 17. Sven Åke Bjørke, Senior consultant/University lecturer, Pedagogical Development Centre/Centre for Development Studies, University of Agder, Norway, 2003Components• 2 face-to-face periods totaling 7 weeks• – main pedagogy• Students have access to resources (university library, detailed study guides, timetables, videotaped lectures)• Continuous , frequent• Global and practiceResults were ; (2007). Only 6 dropouts out of 94from the 2005 intake of students.
- 18. Sven Åke Bjørke, Senior consultant/University lecturer, Pedagogical Development Centre/Centre for Development Studies, University of Agder, Norway, 2003
- 19. System Specifications – An entry level VPS Moodle Site , 10 Gig HD Genreal rule of thumb: Moodle can support 50 concurrent users per 1GB of RAM RM90 per month with a local web hosting co. CentOS 5.5, Moodle is very (gzip compression enabled) resource hungry! with (eAccelerator 0.9.5.3) 512Kbps Net pipeline , 25 IT students
- 20. CRUCIAL FACTORS IN SETTING UP THE MOODLE SERVER FOR SPEEDIER WEB ACCESS A slow Moodle site can cripple your class Gzip & mod_deflate
- 21. THE IMPLEMENTATION OF A LMS TO INCREASE SELF-DIRECTED LEARNING IN DIPLOMA STUDENTS AT STAMFORD COLLEGE MALACCA Qualitative Questionnaire 27 questions after 4 months of a semester 25 Diploma IT students
- 22. THE IMPLEMENTATION OF A LMS TO INCREASE SELF-DIRECTED LEARNING IN DIPLOMA STUDENTS AT STAMFORD COLLEGE MALACCA
- 23. THE IMPLEMENTATION OF A LMS TO INCREASE SELF-DIRECTED LEARNING IN DIPLOMA STUDENTS AT STAMFORD COLLEGE MALACCA
- 24. THE IMPLEMENTATION OF A LMS TO INCREASE SELF-DIRECTED LEARNING IN DIPLOMA STUDENTS AT STAMFORD COLLEGE MALACCA
- 25. THE IMPLEMENTATION OF A LMS TO INCREASE SELF-DIRECTED LEARNING IN DIPLOMA STUDENTS AT STAMFORD COLLEGE MALACCA
- 26. THE IMPLEMENTATION OF A LMS TO INCREASE SELF-DIRECTED LEARNING IN DIPLOMA STUDENTS AT STAMFORD COLLEGE MALACCA
- 27. THE IMPLEMENTATION OF A LMS TO INCREASE SELF-DIRECTED LEARNING IN DIPLOMA STUDENTS AT STAMFORD COLLEGE MALACCA
- 28. Logs recorded by Moodle Log records (hits) Log activity (timestamp)
- 29. THE IMPLEMENTATION OF A LMS TO INCREASE SELF-DIRECTED LEARNING IN DIPLOMACoursework Learning Time STUDENTS AT STAMFORD COLLEGE MALACCAScore (Secs) Alternate Hypothesis: The more time the student spends learning online, the Learning Time higher will be his/her Test grade (Secs) Correlation Coursework score Conclusion: P-values < 0.05 leads to Rejection of null hypothesis
- 30. http://docs.moodle.org/20/en/Using_TeX_Notation Converts code into mathematical notation Has its own syntax, with a steep learning curve! Insert mathematical notation in the editor by using $$ markers Text in a Moodle editor gives: Disadvantage of Tex: Formula is rendered as an images,Displayed gif Cannot be accessed by Web browser output readers
- 31. http://docs.moodle.org/20/en/Using_TeX_Notation This filter converts algebra code into nice GIF images. Requires the Tex filter to be installed. Simplifies the notation compared to Tex Notation gives: Displayed Disadvantage of Algebra filter: output Formula is rendered as an images, Cannot be accessed by Web browser readers
- 32. http://www1.chapman.edu/~jipsen/mathml/asciimath.html Easily produce good-looking math formulas on webpages Using a simple calculator-style syntax Embed code <script type="text/javascript" src="ASCIIMathML.js"></script> Moodle filter available Output Syntax Updated graph Simple syntax
- 33. http://www.geogebra.org GeoGebra shows algebraic relationships and their graphical representation. Movable sliders Graph updates in real time Create a .ggb object and upload it to the Moodle site Install the GeoGebra filter on your Moodle site
- 34. Free worksheets at www.geogebra.org/en/wiki/index.php/English(C)at sits in middle of a falling ladder. Path taken is shown Animated gifs
- 35. Allows automatic assessment of students’ math quizzes Ask your students to expand (x+4)(x-3) Moodle marks as correct the answers x2 + x - 12 and x2 - 12 + x. At the moment, STACK runs only in Moodle 1.9.x Ian Wild, Moodle 1.9 Math, Packt 2009
- 36. Setup: http://stack.bham.ac.uk/wiki/index.php/Installation Demo: http://stack.bham.ac.uk/ Installation is … Demowell, let’s just say site you need a good Server admnistrator! Block Opaque question type Ian Wild, Moodle 1.9 Math, Packt 2009
- 37. http://www.mmlsoft.com FREEWARE filter that converts algebra code into nice GIF images. Requires the Tex filter to be installed. Simplifies the notation compared to Tex Copy and paste The formula into the Moodle editor
- 38. http://moodle.org/mod/data/view.php?d=13&rid=1454 Dragmath is forDragMathrequires those who haveJava Runtime problems typingEnvironment Tex notation(JRE) 5.0and Tex
- 39. http://docs.moodle.org/20/en/DragMath_equation_editor A good reason to upgrade to Moodle 2.0.x
- 40. http://moodle.org/mod/forum/discuss.php?d=182627 More math functions for your Moodle 2.0.x administrator to install
- 41. http://www.wiris.comhttp://www.slideshare.net/wirismath/wiris-quizzes-presentation-at-eatp-conference Calculator icon Interactive Whiteboard support
- 42. http://www.wiris.com/quizzes/gui/editAnswer.htmlx3 - x x(x2 -1) x • (x -– 1) • (x + 1) Wiris is able to assess variants of the student’s answers
- 43. http://hotpot.uvic.ca/ Hotpot simplifies the quiz creation process in Moodle!
- 44. http://www.khanacademy.org Embed websites in Moodle to lock in the user
- 45. http://www.yaymath.com Another great Maths learning site!
- 46. http://www.ted.com Ah…TED videos. So much to learn, so little time!
- 47. http://demonstrations.wolfram.com/ From the creators of Mathematica
- 48. http://demonstrations.wolfram.com/Download the 103Mb CDF Player toyour PC/laptop
- 49. http://demonstrations.wolfram.com/Toggle the values to see theanimated object
- 50. http://vimeo.com/18872453Students loginto Moodle and answer MCQs Instructor receives real-time visual feedback of students’ understanding Paper: http://www.excellencegateway.org.uk/page.aspx?o=271818
- 51. http://bigbluebutton.org Why spend USD $$ when you can go for an Open Source s/w?VOIP chatWebcamText chat & Session Screen Whiteboard Presentationtranslation record, sharing playback
- 52. http://moodurian.blogspot.com/2011/07/t-his-mashup-was-originally-posted-by.htmlMoodle quiz Xerte screen HTML webpage
- 53. http://www.webtolife.co.nz//content/hyper-forum-documentatoin Colour coded contextual forum postings for asynchronous learning
- 54. http://www.okmindmap.com Youtube videonode playsin Chrome browser
- 55. Use of OKMindMap on Stamford Melaka’s Moodle site(a Moodle plugin exists)
- 56. http://webmarginalia.net/ Threaded forum posts with feedback from the lecturer
- 57. http://moodle.org/plugins/view.php?plugin=assignment_uploadpdf Annotated PDF files with instructor feedback
- 58. http://moodle.org/mod/data/view.php?d=13&rid=3336 Keep your Youtube videos in one place. Reduces distractions and keeps students focused within your Moodle page.
- 59. http://www.chatbotmaker.com/videofiles/00/mp4 Virtual Chatbot with Google’s Automated Speech Recognition. Works only in Chrome.
- 60. http://www.mobilemoodle.org/momo18/ Stay up to date on mobile for Moodle developments
- 61. http://www.mobilemoodle.org/momo18/ Maths equations and graphs on handsets
- 62. http://www.moodbile.org/The look of thefuture – mobile e-learning!
- 63. http://www.contentgenerator.net/ SCORM (Shareable Content Object Reference Model) is a standard that allows Moodle to record a students progress in the Moodle Gradebook. Students’ scores are recorded in Moodle.Creating a SCORM object in a game Adding theSCORM object in Moodle
- 64. http://www.contentgenerator.net/ SCORM-enabled games engage the student in learning. Scores and progress can be recorded.
- 65. SCORM http://moodle.org/mod/data/view.php?id=7198 repository at moodle.orgAn example of a SCORM game after a successful installation in a Moodle coursepage.
- 66. http://www.jsheducation.com/viedownloads.html Science SCORM repository
- 67. http://wikieducator.org/Exemplary_Collection_of_Open_eLearning_Content_Repositories SCORM repository at wikieducator.org
- 68. http://moodurian.blogspot.com moodurian.blogspot.com 40 posts about Moodle 8,488 page views, 2,713 visitors Since May 2011
- 69. http://moodle.org/cousre/view.php?id=55 Moodle.org, the main source of Moodle information:
- 70. http://moodle.org/mod/forum/view.php?id=752 Mathematics Tools forum, the main source of maths plugins news at moodle.org
- 71. http://moodle.org/mod/forum/discuss.php?d=66147 Science teachers forum at moodle.org
- 72. http://moodle.org/mod/data/view.php?d=55&rid=3021 Authos: Ian Wild Publisher: Packt Publishing ISBN: 1847196446 edition 2009 276 pages Good stuff! Synopsis: •Engage and motivate your students with exciting, interactive, and engaging online math courses with Moodle •Integrate multimedia elements in math courses to make learning math interactive and fun Highly Recommended Even for Moodle 2.0 users
- 73. SUMMARYEducators who know how to , use , and and have the powergrid to turn the learning lights on formany, many students. http://feaweb.org/time-on-task-a-teaching-strategy-that-accelerates-learning
- 74. • Kam Boon Seng (MSc. IT, OUM(M))• Stamford College Malacca• MSc In Information Technology, Open University (Malaysia) 2011• Email: frankie@stamford.edu.my boonsengkam@gmail.com Tel: 6012-6585109• Blog: moodurian.blogspot.com Moodle site: scm.moodleace.com

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Frankie Kam

Stamford College Petaling Jaya 223 (October 2012)