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The Best Moodle Tools You've Never Used

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The Best Moodle Tools You've Never Used

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How are you using Moodle? Posting resources and announcements? Collecting assignments? Launching SCORM content? In a typical course, these activities are all you see, which means there are many Moodlers who are missing out on some of Moodle’s best features!

How are you using Moodle? Posting resources and announcements? Collecting assignments? Launching SCORM content? In a typical course, these activities are all you see, which means there are many Moodlers who are missing out on some of Moodle’s best features!

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The Best Moodle Tools You've Never Used

  1. 1. The Best Moodle Tools You’ve Never Used! Michelle Moore eLearning Consultancy @michelledmoore http://bit.ly/moorebesttools
  2. 2. Document management and broadcast-oriented communication tools . . . comprise 95% of all [LMS] user actions. Severance & Teasley, 2010 LMS Use
  3. 3. Conditional Activities http://www.flickr.com/photos/ehamiter/4552519778/
  4. 4. See What You’re Missing!  Book  Lesson  Glossary  Workshop  Conditional activities
  5. 5. Book What Is It?
  6. 6. Book Content Delivery Tool
  7. 7. Book Table of Contents
  8. 8. Book Built-in Navigation
  9. 9. Book Print with a Click
  10. 10. Book Why Use It?  Chunk content  Simplify delivery  Ease of access  Ease of editing
  11. 11. Book Chunk Content Before . . .
  12. 12. Book Chunk Content After . . .
  13. 13. Book Simplify Delivery Before . . .
  14. 14. Book Simplify Delivery After . . .
  15. 15. Book Ease of Use  No programs required  Editing is a breeze  Auto-linking is awesome!
  16. 16. Book Think Outside the Box  Student generated content  Student presentations  Public-facing resources
  17. 17. Lesson What Is It?
  18. 18. Lesson Linear Content Delivery
  19. 19. Lesson Content & Assessment
  20. 20. Lesson Adaptive Instruction
  21. 21. Lesson Self-Directed Learning
  22. 22. Lesson Flash Cards
  23. 23. Lesson Why Use It?  Chunk content  Simplify delivery  Ease of access  Ease of editing  Increase learner engagement
  24. 24. Lesson Think Outside the Box  Student generated content  Student projects  Project guide  Scenarios
  25. 25. Glossary What Is It?
  26. 26. Glossary Dictionary
  27. 27. Glossary Resource Collection
  28. 28. Glossary Searchable
  29. 29. Glossary Categorizable
  30. 30. Glossary Print with a Click
  31. 31. Glossary Key Word Search
  32. 32. Glossary Author Pictures
  33. 33. Glossary Ratings and Comments
  34. 34. Glossary Why Use It?  Soooo flexible!  Collaborative content generation  Auto-linking  Random glossary entry block
  35. 35. Glossary Auto-Linking
  36. 36. Glossary Random Glossary Entry Block
  37. 37. Glossary Think Outside the Box  Website collection  Training materials  Forms database  Frequently Asked Questions (FAQ)  User biographies  Quote of the Week  Recipe collection
  38. 38. Workshop What Is It?
  39. 39. Workshop Accumulative Grading
  40. 40. Workshop Comments
  41. 41. Workshop Number of Errors
  42. 42. Workshop Rubric
  43. 43. Workshop Why Use It?  Social constructionist  Automated peer review  Directed and objective assessment  Grades for submission and review
  44. 44. Workshop Think Outside the Box  Project review and feedback  Glossary submission evaluation  Peer review of essays  Reflection on teammate contributions  Presentation critiques
  45. 45. Conditional Activities What Is It?
  46. 46. Conditional Activities Based on Date
  47. 47. Conditional Activities Based on Grade
  48. 48. Conditional Activities Based on Completion
  49. 49. Conditional Activities Visible or Not
  50. 50. Conditional Activities Why Use It?  Differentiated instruction  Self-directed learning  Control release of content
  51. 51. Conditional Activities Think Outside the Box  Increase engagement  Game play  Gradual release of content
  52. 52. Which Tool for You?  Book  Lesson  Glossary  Workshop  Conditional activities
  53. 53. Questions?  Michelle Moore  Michelle@eLearningConsultancy.com  @michelledmoore  http://slideshare.net/michelledmoore

Editor's Notes

  • In this context, document management includes everything from distributing documents, presentation files, pdfs, links to websites and collecting those things from students. Broadcast-communication refers to the syllabus, announcements, and calendar or schedule. In the “other” category, they included discussions, wikis, and chats. In our own experience, we might include traditional uses of the quiz.

    Martin Dougiamas, Moodle creator, has reported similar numbers for Moodle with Resources, Assignments, Quizzes and Forums accounting for 90% of Moodle usage.

    How does fit with your experience? As you think about your courses and the way your LMS is being used in your organization, does the statistic ring true?
  • This type of usage means that both you and your students are missing out!

    Moodle has so much more to offer--so many other things you can do to create courses that are not only easier to navigate and manage, but also engaging, motivating, interesting, and interactive.


    Find an image of shock---you’re missing out!
  • With the book module, you can guarantee your learners can access your content. Content can be printed

    Content delivery tool
    Web-based
    Built-in navigation
    Option to print
    Plug-in: http://moodle.org/mod/data/view.php?d=13&rid=319
  • With the book module, you can guarantee your learners can access your content. Content can be printed

    Content delivery tool
    Web-based
    Built-in navigation
    Option to print
    Plug-in: http://moodle.org/mod/data/view.php?d=13&rid=319
  • With the book module, you can guarantee your learners can access your content. Content can be printed

    Content delivery tool
    Web-based
    Built-in navigation
    Option to print
    Plug-in: http://moodle.org/mod/data/view.php?d=13&rid=319
  • With the book module, you can guarantee your learners can access your content. Content can be printed

    “Chunk” content (image of course with lots of links with red cross through it—show alternative)
    Ease of editing (easy for teachers to edit)
    Leverage auto-linking

  • With the book module, you can guarantee your learners can access your content. Content can be printed

    “Chunk” content (image of course with lots of links with red cross through it—show alternative)
    Ease of editing (easy for teachers to edit)
    Leverage auto-linking

  • With the book module, you can guarantee your learners can access your content. Content can be printed

    “Chunk” content (image of course with lots of links with red cross through it—show alternative)
    Ease of editing (easy for teachers to edit)
    Leverage auto-linking

  • With the book module, you can guarantee your learners can access your content. Content can be printed

    “Chunk” content (image of course with lots of links with red cross through it—show alternative)
    Ease of editing (easy for teachers to edit)
    Leverage auto-linking

  • With lesson, you can do everything the book does, except print, and more.
    Lesson allows you to chunk and streamline content and web-based to ensure access.
    Advantage of lesson over book, documents, pdfs and powerpoints is that you can require learner engagement or involvement.
  • Create a sample of a webquest--screenshot
    Mention idea of building assessment into syllabus
    Replicating PowerPoint delivered in class
    Webquest
    Sample scenario
    Grab screen shot from Foundations course/Admin course
  • Mention idea of building assessment into syllabus
    Replicating PowerPoint delivered in class with questions and interactions
    Multiple question types—true/false; matching, multiple answer, short answer, essay
  • Replicating PowerPoint delivered in class
    Sample scenario
  • Webquest
    Sample scenario
  • Rote learning
  • Student-generated content: The hardest thing about using lessons in “real life” is finding the time to build the content. I suggest that you let the students do the work—let them build the content/the lessons. Building lessons requires in-depth understanding to build and sequence content, construct questions, and write feedback. If you want students to work on content collaboratively, you could have them construct the content in a wiki.

    Student presentations: Let students build reports and presentations in the lesson module instead of PowerPoints. As with book, easier to integrate media and track usage. Students will find it interesting to track data. Can also let students build scenarios or games within the lesson.

    Project guide: Similar to the way I build my weekly lessons—pages provide content and instruction to help students move forward through the activities in a given unit or week.
  • Mention adding audio clips, videos, letting students do glossary entries instead of reports; mention spelling list idea; newsletters

    Mention more ideas are in the Moodle Docs and in books by William Rice and Mary Cooch
  • Tool for facilitating the Peer Review process—consists of several key phases:
    Setup: Teacher sets up workshop and evaluation form; students see introductory information
    Submission: Learners submit their work, whether that be a file, multiple files or an online text submission. Once submissions are complete, instructor allocates work to be reviewed or assessed.
    Assessment: Learners use the rubric or evaluation form provided and review the work allocated to them. Note: students can receive grades on how they assess others.
    Grading Evaluation: Teacher reviews scores, feedback, and makes adjustments as necessary.
    Closed: Workshop grades are transferred to gradebook; scores and feedback become visible to the student.
  • Tool for facilitating the Peer Review process—consists of several key phases:
    Setup: Teacher sets up workshop and evaluation form; students see introductory information
    Submission: Learners submit their work, whether that be a file, multiple files or an online text submission. Once submissions are complete, instructor allocates work to be reviewed or assessed.
    Assessment: Learners use the rubric or evaluation form provided and review the work allocated to them. Note: students can receive grades on how they assess others.
    Grading Evaluation: Teacher reviews scores, feedback, and makes adjustments as necessary.
    Closed: Workshop grades are transferred to gradebook; scores and feedback become visible to the student.
  • Tool for facilitating the Peer Review process—consists of several key phases:
    Setup: Teacher sets up workshop and evaluation form; students see introductory information
    Submission: Learners submit their work, whether that be a file, multiple files or an online text submission. Once submissions are complete, instructor allocates work to be reviewed or assessed.
    Assessment: Learners use the rubric or evaluation form provided and review the work allocated to them. Note: students can receive grades on how they assess others.
    Grading Evaluation: Teacher reviews scores, feedback, and makes adjustments as necessary.
    Closed: Workshop grades are transferred to gradebook; scores and feedback become visible to the student.
  • Tool for facilitating the Peer Review process—consists of several key phases:
    Setup: Teacher sets up workshop and evaluation form; students see introductory information
    Submission: Learners submit their work, whether that be a file, multiple files or an online text submission. Once submissions are complete, instructor allocates work to be reviewed or assessed.
    Assessment: Learners use the rubric or evaluation form provided and review the work allocated to them. Note: students can receive grades on how they assess others.
    Grading Evaluation: Teacher reviews scores, feedback, and makes adjustments as necessary.
    Closed: Workshop grades are transferred to gradebook; scores and feedback become visible to the student.
  • Tool for facilitating the Peer Review process—consists of several key phases:
    Setup: Teacher sets up workshop and evaluation form; students see introductory information
    Submission: Learners submit their work, whether that be a file, multiple files or an online text submission. Once submissions are complete, instructor allocates work to be reviewed or assessed.
    Assessment: Learners use the rubric or evaluation form provided and review the work allocated to them. Note: students can receive grades on how they assess others.
    Grading Evaluation: Teacher reviews scores, feedback, and makes adjustments as necessary.
    Closed: Workshop grades are transferred to gradebook; scores and feedback become visible to the student.
  • Selective release of material based on certain criteria or parameters

    Differentiated instruction—for enrichment or remediation
    For game play—increasing engagement
    Controlled release of activities—like in admin course—want to allow learners to progress at own pace without overwhelming
  • Selective release of material based on certain criteria or parameters

    Differentiated instruction—for enrichment or remediation
    For game play—increasing engagement
    Controlled release of activities—like in admin course—want to allow learners to progress at own pace without overwhelming
  • Selective release of material based on certain criteria or parameters

    Differentiated instruction—for enrichment or remediation
    For game play—increasing engagement
    Controlled release of activities—like in admin course—want to allow learners to progress at own pace without overwhelming
  • Options for conditions
    Activity completion
    Date
    Grade
    Group
    User profile
    Restriction set (combination)
  • Selective release of material based on certain criteria or parameters

    Differentiated instruction—for enrichment or remediation
    For game play—increasing engagement
    Controlled release of activities—like in admin course—want to allow learners to progress at own pace without overwhelming
  • Selective release of material based on certain criteria or parameters

    Differentiated instruction—for enrichment or remediation
    For game play—increasing engagement
    Controlled release of activities—like in admin course—want to allow learners to progress at own pace without overwhelming
  • Selective release of material based on certain criteria or parameters

    Differentiated instruction—for enrichment or remediation
    For game play—increasing engagement
    Controlled release of activities—like in admin course—want to allow learners to progress at own pace without overwhelming
  • So, what is it, exactly that you’re missing? Probably a fair bit if you’re only using the content delivery and traditional assessment tools, but I’ve worked to narrow the list to five key features that I think you should know about and really consider using.

    As I go through these though, I’ll say the same thing I did yesterday--don’t fret about how you’re going to add all of these tools to your next course. Listen to the examples, explore the samples, and try the one tool that most readily applies to your Moodle course.

    So, the five tools---
    Book (mentioned yesterday—great way to present content)
    Lesson (also mentioned yesterday—another great way to present content)
    Glossary (my favorite)
    Workshop (second favorite—quintessential social constructionist tool)
    Conditional activities (on the list not so much because I think people won’t use it, but because I think people will lack creativity. )


    Images to reflect each tool.


    Create certificate to add to course to offer a seat in our training courses based on completion of several activities.
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