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The Moodle Mash Up
- 1. 1 The Moodle Mash Up: Benefits and Challenges Nav Hundal - E-learning Support Officer Cath Wasiuk – E-learning Support Officer Manchester Metropolitan University
- 2. 2 By the end of this presentation, we hope that you will have: • An overview of integrated institutional systems within Moodle. • An understanding of the benefits and challenges that staff have experienced. • An understanding of the benefits and challenges this has brought to students. • An overview of how this has impacted on the student experience. Session Overview
- 3. EQAL Learning Technologies Review (Nov 2009 – Feb 2010) http://lrt.mmu.ac.uk/ltreview/ • Replacement for existing VLE (Blackboard WebCT Vista) • Seamless systems integration • Automatic unit creation and enrolment • Assessment and Coursework • Electronic Library services integration • Timetabling • Past Exam Papers Raise student satisfaction, providing a seamless and personalised online experience. 3 Background
- 5. Thursday, August 6, 2015 Event Name and Venue 5
- 6. 6
- 7. Thursday, August 6, 2015 Event Name and Venue 7
- 8. Benefits and Challenges to Staff • Everything is automated • Everything is automated • Frees staff of the administration, focus on teaching and learning • Raises the bar Benefits • Quality of data in the right hand block acts as a magnifying glass • Lack of understanding of how things are connected • Flushes out variation in practice Challenges
- 9. Benefits and Challenges to Students All information is in one place MyMMU phone app! Info available anytime anywhere Lack of understanding where info is coming from
- 10. What did the students say? "the course handbook regularly has separate reading to what is stated on Moodle" "coursework has not been clear it has been confusing and what we have to do appeared different on Moodle and in our hand out booklets" "best thing is Moodle & the MMU app on the iPhone" "the further reading materials list on Moodle is really helpful"
- 11. 11 What have we had to overcome? • Lack of understanding of where info is coming from • ELSO’s become a middle man to other issues • Differences in practice has meant curriculum set up incorrectly • Closer working relationships • Moving toward the same goal
- 12. Summary Positive impact on student experience Increased communication and working across teams Further Developments • Moodle to display moderated summative marks • Moodle to display feedback dates to students • Moodle 2.4
Editor's Notes
- Hello, thanks for coming along to our presentation, I’m Nav Hundal and this is my colleague Cath Wasiuk, we are both e-learning support officers at MMU. And I'm going to be talking to you about the Moodle Mash Up!
- Through todays presentation, we aim to provide you with the following: An overview of integrated institutional systems within Moodle. An understanding of the benefits and challenges that staff have experienced. An understanding of the impact it has had on students and on the student experience
- Just to provide you with a little bit of a background as to where the developments that I’m going to talk about have come from. In 2010, MMU went through a Learning Technologies Review as part of the EQAL initiative, some of you may be familiar with EQAL, for those that haven't EQAL is an initiative which stands for Enhancing the Quality for Assessment and Learning. One of the deliverables within this was to raise student satisfaction and engagement by providing a more seamless and personalised online experience of university activity. As part of EQAL and the review, we replaced the existing VLE from WebCT to Moodle which allowed us greater flexibility in integrating other systems into Moodle and using it as the vehicle to deliver more information to the students. . Current integrations include: Automatic unit and programme area creation and automatic unit leader and student enrolments. So once units and programme areas are set up an area is created within Moodle automatically. Attached to this area is the unit leader, again this is pulled through Assessment and coursework information. This is pulled through via the coursework receipting system. So students and tutors can see summative assessments and deadlines. Electronic library services integration. All reading lists are pulled through and linked to the library catalogue Timetable integration within programme areas And past exam papers are also visible, these are pulled through into unit areas and these are held on our digital repository Equella Most of the information is pulled through into a sticky block within Moodle which we call... the right hand block!
- To give you an overview of how all of this information is placed within Moodle, I've got a few screen shots here.... Staff input unit information onto this online proforma, you can see the various different breakdowns here... This information is then fed through to the various systems and is visible in Moodle.
- As you can see, the assessment information is pulled through into the Assessment block from the CWR system – students see their summative assignments and can link to the CWR and download a cover sheet and view their due date. . Staff can see students and who has submitted.
- Heres a screen sot of the CWR system as you can see staff can see who has submitted against the assessments and who hasn't. And students would link to the coversheet they need to hand in CW
- Learning Resources are pulled through into the library block and linked to the library catalogue. So students can see a break down of readings that they need to, To Buy, Essential Reading, and Further Reading. These links are live and link to the library catalogue and to the e-resources if they are available also. The integration between these systems has impacted on all staff and students. I'm going to talk a little bit about the benefits and challenges that have come about from this.
- Everything is automated: No need to re enter this information. Unit creation is automated and enrolment of unit leaders and this is all done at the point the unit is created in QLX. - instant access for unit leaders. All the information that's presented is automatically pulled through, which frees staff from thinking about the information eg, don’t have to repeat reading lists handing them out etc, they don't have to re-enter this information or reproduce it for their students unless they choose to do so. In web CT this info was manually re entered. Once data is in it's in... , free’s them up from the administration side, focus on teaching and learning. This is great news from a learning and teaching perspective as you can imagine a year and a half into moving over to Moodle, now is the time to start really utilising all the other activities within Moodle and thinking about developing the use of technology into programmes. By which we are Raising the bar - already have all this information in a central place, so this helps move us forward and think about what else is possible because the rest of the information is already visible Quality of data in RHB; magnifying glass, if the data going in is incorrect in any system it will be visible to all, if the information going in isn’t right, then the info coming out isn’t right! Lack of understanding of how things are connected; lack of communication!!!! Lack of awareness that info in Moodle is pulled through other systems, and Moodle is just displaying that information.... At first glance, staff think Moodle is wrong as opposed to the data. B & C - flushes out variation in practice, which in turn forces staff to think about how they operate (has to fit in with new system) good and bad as is a challenge
- Onto the student side of things, B - All information is in one place! All info is in the right hand block, so it's a seamless one stop shop. Students can look up Can look up coursework deadlines, link to Library and e-resources to and go directly to the catalogue to search for them... they can view past exam papers.. Timetabling? B And the great thing is it's all available on the MyMMU app! Right hand block information is available on the phone app MyMMU; information is available anytime anywhere C understanding where the information comes from. Where this info is coming from really shouldn’t be of concern to students, but if something is incorrect in one system, Moodle will just pull that information through, so they will see it as Moodle being wrong. And given that still some staff are unaware of where this information comes from, they can then also think Moodle is wrong! not understanding this can lead to misconceptions of the information held in Moodle. This goes back to the challenge for staff around lack of understanding where information is coming from...
- Here are some quotes taken from our internal student survey, as you can see, some of the challenges i have spoken about in relation to data being more visible has come through as a problem for some of these students. Quote 1- read... so this is making reference to the fact that there are inconsistencies within the reading in the Handbook and the reading on Moodle. The chances are that the handbook is out of date, we have found that a lot. But it's something that's not been highlighted in the past because the up to date stuff wasn't as visible... Quote 2: Again, inconsistency in the handbook compared to the coursework break down in the CWR system... Quote 3: So this student likes our app, which pulls through all of this information into one place and can be accessed on their phone or mobile device Quote 4: We've had a lot of comments from students that find the breakdown of readings useful. And because they all link to the library, they can go off searching for a book as opposed to looking it up in the handbook or anywhere else...
- Onto the ELearning Support Officers, some of these are similar to the ones we've heard already. Lack of understanding of systems, so we sometimes Moodle becomes a catch all for all of these issues ELSO's at times become ‘middle man’ to other issues which are highlighted in Moodle. This can be frustrating for staff when we need to redirect them else where and equally so for us when we are solving these issues or re directing such issues. For us, it can be frustrating as we can be seen as Moodle administrators for these issues at times which takes away from our real focus of developing and moving the curriculum and practice forward. Failure to understand how information is translated means, any differences in practice and curriculum set up is now visible. So if it's set up incorrectly then the unit areas are set up incorrectly. EG Units need to be set up, students enrolled, unit leaders enrolled, units made live! All this is visible in Moodle. Previously this info was purely for administration, and enrolment purposes, but now it's need for online units to go live... This has however brought about Closer working relationships, so we have worked with programme teams, CWR office, and various teams to make sure eventually we’ll all be singing off the same page Ultimately, we're all moving towards the same end goal by working together
- To summarise, there has been a lot to overcome with the changes that have taken place, but as we can see going forward the students do like having all their information in one place, and staff are seeing the benefits also and it's having a positive impact on the student experience. There is still some work to do around communication, believe it or not even though we have had this in place for over a year some staff still aren't aware of where this information is pulled from. So hammering this message out this message out and continue to do so to all areas involved. Further Developments In keeping up with student expectation, further developments will include :: We'll be looking at pulling marks from our marking system staff use to input marks into, Agresso. These will be pulled through into Moodle's RHB. This will be for moderated summative assessments only CWR system to include dates of feedback (next to the submission date) so students know when to expect their feedback Only moderated summative marks will go out via Moodle Moodle 2.4