Presentation to the Centre for Veterinary Education (CVE) tutors forum in Melbourne, April 2014. Focus on exploring the functionality of LMS systems to support good online pedagogy.

1. CVE Tutor Retreat – Melbourne, 11-13 April, 2014
Exploiting the
online environment
for learning

2. OUTLINE
• Overview of approaches to learning design and
distance education using current technologies
• Exploiting the features of Moodle to achieve powerful
learning, including…
• Incorporating multimedia elements
• Creating knowledge building communities
• Incentivizing participation and completion

3. THEORETICAL UNDERPINNINGS

5. ACTIVITY EXAMPLES

6. LEARNING AS ACTIVITY – PERSONAL
Includes tasks and activities designed for the individual
learner to engage with in order to process information
and transform it into personal knowledge.
• reflection (via journal or blog)
• observation
• survey
• puzzle
• games/simulations
• digital portfolio
• online quiz with instant feedback
• independent research
• mind-mapping
• infographic
• composing music
• photography
• video-editing
• podcast

7. LEARNING AS ACTIVITY – ASYNCHRONOUS
Includes tasks and activities specifically designed to
involve members of the learning community, to reinforce
understandings of the social construction of knowledge
and the importance of peer feedback etc.
• Whole class or group discussion
• formal debate
• small group discussion
• team project
• problem-based learning groups
• case study groups
• peer review
• instant messaging
• online chat

8. LEARNING AS ACTIVITY - SYNCHRONOUS
Includes all synchronous activity, including teacher to
learner(s) and learner to learner(s), enabled by video,
audio, webinar, text-chat etc.
• Telephone conversation
• Peer-to-peer instruction
• Teaching a lesson
• Role plays
• Presentations
• Tutorials

10. Source: Ron Oliver, Edith Cowan University

11. THE LEARNING BURGER
• B
Learning
support
Learning
resources
Learning
activity

12. WOULDYOU LIKE FRIES WITH THAT?
Constructo-burger
Open-burger
Instructo-burger
Acto-burger

13. ORGANISING THE LEARNING

20. UNIVERSAL DESIGN FOR LEARNING
An educational framework based on research in the
learning sciences, including cognitive neuroscience, that
guides the development of flexible learning
environments that can accommodate individual learning
differences.
• Multiple means of representation to give learners
various ways of acquiring information and knowledge,
• Multiple means of expression to provide learners
alternatives for demonstrating what they know, and
• Multiple means of engagement to tap into learners'
interests, challenge them appropriately, and motivate
them to learn

22. HIGHER ORDER THINKING

23. SOLO TAXONOMY

24. KOLB’S LEARNING CYCLE
Concrete
experience
(doing/having
experience)
Reflective
observation
(reviewing/
reflecting on the
experience)
Abstract
conceptualisation
(concluding/learning
from the experience)
Active
experimentation
(Planning/trying out
what you’ve learned)

25. EMBEDDING MULTIMEDIA

26. INCENTIVIZING PARTICIPATION & COMPLETION
• Rewards
• Assessments
• Progress bars
• Feedback
• Group roles
• Badges

27. BADGES IN MOODLE
• A gamification of the learning
process
• Can be awarded for a range of
things within the environment
e.g.
• Personal task completion
• Group task completion
• Forum facilitator role
• Course completion
• Etc.
• Potential for aggregation and
recognition within other courses
and qualifications

28. Derek Wenmoth
Email: derek@core-ed.org
Blog: http://blog.core-ed.org/derek
Skype: <dwenmoth>