The document discusses using Moodle, a virtual learning environment, to facilitate interactive learning. It describes how Moodle allows educators to [1] create online spaces for courses that store resources and link to materials, [2] use communication tools like chats and forums for student discussion, and [3] create assignments and activities for students to complete. It then focuses on how educators can use forums on Moodle to [2] encourage interaction between students on course topics, foster collaboration, and build an online community. A variety of forum-based tasks are presented that educators could use to engage students through online discussion and group work.

1. Interactive Learning Using Dr Liam Boyle LIT Conversations on Learning

2. Moodle functions Virtual Learning Environment (VLE) Allows creation of programme/module related mini-sites: Password protected Stores programme resources (e.g Course notes) Links to external resources Communications – Chat & Forums Assessment

4. Editing Off

5. Editing Off To create a Moodle presence for your programme/module - Contact Willie Ward

6. Editing On

7. Editing On Add a resource

8. Editing On Add a Activity

9. Moodle resources

10. Moodle resources Resources: - Label - Text page - Web page - Link to file - Link to web

11. Moodle activities

12. Moodle activities Assignment Chat Forum Wiki

13. Interactive use of Moodle Interact with the material Set tasks/activities to explore, reflect on and apply ideas from the lectures and course materials Interact with fellow students Get learners to discuss, share and collaborate with fellow students Interact with teacher Forum for learners to pose questions which may be responded to by tutor

14. Knowledge and learning What is knowledge? Reasoned consensus Tentative Survives “public” scrutiny Learn through discussion and debate (subject claims to scrutiny of peers) Collaborative construction of knowledge

15. Online Communication: From VAXnotes to Bebo People embrace online communication But… Course based communication not so easy to achieve Students reluctant to engage Fear? Too busy? Don’t see value?

16. Online Communication: Chat versus Forum Chat Synchronous Immediate Requires good keyboard skills to participate Little time for reflection Not needed by campus-based students Forum Asynchronous Participants can take time to read, reflect and respond Available afterwards Has value for campus based students

17. Online Communication: Chat versus Forum Chat Synchronous Immediate Requires good keyboard skills to participate Little time for reflection No need for campus-based students Forum Asynchronous Participants can take time to read, reflect and respond Available afterwards Has value for campus based students

18. Forums for Interactive Learning Why? Reinforces class group Learn from peers Discussion allows students to sharpen understanding by subjecting ideas to scrutiny Collective building of knowledge Responses to one available to all Why not? Fear of being exposed “ Others may steal my ideas” Freeloaders

19. Forums: Community Building Social dialogue Especially important at start Get to know one another Helps bonding Build trust and respect

20. Interact with topic Task 1: In the Discussion forum for the Organisational Change and Renewal assignment, add a reply on why you think it is important for Operations Managers to understand Lewin’s Planned Change model. (Approximately 300 words)

21. Interact with fellow learners Task 4: For this task, we would like to encourage online discussion of the nature of systemic intelligence and its value for an organisation. Write a brief note discussing one example of a problem caused by a lack of systemic intelligence, or a problem solved by systemic intelligence. In addition to your initial note, you should also add later notes in which you comment on at least two postings by other students. (500 words approx for all your responses)

22. Share with fellow learners Task 5: For this task, you are asked to produce a brief annotated web directory on the topic of Organisational Change and Renewal. Locate at least five web resources – articles or web sites – which contain useful supplementary information in relation to the material covered in this section. Indicate the web address and write a brief note (100 words, approx) on each resource indicating what it contains and why it should be valuable for students of this programme.

23. Tasks Simple Pose question Require response from each Use Q&A forum? Student cannot see responses of others until after they have posted their own Critique Pose question Require contributions from all Including constructive comment on each other’s contributions

24. Tasks Free flowing discussion Questions can come from tutor or students No specific mandate on number of responses Works well with a highly motivated group of learners who are familiar with online discussion Difficult to achieve

25. Group Tasks Collaborative construction Form group Allocate task Formal Debate Specify question Form teams (three versus three) Sequence determined in advance Role for non-team members?

26. Collaborative construction Collaborative building of a text resource Each student allocated to a group Different topic/question allocated to each group “ Within your group, you are asked to collectively produce a document (4,000 word approx) on the allotted topic” Use forum to discuss process Use wiki to construct report

27. Group tasks Group allocated task to work on collaboratively Each group reports back on a different project to whole group. Jigsaw approach Each person allocated a different topic Report back to others Collaboration Group members work together as a team Combination

28. Online research with fellow students Conduct empirical research on the concept of the “Online Gym”. Use the Moodle forum to elicit the views of your fellow students, and to respond to their views Design your questions carefully, to elicit the information you require Post your questions early, to give your fellow students an opportunity to respond Respond to the questions of your fellow students

29. All Things in Moderation! Fuller moderation - Respond to each contribution Probe and encourage participants Minimal moderation - Set up forums and tasks Delete libellous contributions or those which tend to harass or humiliate other participants Load on Teacher/Moderator

30. Is this on the exam, sir? Incorporate forum activity into Continuous Assessment Assess individual contributions? Heavy assessment load for teacher Students compile portfolio responses Place portfolio in Assignment Dropbox One assignment exercise for teacher Group assessment?

33. Questions?