Establishing Moodle Communities for Peer Support and PD - Kim Edgar

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MoodlemootAU2014

This document discusses using online communities and Moodle tools to engage users in peer support and professional development. It suggests establishing communities around unrelated topics to allow self-directed, flexible discussion spaces. The nature of work is changing and connectivity through social networks and crowdsourcing can help drive reputation and human capital. Moodle tools like profiles, blogs, badges and forums can facilitate a constructivist approach to community building.

Education

Your premium eLearning technology service partner netspot.com.au
Establishing Moodle Communities for
peer support and PD
Looking back, looking forward. This session
will take a look at using online communities
to engage Moodle users in using Moodle for
teaching and learning.

Introductions
• Florist
• Hotel reception
• Office administrator
• Trainer
• Content creator
• Web master
• Database designer
• Project Manager
• Business Analyst
• Student
• Teacher

Overview
• Looking back
• Changing nature of work
• Networking and connecting
• Where good ideas come from
• Connectivity
• Reputation
• Practicalities

The responsibility for professional development

Nature of work
• No boundaries
• Social networks
• Crowd stuff
• Technology
• Human capital
Image: http://www.ronwatters.com/Images/Teaching1800s.jpg

https://www.youtube.com/watch?v=NugRZGDbPFU

Drive: The surprising truth about
what motivates us – Dan Pink
https://www.youtube.com/watch?v=u6XAPnuFjJc

Build community
• Use an unrelated topic
• Community of Interest
• Provide a flexible space using the tool(s)
• Allow communities to be self directed
• Celebrate success
• For example:
Community around Personal Sustainability Plans
http://prezi.com/l7f69cfixltw/?utm_campaign=share&utm_medium=copy

Sarah Thorneycroft – Moodle Dailies
• A guided tour:
http://www.youtube.com/watch?v=1rNfPyPCSi8
• Narrative based
• Gamification
(WoW, concept of quests, level up)
• Daily quests/tasks

Resources
• “Let’s Connect!”: Alana Muller
https://www.youtube.com/watch?v=Wx-I8KT75wo
• The hidden influence of social networks: Nicholas
Christakis
https://www.youtube.com/watch?v=2U-tOghblfE
• The Power of Our Human Capital: Shivani Gogna
https://www.youtube.com/watch?v=831nDhmH_hw
• The case for collaborative consumption
https://www.youtube.com/watch?v=AQa3kUJPEko
• The currency of the economy is trust: Rachel Botsman
https://www.youtube.com/watch?v=kTqgiF4HmgQ

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The continuous cycle of Moodle evolution at Australian College of Nursing - D...

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Taking the Training Wheels Off - Teresa Gleeson

MoodlemootAU2014

- The Waikato Centre for eLearning (WCEL) at the University of Waikato has grown from 3 staff members in 2007 to 6 staff members currently. - As the capabilities of staff have increased with tools like Moodle, the demands on WCEL's time have also increased with more support calls and a wider range of services offered. - To better manage support demands, WCEL has transitioned from full-day hands-on workshops to shorter 30-minute workshops focused on specific Moodle topics. Pre-semester introductory workshops and 24/7 online help through MoodleBites allow staff to learn at their own pace.

PALS Project model Accredited Learning & Support - World Vision

MoodlemootAU2014

- Juliet is a community market facilitator in Uganda who helps connect smallholder farmers to buyers through collective selling. She previously found learning and support challenging due to limited resources. - The PALS program addresses these challenges by creating an online learning community for market facilitators across countries. Participants complete asynchronous online modules while sharing their experiences and supporting each other. - Juliet has benefited from participating in PALS, regularly contributing to discussions and applying her new knowledge to help farmers in her community. The program is being expanded to support more participants in economic development work.

Moodle quizzes to improve learning in large first year laboratory classes - UNSW

MoodlemootAU2014

This document discusses using Moodle quizzes to improve learning in large first year physics laboratory classes at UNSW. Previously, students would copy each other's preparatory work in the lab manual. Now, students must complete a pre-lab Moodle quiz before each lab, covering the required reading and videos. This ensures students come prepared and allows demonstrators to focus on helping students in lab rather than checking preparatory work. The quizzes have reduced plagiarism and helped labs run more smoothly and efficiently with fewer delays. Moodle quizzes provide formative assessment and feedback to further improve student learning and preparation for labs.

Atto - Moodle HQ

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Evolution of Assessment - Karen Lillywhite, Mitchell Fitzgerald and Cyndie Mc...

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‘Walking the talk: A model for Academic Staff Professional Development using ...

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Change Management for Electronic Assignment Management - Jikke Adema and Kell...

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Marrying Moodle with Professional Development Opportunities for Teaching Staf...

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Evoling User Acceptance Testing for Moodle Environment - Amy Holland

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CIT upgraded its learning management system from WebCT to Moodle in 2010. It now has three environments - Moodle, EQUELLA, and Adobe Connect. For upgrades between Moodle versions, CIT creates thorough user acceptance testing documentation. The documentation includes test plans to check functionality and compatibility of plugins. Lessons learned from past upgrades are also documented to improve future testing. The goal is to identify any issues before upgrades go live, in order to provide a stable learning environment for students and teachers.

Student Progress Reports – beyond ticking the boxes - Lindy Klein

MoodlemootAU2014

This document discusses using Moodle to track student progress reports and communication between students and educators. It describes replacing the traditional paper-based student progress record with Moodle's wiki tool. The wiki allows individual pages for each enrolled student, version history to prevent accidental edits, and is accessible online. While exporting information remains a challenge, the wiki provides a free-text area, file attachments, and communication records for each student. The document recommends exploring Moodle's flexible permission and role settings to customize the wiki for individual tutors and subject coordinators to view only their own students' pages. In conclusion, the wiki is a possible solution for electronically tracking student-educator communication and progress within Moodle.

Ensuring consistency in inclusive teaching practices - Pranit Anand

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This document discusses ensuring consistency in inclusive teaching practices for a core computing subject at UOW College. The subject aims to teach popular software, collaboration skills, and issues around emerging technologies. Teaching methods include word processing, presentations, projects, and practical assessments. The document advocates developing a "computing mindset" through flexible, motivating assessments like a digital storybook assignment. It addresses challenges in assessment consistency and formats, and describes using rubrics and Moodle for assignment marking and feedback. Overall the document focuses on inclusive, skills-based assessments to prepare students for higher education using technology.

Reflective learning across online discussion forums - Evolving educational pr...

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Moodle Generating Science Inquiry Activities - Dr. Mingming Diao

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This document summarizes the Opening Real Science project, which aims to bring authentic science education to Australian classrooms. It introduces the project leaders and partners across multiple universities. The project will develop online modules in various science subjects that embed real scientific practices like hypothesis testing. It discusses exemplar modules in topics like tropical cyclones and consumer chemistry. The document also outlines the educational design framework and provides examples of how scientific activities and modules can be built in Moodle.

Learning from the MOOCs: Building OUA's Teaching & Learning Platform - Sachin...

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Using Moodle to Support Non-teaching Activities - David Bain & Kelly Marshall

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This document summarizes Flinders University's history with learning management systems from 1999 to 2014, including transitions from WebCT to WebPET to Blackboard Vista to Moodle. It describes how over 2,200 non-teaching sites now exist in Moodle to support activities beyond direct instruction, such as course communities, skills training, collaboration spaces, and staff support. While the LMS provides familiar tools and flexible policies, the document questions whether non-teaching sites are worthwhile given setup and maintenance costs, and whether the LMS should solely support student learning or also non-instructional activities.

Getting Teachers Ready - Penny Neuendorf

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Penny Neuendorf presented on supporting teachers and keeping the learning management system Moodle current. She discussed how training and support for teachers has evolved from 2011 to 2013, including self-training, support from other teachers and students, and no training. She outlined challenges such as not promising what can't be delivered and the future including continued professional development and just in time support to improve teaching with Moodle. The goal is to achieve high learner satisfaction and attract students by providing quality education supported by eLearn.

Lifeline & Moodle - Saving Lives Tom Hulse

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Lifeline provides crisis support services and suicide prevention training across Australia, answering over 110 online chats and 2000 calls per day. As a registered training organization, it offers nationally accredited counseling certification. Lifeline implemented an e-learning system using Moodle to provide consistent training to its 11,000 volunteers and staff in a cost-effective way, as the nonprofit has volunteers spread across the country with limited access to centers. The Moodle platform allows Lifeline to standardize training, reach remote volunteers, and help save more lives through its counseling services.

Moodle in the Classroom: An “in the trenches” perspective - Mark Bailye

MoodlemootAU2014

A teacher implemented Moodle at a high school to enhance student learning. Initially, Moodle was underutilized with no clear support structure and grades tracked separately in Excel. After redesigning courses to be more visually appealing, relevant, and easy to navigate, engagement and time spent with students increased. A Moodle working group and administrator were created to provide top-down support. The teacher found that tailoring learning activities, monitoring progress, and rewarding engagement helped improve the student experience with Moodle.

Take it EASI Using learning analytics to inform academic practice in Moodle -...

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