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Meta e learning presentation for imoot
Moodle is an open source learning management system that is customizable and flexible. It provides various tools to disseminate information, facilitate communication and interaction, and assess student learning. The document analyzes several Moodle tools (e.g. forums, wikis, quizzes) based on their ease of use, ability to transfer information, facilitate assessment and collaboration. It provides guidance on selecting the appropriate tool based on the instructor's pedagogical needs and goals for a given learning activity.
Meta e learning presentation for imoot
- 2. Why Moodle? Open sourcesoftware Customisable Flexible Potential Community
- 4. Social Constructionism Argues thatthe authority of knowledge ultimately derives from a "knowledge community" of people who agree about the truth. …people's ideas are ultimately given meaning by their social context. (Warmoth, 2000)
- 6. Easy, like anemail attachment. But can your doc stand on its own? Yes. Only teachers can upload files to course site. So definitely a push- tool. Maybe. Use to give task. Collect student files through Forum or Assignment. No. It’s a distribution tool. No option for interaction or communication. Maybe. Use to give task. Collect student files through Forum or Assignment. None. This is not a learning activity, but information transfer. Add Resource Upload a file (Word Document/ PowerPoint) Ease of use How easy can this be set up by you? Information Transfer Is it a tool for disseminating information from you to your students? Assess learning Will this tool allow you to assess your students’ learning? Communication & interaction Can it be used for communication & interaction among participants (you & your students)? Co-create content Can you & your students collaborate & create content together? Bloom’s Allows what thinking order? •Remember •Understand •Apply •Analyse •Evaluate •Create Moodle Tool Guide for Teachers Easy. It’s a standard forum , already set up in your course. Yes. Include course updates, encouragement, timely links, etc. No. The News Forum is limited. Students cannot post new topics. You can start new topics. Students respond. Great for establishing course rhythm. Limited because students cannot start new topics. Tip: Set up another Forum. 2/6 Not strictly learning activity. Test readiness for next class? R & U News Forum Use to send out course announcements Easy. Forum has usable default settings. A name & description is enough. Share resources as links or files. High message volume? Risk of losing info. Forum is versatile & allows this, e.g. design a formative assessment activity. Yes. Students communicate with you & peers. Interact as a class or in groups. Yes. Students can collaborate & explore topics, discuss them & write together. 5/6 Understand, Apply, Analyse, Evaluate, Create Discussion Forum Use for many types of learning activities * Tricky. Decide on individual & group settings. Has some quirks. Get some training. Yes. Use as information site. Allow editing only by teachers or by any participant. Wiki is versatile & allows this, e.g. design a formative assessment activity. Not suited for discussions. Use in brainstorming, planning, collabo- rative writing,… Yes. Students can collaborate & explore topics, discuss them & write together. 5/6 Understand, Apply, Analyse, Evaluate, Create Wiki Use for many types of learning activities Joyce Seitzinger (@catspyjamasnz / www.cats-pyjamas.net) - May 2010 www.eit.ac.nz How to use this guide Are you a teacher new to Moodle? Use this guide to pick the right tool for the job. •Know which tool you want to use? Follow its row across to see its strengths & weaknesses. •Know what you want to achieve? Pick a column and follow it to see which tool will help you do it. *Be creative with Discussion Forums It doesn’t always have to be an in-depth class discussion. Other activity ideas: class debate, team discussions, report weekly project findings, web quests, role play & feedback, gather resources & reviews, assessment support, Helpline, NZ’s Got Talent (use the rating), rotated student-led discussions, weekly magazine,… Need more Moodle help? •Moodle community at www.moodle.org •Download Using Moodle book (it’s free!) •@lasic’s 2 Minute Moodles videos •@moodleman blog: www.moodleman.com •Go meet your friendly e-learning, flexible learning or educational technology team. Buy them a coffee! Great fit Can work w/ some learning design Not best tool for the job Default settings are good. Try to set it so the author’s name is shown. Use glossary to define terms or present info. Better yet, let the students add to it. Glossary is versatile & allows this. But you need to design the right learning activity. Not suited for discussions. Students can read other entries & comment or rate. Only original author can edit an entry. Class can collect reviews, resources, etc 5/6 Understand, Apply, Analyse, Evaluate, Create Glossary Use for learning activities that gather resources or present info What you want to achieve (pedagogy) Whatyouwantto use(technology) Tricky & takes time. Set up quiz, then questions. Consider your categories. The quiz is aimed at assessment, not as distribution channel. Tip: use as self-test. Quiz can be timed & secure. Has essay, mc, true/ false, matching, & other questions. No. Tip: Use forums instead. No. Tip: Use forums or wikis instead. 6/6 Can test all 6 but this requires you to be creative in your assessment. Quiz Use to assess learning, formative or summative. It can be tricky to set up, make sure you plan the lesson first. Worth the effort. Great for presenting information in a branched, guided way. Yes, allows grading. Use as branched quiz, scenario, case study, role play. No this is an individual activity, not a group activity. No this is an individual activity, not a group activity. 6/6 Can test all 6 but this requires you to be creative in your assessment. Lesson Use for presenting branched info or testing Tricky to set up. Know what you want before you build. Get some training. Can be used for teacher to present info, but better to let the students add to it. Database is versatile & allows this. But you need to design the right learning activity. Not suited for discussions. Students can read other entries & comment or rate. Students can share info & files in searchable way. Create joint collections. 5/6 Understand, Apply, Analyse, Evaluate, Create Database Allow students to collect, share & search created artifacts Easy, find the web address (aka url – the bit that starts with http://), copy it, paste it. Very easy way of leading students to information. Can link directly to database articles. Not directly. Option is to link to external student e-portfolios or blogs. Maybe. Link to external tools eg Google Calendar, groups, blogs or wikis. Maybe. You can link to external collaborative sites e.g. Google Docs, wikis or blogs. 6/6 Can do all of the above, depending on where you link to. Add Resource Link to a web page Easy. Choose from 4 types. Both online & offline assignments are possible. No. The assignment tool is not a distribution channel. Yes. Set due dates & maximum grades. Collect assignments and provide feedback. No. Only allows very limited interaction between teacher & student. No. Currently it does not allow group assignments. Use forum or wiki . 6/6 Indirectly. Depends on your assessment design. Assignment Use to collect, assess & provide feedback on assignments
- 19. Why e-portfolios? “E-portfolios aresupposed to serve three purposes: assessment, showcase, and learning” (Greenburg, 2004, p. 1). “e-portfolio-based learning as a complex process of planning, synthesising, sharing, discussing, reflecting, giving, receiving and responding to feedback” (Gray, 2008, p. 8).
- 30.
- 31. “The TEC‐VARIETY frameworkpurposely takes into account current trends at the intersection of motivation‐related theories, new educational affordances brought about by emerging technologies such as the Web 2.0, and shifting perspectives on teaching and learning” (Bonk & Khoo, 2012, p. 6).
- 32. What is Web2.0? Transforms the web from static information transfer to interactive, collaborative, social, and creative. “the internet viewed as a medium in which interactive experience, in the form of blogs, wikis, forums, etc, plays a more important role than simply accessing information” The World English Dictionary
- 33. Tone/climate – Psychsafety, comfort, belonging Encouragement – feedback, responsive, supports Curiosity – fun, fantasy, control Variety – novelty, intrigue, unknowns Autonomy – choice, flexibility, opportunities
- 34. Relevance – meaningful,authentic, interesting Interactive – collaborative, team-based, community Engagement – effort, involvement, excitement Tension – challenge, dissonance, controversy Yields – goal driven, products, success, ownership
- 35. Tone/Climate Alternate introductions Ice breaker discussions Giving students Rolesin creating content Avatars
- 36. Encouragement Quizzes Create tutorial videos Adobe Connect Providefeedback on learning
- 37. Curiosity Stimulus Online gamesVirtual worlds Badges
- 38. Variety Cool resource provider Present newinformation in alternate form Curate and present new information
- 39. Autonomy Choice on howthey present their creation Choice on how they access new knowledge
- 40. Relevance What are others saying? Putit in context Simulations
- 41. Interactive Applications Collaborate and share Socialbookmarking Mind mapping
- 42. Engagement Build community, getstudents involved Putting effort into showcasing new knowledge
- 43. Tension Opinions of othersControversy and more opinions Stimulus videos
- 44. Yields Produce something with newknowledge Be creative with new knowledge Present your own application of the knowledge
- 45. Conclusion Use instructionaldesign models and newer models like the TEC- VARIETY model to make intentional choices about technologies used Be creative and push the boundaries of what a technology can do, don’t settle for core but extend what is offered both technically and pedagogically Provide a personal learning experience for students that gives them more take aways than just completed assessment tasks Help students develop lifelong learning skills and a passion for continuing learning
- 46. Conclusion Be clearon your purpose for implementing something and how Engage your students and motivate them, learning can be fun Be willing to explore what is available on the web, what applications could extend the e-learning experiences you design
- 47. Anderson, J. andMcCormick, R. (2005). Ten Pedagogic Principals of E-learning, Observatory for New Technologies and Education. Retrieved October, 2012, from http://www.xplora.org/ww/en/pub/insight/thematic_dossiers/a rticles/quality_criteria/equality2.htm Warmoth, A. (2000). Social Constructionist Epistemology. Retrieved November, 2012, from http://www.sonoma.edu/users/w/warmotha/epistemology.html Bruner, J. S. (1966). Toward a theory of instruction (Vol. 59). Belknap Press. Smith & Ragan (1993) cited in Khan, B. H. (Ed.). (1997). Web-based instruction. Prentice Hall. Driscoll, M. P., & Driscoll, M. P. (2005). Psychology of learning for instruction. Retrieved November, 2012, from http://courses.ceit.metu.edu.tr/ceit627/week2/driscoll-ch10.pdf Ary, D., Jacobs, L. C., Razavieh, A., & Sorensen, C. (2009). Introduction to research in education. Wadsworth Publishing Company. Retrieved November, 2012, from http://www.unconline.edu/current/grad/GradDocs/Spring%202012/SCED_600_Sexton_3.12.pdf
- 48. Image References Portfolio imagesfrom Gray, L. (2008). Effective Practice with e-Portfolios. Supporting 21st century learning, (p.38-39). JISC Innovation Group. Retrieved October, 2012, from http://www.eife- l.org/publications/eportfolio/proceedings2/ep2008/presentations/Linda_GR AY.pdf Web 2.0 images License Some rights reserved by suzievesper
Editor's Notes
- #2 A framework for designing optimum elearning experiences, embedded in a sold foundation that is Moodle, enhanced with the personalisation of an e-portfolio, guided by the TEC-VARIETY model and extended with applications.
- #3 Moodle as the foundation of this framework provides a toolbox of resources and activities to set up elearning. Moodle is the only specific element of this framework because as an LMS it is open source, flexible and customisable in many ways. No one instance of Moodle is the same as institutions can customise it to suit there own individual needs. Moodle comes with a core setup and inclusion of certain resources and activities but each Moodle client can decide on the extra plugins and modules that can be used to extend the configuration. The potential goes beyond that in Moodle with the ability for Moodle users to write plugins that can continue extending the teaching and learning opportunities in Moodle. Unfortunately, many institutions and schools do not harness the potential of Moodle and use it at its very basic level and use it as nothing more than a content management system and not as it is intended, as a learning management system. The community of professionals who work with Moodle are one of the most influential and insightful that I’ve been a part of and sharing amongst the community is how many ppl learn to use Moodle to its full potential so get engaged more with the Moodle community, attend a MoodleMoot and make use of the forums on Moodle.org
- #4 This image illustrates the difference between Moodle and other open source platform which are fragmented modules for different teaching and learning purposes, whereas Moodle is made up of a core configuration and additional plugins and modules, as well as modifications made to settings, and then developed contiungly and shaped by course design and the contributions of the community.
- #5 Moodle offers much collaborative opportunity for both the instructor and the learner to build new knowledge and skills together. The nature of the Moodle resources and activities developed as core parts of Moodle, allow instructors to facilitate the building of new knowledge within a community of practice. The perspective of each individual within the learning context enhances the knowledge taken away by each member of the community because the meaning and significance of that information to one person may be completely different to another. Social constructionism is simply constructing new knowledge alongside others within a community.
- #7 In 2010, the Moodle Tool Guide for Teachers was developed by educational technologist Joyce Seitzinger to “compare the functionality and pedagogical advantages of some standard Moodle tools” (Seitzinger, 2010). The tool guide has been utilised by educational institutions all over the world, redesigned and redeveloped and even translated into other languages. It also shows that these Moodle modules help extend e-learning beyond simply using technology for information transfer to assessing student learning, facilitating communication, collaboration and the creation of content. Additionally, the Moodle Tool Guide for Teachers also details how Moodle facilitates higher order thinking, according to Bloom’s taxonomy providing more articulate explanation of how to extend an e- learning experience with Moodle.
- #10 When I worked at MQ, I discovered this tool and sort to customise it to suit the configuration that we had installed and how we wanted to use it. As a team, we decided on the key pedagogical areas of information transfer or providing information, feedback, assessment for learning, communication and collaboration and creation and it was hoped that this matrix would be a tool that training and support officers as well as online educational designers could use in design meetings with academics to help inform the choices they made about resources and activities used in their courses.
- #11 We slightly changed the key and colours and also provided links to our quick guides and workshop schedule as well.
- #12 When I worked at MQ, we went through many months of team discussions and planning to decide on the configuration we would install and run with. It involved discussions on the three Ss. The skin, structure and stuff. We had to make decisions about the overall design on our Moodle configuration which was the skin or template. The structure of Moodle concerned the blocks we fixed to the page and the course format, which was the collapsed topic format. The stuff in our three Ss was the resources and activities we would put into the drop-down menus for academics to use.These are some of the activities integrated into Moodle at Macquarie University and whilst I will not go into detail of each, they are key parts of how Moodle has extended the e-learning experience provided to students at MQ. Students were using Blackboard in the past and the most interaction they had with their learning online were some online quizzes. However, with the implementation of Moodle, academics started including more adventurous activities that provided a great deal more interactive opportunities.
- #17 In PLANE, we design our learning experiences a little differently. We do not utilise all of the resources and activities in Moodle but have utilised the flexibility of the HTML editor in Moodle to implement our own set of icons and learning design. In this example, the icons are linked to a learning/content page or to the Mahara group or a feedback activity.
- #18 In this example, PLANE is using a different course format and embedding a YouTube video. One of the great things about Moodle is the easy way in which videos and other multimedia can be embedded within labels and pages using the HTML editor. This allows instructors the opportunity to extend the variety of ways that information is presented in. Learners can even embed videos and other multimedia within their own spaces and activities such as forums, wikis and databases thanks to the HTML editor. This kind of opportunity for learners to share resources they may have found is what Moodle is all about and it allows learners to go beyond simply learning to sharing, collaborating and giving back to the community.
- #20 E-portfolios are personal opportunities to do something more with what is learned. It extends the output developed by the learner, giving them more to show for their e-learning experiences. In my own learning experiences online, I love to go back to my blog as soon as I can and reflect on what I have learned and how I can use it in the future. Whenever I’ve done an online course such as Dr Bonk’s MOOC on Instructional Ideas and Technology Tools for Online Success, I will write about the key things I take away from the course and it helps me cement those ideas in my working memory and make sense of it more. My blog is a showcase of my learning by it is also sharing of knowledge and experiences I’ve had with others who may happen to read my blog. “E-portfolios are supposed to serve three purposes: assessment, showcase, and learning” (Greenburg, 2004, p. 1). E-portfolios are also designed to facilitate the collection of learning evidence, create a learner-centric experience and help students develop lifelong learning skills like critical thinking and problem solving (Jones, 2010; Tosh & Werdmuller, 2004; Lorenzo & Ittelson, 2005). E-portfolios facilitate a learning experience beyond knowledge and skill acquisition, in that they assist students in “career planning and CV building” (Tosh & Werdmuller, 2004, p. 1) and provide opportunities for students to conduct their own learning assessments. The integration of e-portfolios allows educational institutions to capture information about students that can be utilised in accreditation and assessment processes and procedures (Reese and Levy, 2009). E-portfolios also provide increased opportunity for reflection on learning, thus facilitating greater learner reflection on personal achievement.
- #21 The blind men and the elephant parable is an interesting metaphor that illuminates why confusion can occur for those new to e-portfolios. In various versions of the tale, a group of blind men (or men in the dark) touch an elephant to learn what it is like. Each one feels a different part, but only one part, such as the side or the tusk. They then compare notes and learn that they are in complete disagreement. This is similar to the different experiences different ‘users’ will have with e-portfolios – there is a need to gain an overview of these purposes in order to fully understand the potential of e-portfolios. Academics and instructors need this perspective to see how this can be applied across a range of contexts within the institution. Practitioners need to focus on the purpose or purposes for which they intend the e-portfolio to be used within their courses.
- #22 Whilst this image is very busy and full it is a great summary of how an e-portfolio might be integrated and used in e-learning, extending the experience offered to students. E-portfolios allow learners to collect digital artifacts to represent their e-learning experiences, resource they may have collected but also those they have created out of their new knowledge and skills. The e-portfolio can be carried on throughout different e-learning contexts and built on as new knowledge builds on background knowledge. E-portfolios are very personal experiences, with both great personal and professional rewards. Evidencing your learning in such a way will go towards career planning and the development of a comprehensive CV.
- #23 In Helen Barrett’s work entitled Balancing the Two Faces of e-portfolios she sums up two particular purpose in using an e-portfolio and how that impacts learners, how it is organised, what it looks like as a product and the results of this approach. Karen Barnstable (2010) has produced a great series of blog posts that outline different elements of creating e-portfolios. Her post entitled, “41 Benefits of an ePortfolio,” describes the benefits of e-portfolios from both a process and product perspective for Students, Educators, Employers or Corporate Companies. Some examples of benefits for students:…from the PROCESS:They will discover a valuable exercise in self assessment through the reflection processLearning will take on a new depth through the reflection processTheir self esteem and self-confidence will be enhanced as they take control of their learning. They may develop their own goals for their learning. Assessment of their learning may become more student centered; the learner is involved and authorized to make decisions about will be evaluated. They will receive more recognition for individual learning abilities and preferences.They will learn and begin to practice a process that will be used in life long and life wide learning pursuits.…from the PRODUCT:They will have a tool for personal development.They will have a personal learning record.They may receive credit for informal and non-formal learning as well as formal learning.They will have direction for career planning.They will have a tool for feedback from teachers and peers; feedback in the form of comments, as opposed to marks.They will have a concrete way of showcasing strengths to teachers or future employers.They may have needed documentation for prior learning assessment or program credits.They may receive credit towards a course completion or towards graduationThey will have an extremely portable tool to use no matter where they are in the world.The combination of both when implementing e-portfolios would certainly provide an e-learning experience extended beyond the traditional information transfer, activity and assessment model so widely used by institutions.
- #26 PLANE integratesMahara’s e-portfolio system with Moodle in a configuration unlike any other being implemented elsewhere. This video is a quick intro into how we use e-portfolios.
- #27 PLANE has taken advantage of the integration being utilised by many institutions, which enables Mahara e-portfolios to be linked directly with Moodle courses. PLANE makes extensive use of this integration by making it a mandatory requirement that teachers completing learning experiences within PLANE populate and reflect on an evidence page, which is a Mahara e-portfolio page. The purpose of this evidence page is to evaluate their learning outcomes against teaching standards to gain accredited hours of professional development. New Scheme Teachers with the NSW Institute of Teachers must complete 50 hours of accredited professional learning in the five years following their accreditation at professional competence (NSW IT, 2005) and PLANE has become the only Australian provider of broadly endorsed professional learning (PLANE, 2012), facilitated by the use of e-portfolios. This is a significant extension on e-learning. This is a group page made in PLANE using Mahara and it provides the necessary information for users to know what they must do in their portfolio and on their evidence pages in order to gain accredited professional learning hours for their learning within PLANE. Users can share their portfolio pages with the group for feedback as well as to collaborate and learn from each other. The e-learning experience that PLANE users have is extended through the self-reflection encouraged and through the steps taken to gain formal acknowledgement of the learning but even more so, it is extended when it is shared with the community and contributes to the overall learning achievements of the group.
- #28 The group forums are also a lively part of the e-portfolio system integrated into PLANE through Mahara and this continues to provide further collaborative opportunties for users to share their newly developed knowledge and skills.
- #29 Here you can see many of the ways users are guided to make use of the e-portfolio within PLANE learning experiences. Users are guided to reflect often and to add to their evidence page at key stages throughout their learning.
- #30 A colleague of mine who was played a key part in the development of PLANE’s Moodle and Mahara integration also designed and developed this course that takes a PLANE user step by step through the e-portfolio system and how to use it in their learning.
- #31 I first discovered this model in May of this year when I completed the MOOC run by Dr Curtis Bonk from Indiana State University called Instructional Ideas and Technology Tools for Online Success. This MOOC had a great impact on me and what I learned from it was significant. Dr Bonk shared a lot of his research including the R2D2 model and the TEC-VARIETY model. I found both of these models to be very practical and ways of designing instruction in the 21st century, designing e-learning experiences that cater for all learning types but that are focused on engagement and motivation as well. I am going to talk about both the TEC-VARIETY and applications elements of the META e-learning framework together as the TEC-VARIETY framework closely informs how an instructor might effectively integrate web 2.0 and mobile applications within e-learning experiences.Bonk was still in the progress of writing his book about the TEC-VARIETY model when I did the MOOC but kindly emailed me all complete chapters. In his book he details and explains 100+ activities for implementing the TEC-VARIETY model which he says “compartmentalises the Web into a few principles or ideas, that when combined, can powerfully boost the chances for online success”. The TEC-VARIETY model is concerned with engaging learners and keeping them motivated in the e-learning experiences. In writing the model, Bonk, and his colleague and co-author of the model Elaine Khoo, conducted research into how to motivate studnets online and raise their engagement levels and how to move away from the more traditional models to do so, providing more collaborative and reflective experiences
- #33 Tim O’Reilly of O’Reilly media coined the term web 2.0 in 2004 when the shift was being made in the development of applications that were provided information to applications that were provided opportunities for interactivity, collaboration and the higher order creation of new resources using knowledge developed.
- #34 The TEC-VARIETY model has 10 main principles, and it is based on a number of prominent psychological principles embedded in this model. The research conducted in corporate and military training as well as K-12 schools and higher education environments, by the authors of the model, indicates that each of these principles plays a key role in online learning success. Success occurs when learners feel that they know each other well. It also occurs when there is choice and flexibility in learning, when students take ownership over their learning, and when galleries of learner projects and products are on display for others to discuss and debate. Such environments are more hands-on, collaborative, and active (Kim & Bonk, 2006). TEC-VARIETY can guide and facilitate such educational transformations.
- #35 I’m going to go through each of the principles or elements that make up the TEC-VARIETY modeland share some of the technologies that can be utilised to implement the model. Many of the technologies are web 2.0 tools and are certainly not the only technologies and tools that can be used as the model is one open to interpretation and adaptation, with the expressed wish for this to happen shared in the book.