Download as PDF, PPTX
Uploaded byJoyce Seitzinger
Creating Your Moodle Mix - University of Ballarat
The document discusses effective strategies for utilizing Moodle in e-learning environments, emphasizing the importance of balancing content and technology to enhance student engagement and learning outcomes. It outlines a progression of activities for teachers, from providing basic resources to facilitating interactive and peer-led learning experiences. The document also highlights the role of learning technologists in supporting teachers and the significance of collaborative course design to foster a successful learning community.
More Related Content
Similar to Creating Your Moodle Mix - University of Ballarat
![Rosebank College 2022 final [Autosaved].pptx](https://cdn.slidesharecdn.com/ss_thumbnails/rosebankcollege2022finalautosaved-221022215626-a185f17e-thumbnail.jpg?width=640&height=640&fit=bounds)
Creating Your Moodle Mix - University of Ballarat
- 1. Creating Your Moodle Mix Keynote Joyce Seitzinger University of Ballarat December 2012
- 2. Joyce Seitzinger Deakin University aka@catspyjamasnz Say hi.
- 4. All pics cc license Flickr catspyjamasnz
- 7. Confession: I looooveMoodle Mar4n Dougiamas Me (Moodle founder)
- 8. “E-learning is justas good. But is that good enough?” - Prof Tom Reeves
- 9. Finding right mix(teacher) h>p://tpck.org
- 10. Finding right mix(course) h>p://tpck.org
- 11. Teacher Progression 1. PuDng up the handouts (Resources, SCORM) 2. Providing a passive Forum (unfacilitated) 3. Using Quizzes and Assignments (less management) 4. Using the Wiki, Glossary and Database tools (interac4ve content) 5. Facilitate discussions in Forums, asking ques4ons, guiding 6. Combining ac4vi4es into sequences, where results feed later ac4vi4es 7. Introduce external ac4vi4es and games (internet resources) 8. Using the Survey module to study and reflect on course ac4vity 9. Using peer-‐review modules like Workshop, giving students more control over grading and even structuring the course in some ways 10. Conduc4ng ac4ve research on oneself, sharing ideas in a community of peers h>p://docs.moodle.org/20/en/Pedagogy
- 12. Wiring a place for Image cc licensed by jbcurio h>p://www.flickr.com/photos/jbcurio/4077260761 technology is easy, Wiring people for technology is hard. -‐ Tania Major at #converge10
- 13. How do youget the right mix…
- 14.
- 15. The Content Trap and The Technology Trap
- 16. The Content Trap What a teacher does What they move online • Content Provision • Content Provision • Lead & s4mulate discussion • Conduct scenario’s & roleplays • Set up & guide project work • Individual coaching • Provide mo4va4on • Assess learning, forma4ve & summa4ve • Collect, display & discuss student work • Counselor • … • … • …
- 17. The Technology Trap I want to use a wiki!!
- 18. Felt like amixer, going around and …around saying the same things.
- 20. What do youwant to use?
- 21. What do youwant to achieve?
- 25. 39,714 15,530 views downloads
- 26.
- 27.
- 28. Suitable for owncommunity
- 29. CRICOS Provider Code: 00113B 2
- 31. Moodle Tool Guidefor you! • Want one? Want to make your own? • http://www.cats-pyjamas.net/moodle- tool-guide/
- 33. “Design for change” -‐ Thom Cochrane, Wed 27 July 2011 MoodleMoot NZ
- 34. Why wait forevery teacher to go through 10 steps?
- 35.
- 36. TiLT Team TiLT Team Manager Learning Learning Learning eLearning Technologist Technologist Technologist Technician
- 37. “Step away from the LMS!!!”
- 38. How we worktogether? • Programme decisions • Course design decisions – 1-1 Teacher – Learning Technologist – 8-10 2 hour sessions • Development work shared between teacher – learning technologist (dependent on skills, timeline, etc) • Delivery & Maintenance • Staff Development throughout
- 39. TiLT Team tasks in Programme Cycle Programme • Assess & advise on educa4on technology use development (New • Assess & advise on 21st c learning and emerging pedagogies Impact Report or Re-‐) • Assess eLearning resources needed • Advise & par4cipate in eLearning project management • Provide instruc4onal design services (ensuring effec4ve use of EIT Online and educa4on technology) Project Plan & Course Design • Provide course design framework & standards Course Design • Provide staff development (EIT Online, educa4on technology and emerging pedagogies) Plan • Project par4cipa4on & repor4ng • Create programme & course templates Course • Provide staff development (EIT Online, educa4on technology and emerging pedagogies) Completed course • Provide support in development of learning resources & Delivery Plan & Development • Develop advanced learning resources (podcasts, anima4ons, videos, etc) • Project par4cipa4on & repor4ng Maintenance Plan • Online facilita4on coaching Course Delivery • Support in EIT Online & educa4on technology use Delivered • Troubleshoo4ng course • Review course with teacher according to standards Delivered Course Review • Suggest improvements (due to changes in staff capability, pedagogical or technological reviewed improvements) course
- 40. TiLT Team tasks in Programme Cycle Programme • Assess & advise on educa4on technology use development (New • Assess & advise on 21st c learning and emerging pedagogies Impact Report or Re-‐) • Assess eLearning resources needed Staff Development • Advise & par4cipate in eLearning project management • Provide instruc4onal design services (ensuring effec4ve use of EIT Online and educa4on technology) Project Plan & Course Design • Provide course design framework & standards Course Design • Provide staff development (EIT Online, educa4on technology and emerging pedagogies) Plan • Project par4cipa4on & repor4ng • Create programme & course templates Course • Provide staff development (EIT Online, educa4on technology and emerging pedagogies) Completed course • Provide support in development of learning resources & Delivery Plan & Development • Develop advanced learning resources (podcasts, anima4ons, videos, etc) • Project par4cipa4on & repor4ng Maintenance Plan • Online facilita4on coaching Course Delivery • Support in EIT Online & educa4on technology use Delivered • Troubleshoo4ng course • Review course with teacher according to standards Delivered Course Review • Suggest improvements (due to changes in staff capability, pedagogical or technological reviewed improvements) course
- 41.
- 42. Our course designprocess
- 43. Course design aims- students • Clear & consistent activities for students • Course complete before start • Collaborative learning • Learning from experience of your own and peers • Applied activities • Learn in an enveloping learning community
- 44. Course design aims- teachers • Activities that are aligned with each other and learning objectives/ assessment • Course complete before roll-out • Facilitation workload that is manageable • Course teacher can maintain independently
- 45. Objectives Themes Activities Resources Assessment OTARA Model by Kate Hunt & Maurice Moore The objective or Scaffolding to What the learners What the Identify the learning goal may provide clear need to DO to learners need to evidence that is already be expectations and bridge the gap build skills, needed to show established in the instructions that between knowledge and that students have course descriptor will guide learners objectives and understanding to achieved the or be an element through the unit of assessment. complete the specified from a unit work. activities and the outcomes. standard. assessment. The assessment is May include Themes link and derived from the Discussion explain resources, Subject support objectives. May • Expert interview also be identified and fill any gaps may include that may not be • Journaling as the performance • library covered by • Quizzes criteria of a unit • Internet standard. resources • Experts available • workplace • Projects elsewhere. • fellow students • Web searches • tutor or • Case studies facilitator • Scenarios • subject • Role play specialists Other support may include • learning skills • pastoral care
- 46. Objectives Themes Activities Resources Assessment . Ac4vity 1 Resource 1 Ac4vity 2 Assessment 1 Resource 2 Ac4vity 3 Resource 3 Resource 4 Assessment 2
- 48. Perfect mix foran activity • Spark • Purpose • Task • Interaction/Response • Time indication • Resources or previous work • Feedback
- 49. Bloom’s Taxonomy Forthe Digital Age Higher Order Thinking Skills Higher Order Thinking Skills EvaluaKon CreaKng Synthesis EvaluaKng Analysis Analysing ApplicaKon Applying Comprehension Understanding Knowledge Remembering Lower Order Thinking Skills Lower Order Thinking Skills
- 50. Bloom's digital taxonomyverbs Higher Order Thinking Skills designing, construc4ng, planning, CreaKng checking, hypothesising, cri4quing, producing, inven4ng, devising, Comparing, organising, tes4ng, experimen4ng, judging, lming, making, programming, fi deconstruc4ng, a>ribu4ng, detec4ng, monitoring, EvaluaKng anima4ng, blogging, video Implemen4ng, carrying out, inking, outlining, finding, mashing, l using, commen4ng, reviewing, pos4ng, execu4ng, mixing, remixing, wiki-‐ blogging, running, oading, tagging, valida4ng, rleverse modera4ng, csummarising, Interpre4ng, ollabora4ng, ing, publishing, videocas4ng, playing, opera4ng, hacking, engineering, refactoring, tes4ng Analysing networking, cracking inferring, paraphrasing, uploading, sharing, edescribing, di4ng Recognising, lirec4ng, pexplaining, classifying, cdis4ng, roducing podcas4ng, omparing, iden4fying, retrieving, naming, exemplifying, advanced searches, Applying loca4ng, searches, ullet poin4ng, boolean finding, b blog journaling, highligh4ng, bookmarking, social twi>ering, categorising, Understanding networking, social bookmarking, commen4ng, annota4ng, local bookmarking, searching subscribing googling Remembering Lower Order Thinking Skills Andrew Churches h>p://edorigami.wikispaces.com/
- 51.
- 52.
- 61. Viticulture & WineScience
- 65. Avoid the fall… cc DirkJanRanzijn h>p://www.flickr.com/photos/dirkscircusimages/2849310050/
- 66. Those who plan, finish. cc DirkJanRanzijn h>p://www.flickr.com/photos/dirkscircusimages/2849310050/
- 67. Balancing Tips: Project Manager • Clarify role definitions • Have enough time (minimum 1 semester) • Ensure everyone is aware of timeline • Check in with all project members often • Have sign-off points for each phase
- 68. Balancing Tips: Teacher • Get release time • Use technology/tools for own learning • Design first! • Focus on learning activities • Participate in staff development • Share experiences with programme team • Complete development before delivery • Make use of your learning technologist
- 69. Balancing Tips: Learning Technologist • Research learning innovations in subject area • Provide some early wins • Do staff development in groups • Design first! • Focus on learning activities • Listen • Make use of your subject matter expert • Report early, report often
- 70.
- 71. Flickr cc license heyjude h>p://www.flickr.com/photos/heyjude/6551764469/
- 72. What are youdoing in Moodle to instill skills for socially powered web? • Forums • Databases • Wikis • Chats • More…
- 73. What are youdoing in Moodle to instill skills for socially powered web? • Forums (student-led? Group work?) • Databases (open, undirected?) • Wikis (design your own project? Assessment?) • Chats (open chat room for use?) • More student-led activities…
- 74. One other shortfall… Course A Course B Course C Course D Sem 1 11 Sem 1 11 Sem 2 11 Sem 2 11
- 75. Easy start: Programmeor School wide Moodle site • Different forums • Ex: book buy/sell • Generic information • Student communities • … • Prepare for networked workplace/world Image: h>p://www.thefiveliteracies.org/var/ezwebin_site/ storage/images/media/images/network-‐people-‐planet/ 1044-‐1-‐eng-‐GB/network-‐people-‐planet_medium.png
- 78. Benefits of OER • Saves time • Open to the world • Students have continued access after leaving your institution
- 79.
- 80. My Moodle –Mobile app
- 81. Build a MoodleCommunity
- 82. Your Moodle Mix?
- 83. Questions? Website: www.deakin.edu.au Blog: www.cats-pyjamas.net Twitter: @catspyjamasnz Email: joyces@deakin.edu.au