The document discusses student-centered learning and the Moodle philosophy. It defines student-centered learning as knowledge being constructed by students with the teacher acting as a facilitator. Moodle's philosophy is that learning is collaborative, occurs through creation and expression, and observing peers. It also emphasizes flexibility. The document provides examples of how Moodle and Google apps were used in a student-centered automotive engineering program to move from a teacher-centered to student-led approach.

1. Moodle Philosophy &Student Centred Learning Yong Liu

3. Why student centred learning?

4. Moodle philosophy

5. Being a student centred teacher

6. Examples

9. Teacher dominated

10. Students passive learning

11. Attract students’ attention

12. Attendance issue

14. More resources

15. More attractive

16. More flexible

18. We learn particularly well from the act of creating or expressing something for others to see.

19. We learn a lot by just observing the activity of our peers.

20. By understanding the contexts of others, we can teach in a more transformational way.

22. Not simply lecturing and letting students take a passive role.

23. Knowing what students find interesting and building on that enthusiasm.

24. Designing activities that let students take initiative.

25. Allowing students to discover and find value in information.

27. Staff: David Clarke, SionaKavaliku, Lee Baglow, Nick Marsden, Derrick Soloman & VickelNarayan

28. Redesigned in 2010 - move from a teacher-centred approach to a student-led one

29. Device: Laptop computers

30. Environment:

31. Moodle (course content and attendance monitoring)

34. Examples (Narayan 2010) CAME showcase to other departmental staff (Part 1) http://www.youtube.com/watch?v=sGw1SfA_t_w CAME showcase part 2 http://www.youtube.com/watch?v=pGv-Clz2zAI Google App and Moodle concept - Student Centred Learning http://www.youtube.com/watch?v=VJYyIenPPNU David Clarke talks about the Moodle and Google Concept http://www.youtube.com/watch?v=VJYyIenPPNU Automotive Project Home http://automotiveproject.wikispaces.com/

35. Conclusion Rethink your curriculum design Rethink your role Rearrange your course contents Ask the right questions Create students abilities as well as give them knowledge Take the advantage of the Internet & Moodle Equip yourself with the technologies

36. References Richards, D. & Cameron, L. (2008). Applying Learning Design concepts to problem-based learning. 3rd International LAMS & Learning Design Conference 2008. Perspectives on Learning Design: 87-96. Dougiamas, M. (2006, 24 March 2011). "Pedagogy." Moodle Docs. Retrieved May 15, 2011, from http://docs.moodle.org/en/Pedagogy. Rush, M. H. D. (2007). Open Source VLEs (MOODLE) and student engagement in a blended learning environment. 2nd International Conference on e-Learning. D. D. Remenyi. Columbia University, New York, USA: 213. Westergaard, M. L. S. (2006). Moodle and Student-centered Learning. 2nd Nitional ICT in Basic Education. Cebu, Philippines. Narayan, V. (2010). "Driving the learning from teachers to students." Practice examples from living curricula. Retrieved 9th Jul, 2011, from http://tpa.unitec.ac.nz/livingcurriculum/?p=48. Narayan, V. (2010). "Automotive Project." Retrieved 9th Jul, 2011, from http://automotiveproject.wikispaces.com. Kember, D. (1997). A reconceptualisation of the research into university academics conceptions of teaching. Learning and Instruction 7(3), 255-275. Burnard, P. (1999). Carl Rogers and postmodernism: Challenged in nursing and health sciences. Nursing and Health Sciences 1, 241-247.

37. Questions