Using Moodle to Support Non-teaching Activities - David Bain &amp; 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.

Education

A brief history at Flinders
• 1999 – WebCT 1.4
• Only a few teaching units

A brief history at Flinders
• 2005 – WebPET
• Web Presence in Every Topic – all
teaching units in the LMS
• Integration with Student Information
System
• Library Assignment, Academic Integrity
• A few “course sites”

A brief history at Flinders
• 2007 – Blackboard Vista
• Better integration with Student Information
System
• Starting to automate some administrative
tasks
• More course sites
• Set of sandpits for training

A brief history at Flinders
• 2012 – Moodle 2.3
• Even better integration for teaching units
• Even more automation
• More enrolment options, eg meta-linking,
cohorts (set and forget)
• Support sites, cohort sites
• User sandpits for workshops

A brief history at Flinders
• 2014 – Moodle 2.5 + customisations
• Course request manager plugin
(coming soon)
• Collaboration spaces

Types of non-teaching sites
• Course sites
• Intent – build community
• Reality – administration

Types of non-teaching sites
• Generic skills
• Information, skills testing, remedial learning
• Can be tied to assessment in teaching units, or
mandatory training for staff

Types of non-teaching sites
• Collaboration
• Committees
• Communities of practice
• Project sites
• Extra tools to support: Skype, OU wiki

Types of non-teaching sites
• Support and training
• Sandpits
• Training
• Staff: eLearning support materials
• Students: Study skills

Types of non-teaching sites
• Other types?

Why choose the LMS?
• Other options available:
• CMS
• Blog
• Email lists
• Wiki

What we think
• Less formal policies around use
• Familiar environment for staff and students
• Has some of the right tools – assessment,
collaboration, communication, content

But…
• Need to consider return on investment
• Is it worthwhile, given the setup and
maintenance costs?
• Still a manual process – is it worth
automating?

Outcomes
• Huge variation in use
• Success stories:
• Academic Integrity
• Library Assignment
• FLO Advisory Group
• Support sites
• The rest…

Lessons learnt
• Needs to be relevant
• Tied to assessment or meets real needs
• Maintained by an owner
• Embedded
• Sometimes it’s just not the right tool
• Has the potential to be an administrative
nightmare

Some questions
• What is the fundamental purpose of the
LMS?
• Is it solely for student learning? Should we
intrude?
• Who decides on a site’s value?
• If we continue to host these non-teaching
sites, should they be separate?

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