1. Áine Furlong, WIT, May 2015 updated April 2016. afurlong@wit.ie
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Two or three cards for learning: A Moodle interface for 21st
century
pedagogies
Áine Furlong – Waterford Institute of Technology, April 2016.
Why develop an interface for Moodle?
My academic background is Second Language Acquisition (SLA). Over the years, I
have come to realise that this experience has informed not just my students’
language learning processes and the teaching decisions I have made, but also
learning in general; I believe this extends to the world of learning online – note the
word order in the last sentence: ‘learning’ comes first, before ‘online’.
In second language learning and teaching, one of the main concerns is to transform
the language learner into a language user (Common European Framework of
Reference for Languages, 2001); in contrast and in the digital space, the main focus
is on the user and user experience. Here, the terminology connotes consumerism,
i.e. consumable and disposable commodities while situations of addiction may also
be evoked; such connotations do not suggest positive and transformative learning
experiences. Consequently, my principal interest, here, is to reflect on how the
online user may be transformed into a learner. The process is intuitive and
phenomenological and has led me to choose a two-card approach for the display of
and engagement in my Moodle pages.
Why two cards? Because…
Figure 1. Two cards

2. Áine Furlong, WIT, May 2015 updated April 2016. afurlong@wit.ie
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1. The cards are symmetric tools; the idea of symmetry is important because, as
Oviatt (2013) points out, bilateral and 3D congruent symmetry, in
evolutionary terms, contributed to ‘greater structural integrity and durability’
while extending the possibilities with more power and precision in the
actions taken by our ancestors (p.15). Here is an illustration of such tools:
Figure 2. Hand axe with 3D congruent symmetry
And below … the same tool with added components providing multimodality
enabled by symmetry (Figure 3.):
Figure 3. A Swiss penknife
Symmetry also makes visual perception easier. Initially, the two Moodle cards were
intuitively conceived with symmetry, balance, integrity, congruence, efficiency and
durability in mind. However, additional reasons for this design are provided below.
2. There are two ways of acquiring knowledge:
Acquisition – what we learn informally, outside the classroom;
and

3. Áine Furlong, WIT, May 2015 updated April 2016. afurlong@wit.ie
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Learning – what we learn formally, through instruction.
This distinction is well established in second language acquisition theories (Krashen,
1981). However, it is relevant to the acquisition of knowledge in general given our
students’ growing reliance on external sources to support their learning and this, in
the context of a knowledge-based society. The challenge for us, educators, is to find
ways of reconciling the formal and the informal, acquisition and learning, in
meaningful ways. The two cards represent an attempt at this reconciliation and
require a lot more work!
3. The two cards will always have an in-between space. This space is potentially
creative (see Homi K. Bhabha, 1994) because it creates the opportunity for dialogue
and movement between the two cards. Dialogue can emerge from a variety of
scenarios such as analysis (space) and memory (time) – space and time are the two
pre-existing dimensions out of which human cognition emerges -, compare-and-
contrast, then-and-now, before-and-after, face-to-face instruction and online
activity, theory and applications, lectures and lab work. The movement is from left to
right and right to left, with minimal vertical eye movement.
To summarise so far, the foundations of the two cards rest on symmetry and
encourage a dialogical approach to learning. The cards contain a variety of features
such as images, text, a maximum of 3 (or 4) links and reflective questions, the
purpose of which will be explained as we progress through the rationale.
Each card becomes a teaching instrument/tool in itself and can be used in class or
can be further developed for learning online or in class.

4. Áine Furlong, WIT, May 2015 updated April 2016. afurlong@wit.ie
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Why images? Because…
Figure 4. Images for the two cards
Photos account for 93% of the most engaging posts on Facebook. Photos get 53%
more likes, 104% more comments and 84% more click-throughs on Facebook.
On Twitter, 150% more retweets (Corkery, 2015). In the Moodle context, images
may trigger questions, comments or may be used as icebreakers and markers.
I prefer images that make people think, smile, wonder, images that extend the
viewer’s mind. These images are not illustrations; instead, they become the trigger
for more talk… in French of course.
I will gladly respond to any queries regarding these images in French and/or in
English (J).

5. Áine Furlong, WIT, May 2015 updated April 2016. afurlong@wit.ie
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Why key words? Because…
Figure 5. Keywords for the two cards
Here, key words (mots clés) appear in their literal sense: they should be seen as keys
that open doors (not necessarily important words related to the topic in question);
this is why they are linked to a variety of activities, websites, documents, tools, etc.
enabling a multimodal approach where a sensorial approach to learning is
promoted; for example, a web tool such as Blendspace provides access to multiple
websites, tools and promotes multiple modes of learning. Similarly Vygotsky’s
principle of mediation comprises psychological tools or the embodiment of learning
– gestures, language, sign systems, mnemonic techniques and decision-making
systems - as well as interpersonal communication, i.e. socially meaningful activity.
Here is an example of how mediated content via one keyword/link to Blendspace
reveals itself as a multimodal learning experience based on a news item in France:
Figure 6. Multimodal learning stimuli
Figure 6. displays six tiles. The first tile (1) is a link to Ted Ed, a didacticised version of
the TV report (visual and audio stimuli); Tiles 2-4 contain the original text of the

6. Áine Furlong, WIT, May 2015 updated April 2016. afurlong@wit.ie
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news item in the form of jigsaw puzzles which can be completed online (spatial
awareness, hand-eye coordination and memory of the text seen in the previous
activity); Tile 6 gives students access to Puzzlemaker where their own crossword
puzzles can be created by re-using and defining newly learned words to ultimately
challenge their peers (analysis, memory, visual stimulus, interpersonal
communication).
The three key words or links may also be used for additional purposes, as displayed
in Figure 5. . First, the diary: beautiful mistakes… This again comes from second
language acquisition studies reporting that where most learning is done is where
most mistakes are made (Dalton-Puffer, 2009). A class diary where mistakes are
recorded and explained, as well as corrected, provides students and lecturers with
valuable insights into learning processes. For the student, this means awareness and
better understanding; for the lecturer this represents useful data for better teaching
and/or research.
An additional thought, this time from philosophy (Halpin, Clark and Wheeler, 2014)
evokes the ‘extended mind hypothesis’, which posits that ‘cognitive processes are
not always confined within the boundaries of skin and skull’ (p.24). Writing is a good
illustration of this hypothesis as pen and paper become ‘constitutive of thinking’.
The process is described as ‘technology-mediated cognitive empowerment’ (Smart,
2014, pp.123-4). So, this is what happens with pen and paper; imagine what could
happen with technology as we commit more and more to computers and mobile
technology. The ‘beautiful mistakes’ diary is an application of the ‘extended mind
hypothesis’ as cognitive choices made by students become transparent, insightful
and transformative, thanks to writing and technology. Additional applications of this
hypothesis could be in the form of a weekly class diary or a newsletter reporting on
what has been learned, in the students’ own words.
The ‘extended mind hypothesis’ is evolving into another concept, that of ‘collective
intelligence’, because the acquisition and learning of knowledge is collectively
scaffolded. The ‘ask for help’ forum and the class glossary are two additional
examples of collective intelligence at work (Figure 5).
P.S.: the same glossary appears several times in various sections of the Moodle page
to add new knowledge to older knowledge, on an on-going basis.

7. Áine Furlong, WIT, May 2015 updated April 2016. afurlong@wit.ie
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Why three questions? Because…
Once more, this has to do with the ‘extended mind hypothesis’. The questions not
only serve as conversation topics but can also be used for revision in or outside class,
before an exam. They are deliberately broad to enable students to integrate prior
knowledge as well as what they have formally and informally learned. They can also
act as connectors between other modules taken by the students. In other words,
they are designed to overcome the fragmentation of our educational environment.
The fragmentation issue is also addressed in the card below. This card will appear in
all my modules and is entitled ‘Le saviez-vous?’/ (Did you know…)
Figure 7.
The content will vary according to the
module but it will always aim to place
the module into a wider context or to
link it to other disciplines, if relevant.
Here, these third year business
students are going on an Erasmus
programme the following semester, so
they discover research findings
indicating that living abroad makes you
more creative (scientifically provenJ);
therefore, in their eyes, their study
abroad experience may gain added
value.
They are also given access to a relevant
website used by students in France and
are introduced to a reflection on
creativity through the work of Robert
Doisneau.

8. Áine Furlong, WIT, May 2015 updated April 2016. afurlong@wit.ie
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Why three cards now? Because…
Figure 8. Three cards for categories: ‘Outils de travail’ (Tools of the trade)
The resources in languages are infinite and make for very poor display on my old
Moodle page. A long list of stuff, of no-things!
The three-card display does not appear in any of the sections. Instead, students can
access the display by clicking on the relevant link in the relevant cards. Users are
never more than one click away and are not overwhelmed by the long list. The
three-card display helps to categorise the resources clearly and to be more selective.
Note that the website URL for each resource is not masked. This is intentional as it
targets the viewer’s perception and shows these resources as actual (technological)
tools.
Three cards are also useful for separate foci on one theme within one section of the
module as illustrated in Figure 9. below. The example is taken from another module.
However, note that the three foci are considered together in a forum-like tool
(Padlet – Figure 10.) to build on both the ‘extended mind hypothesis’ and the
‘collective intelligence’.

9. Áine Furlong, WIT, May 2015 updated April 2016. afurlong@wit.ie
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Figure 9. One theme, three separate foci and a forum below the three cards (one
link).
Figure 10. An example of the Padlet forum to promote the extended mind
hypothesis and the collective intelligence (one theme, three separate foci)
Padlet in Figure 10. enables students to post thoughts, images, films and audio
material to exchange and construct knowledge on a particular theme.
To conclude, this work is only the beginning… much remains to be done to better
understand the phenomenon of learning online. I believe that multimodality in
learning is also applicable to the research of 21st
century pedagogies to include
disciplines such as philosophy, graphic design, anthropology, education, second
language acquisition, psychology, literacy studies, computer sciences and more.

10. Áine Furlong, WIT, May 2015 updated April 2016. afurlong@wit.ie
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Finally, thank you for considering a few, if not all of these points, should you decide
to use this template for learning and teaching online; thank you also for adding more
insights to the template, if you wish to do so. Just let us know, so that the collective
intelligence of Waterford Institute of Technology continues to grow.
The author wishes to thank Eamonn de Leastar, Laura Widger, Conor O’Neill and
Cathal O’Riordán for their extended and collective insights.
References:
Bhabha Homi K. (1994) The location of culture. London: Routledge.
Corkery, C. (2015) 13 Easy-to-Use Tools for Creating Killer Visual Content. Available
at: http://www.verticalresponse.com/blog/13-easy-to-use-tools-for-creating-killer-
visual-content (Accessed: 12 May 2015).
Common European Framework of Reference for Languages (2001). Cambridge, UK:
CUP.
Dalton-Puffer, C. 2009. ‘Communicative competence and the CLIL lesson’, in Ruiz de
Zarobe, Y. and Jimenez Catalan, R. (Eds.) Content and Language Integrated Learning:
Evidence from Research in Europe . Clevedon: Multilingual Matters, pp. 197-214.
Halpin, H., Clark, A. and Wheeler, M. (2014) ‘Philosophy of the Web: Representation,
enaction, collective intelligence’ in Halpin, H. and Monnin, A. (eds) Philosophical
engineering, Toward a philosophy of the Web. Chichester: Wiley-Blackwell, pp.21-30.
Krashen, S. D. (1981) Second language acquisition and second language learning.
Oxford: Pergamon Press.
Oviatt, S. (2013) The Design of future educational interfaces. New-York: Routledge.
Smart, P.R. (2014 ) ‘The web-extended mind’, in Halpin, H. and Monnin, A. (eds)
Philosophical engineering, Toward a philosophy of the Web. Chichester: Wiley-
Blackwell, pp.116-33.
Vygotsky, L. (2002) Thought and language (A.Kozulin, ed.). Cambridge, MA.: MIT
Press.