B-Learning in the School of Education at the Polytechnic Institute of Porto
•Download as PPTX, PDF•
1 like•294 views
Track 08 - Evaluation in education and guidance Author: Armando da Silva https://www.youtube.com/watch?v=_nLOUjpzwXI&index=1&list=PLboNOuyyzZ86-C6svvpQJ8IF8ibUXfBl1
Recommended
More Related Content
What's hot
What's hot (9)
Viewers also liked
Viewers also liked (16)
Similar to B-Learning in the School of Education at the Polytechnic Institute of Porto
Similar to B-Learning in the School of Education at the Polytechnic Institute of Porto (20)
More from Technological Ecosystems for Enhancing Multiculturality
More from Technological Ecosystems for Enhancing Multiculturality (20)
Recently uploaded
Recently uploaded (20)
B-Learning in the School of Education at the Polytechnic Institute of Porto
- 1. B-Learning in the School of Education at the Polytechnic Institute of Porto TEEM’15 TEEM’15 B-Learning in the School of Education at the Polytechnic Institute of Porto Armando Silva Polytechnic Institute of Porto School of Education InED (Centre for Research and Innovation in Education) asilva@ese.ipp.pt Technological Ecosystems for Enhancing Multiculturality Track 8. Evaluation in education and guidance
- 2. B-Learning in the School of Education at the Polytechnic Institute of Porto TEEM’15
- 3. B-Learning in the School of Education at the Polytechnic Institute of Porto TEEM’15 THE EXPERIMENT Main research goals 1. understand the use that the teachers of ESE / IPP make of the Moodle platform, in the context of their teaching activities 2. which Moodle tools that ESE / IPP teachers exploit in their teaching activities 3. the pedagogical strategies developed and implemented by teachers
- 4. B-Learning in the School of Education at the Polytechnic Institute of Porto TEEM’15 THE SAMPLE • 61 teachers representing all scientific areas of ESE / IPPorto • 37 females and 24 males • The subjects were divided into four age groups • G1: 20-30 years old • G2: 31-40 years old • G3: 41-50 years old • G4: Over 50 years old
- 5. B-Learning in the School of Education at the Polytechnic Institute of Porto TEEM’15 DATA COLLECTION Data collection was done through responses to an survey on the use of the Moodle platform in ESE / IPP
- 6. B-Learning in the School of Education at the Polytechnic Institute of Porto TEEM’15 Forum Work Database Lesson Glossary Chat Journal TestHotPotatoes Wiki Test Poll Survey SCORM Workshop LTItool 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% THE RESULTS Global distribution of the use of “Activities Tools”
- 7. B-Learning in the School of Education at the Polytechnic Institute of Porto TEEM’15 "Activities tools" of G2 (31-40 years) "Activities tools" of G3 (41-50 years) "Activities tools" of G4 (More than 50 years) "Activities tools" of G1 (20-30 years) THE RESULTS “Activities Tools” by age groups
- 8. B-Learning in the School of Education at the Polytechnic Institute of Porto TEEM’15 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Forum Work Database Chat Glossary Lesson Journal Test Hot Potatoes Wiki Test Poll Survey SCORM Workshop LTI tool G1 (20-30) G2 (31-40) G3 (41-50) G4 (>50) THE RESULTS Behaviours of the four age groups - “Activities Tools”
- 9. B-Learning in the School of Education at the Polytechnic Institute of Porto TEEM’15 File Folder URL Label Page Book IMSpackage 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% THE RESULTS Global distribution of the use of “Resources Tools ”
- 10. B-Learning in the School of Education at the Polytechnic Institute of Porto TEEM’15 "Resources tools" of G2 (31-40 years) "Resources tools" of G3 (41-50 years) "Resources tools" of G1 (20-30 years) "Resources tools" of G4 (More than 50 years) THE RESULTS “Resources Tools” by age groups
- 11. B-Learning in the School of Education at the Polytechnic Institute of Porto TEEM’15 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% File Folder URL Label Page Book IMS package G1 (20-30) G2 (31-40) G3 (41-50) G4 (>50) THE RESULTS Behaviours of the four age groups - “Resources Tools”
- 12. B-Learning in the School of Education at the Polytechnic Institute of Porto TEEM’15 Two different purposes: 1. As a repository for documents 2. To provide documents to extra classroom activities THE RESULTS Pedagogical strategies
- 13. B-Learning in the School of Education at the Polytechnic Institute of Porto TEEM’15 1. Majority of the ESE / IPP teachers uses the Moodle platform 2. The discipline format mostly used is the "Topics” 3. "Activities Tools” i. "Forum" is the most used, followed by "Work" and "Database” ii. "Workshop," "SCORM", "Survey", "Pool" and "Test" have a very residual use iii. "LTI tool” is never used 4. "Resources Tools" i. "File" is the most used, followed by "Folder" and "URL" and then the "Label" and the "Page” ii. "Book" and "IMS package” are never used 5. Pedagogical strategies - two purposes i. As a documentation repository ii. To put documents directed to extra classroom activities 6. The age variable - except for the youngest group - doesn't seem to be a factor of distinctive behaviours 7. Younger teachers showed the lowest use of the Moodle platform CONCLUSIONS The result of the study revealed
- 14. B-Learning in the School of Education at the Polytechnic Institute of Porto TEEM’15 B-Learning in the School of Education at the Polytechnic Institute of Porto Armando Silva Polytechnic Institute of Porto School of Education InED (Centre for Research and Innovation in Education) asilva@ese.ipp.pt Thank you very much for your attention TEEM’15 Technological Ecosystems for Enhancing Multiculturality
Editor's Notes
- Thank you ... Good morning everyone Our research entitled "B-Learning in the School of Education at the Polytechnic Institute of Porto" is covered under "Track 8. Evaluation in education and guidance”
- This study allowed us to have an insight into the use of the Moodle platform, in the classroom and in extra classroom activities by the teachers of ESE.
- This EXPERIMENT had as its main research goals - Nota 1 - A first goal - to realize the contours of the use that the teachers from ESE make of the Moodle platform in the context of regular classes; Nota 2 - A second goal - To understand which Moodle tools the teachers USE in their teaching activities – both in classroom and outside the classroom, to promote the autonomous work of students; Nota 3 – A third goal – to evaluate the pedagogical strategies developed and implemented by teachers --- through the content provided by the Moodle platform.
- Nota 1 Our sample consisted of sixty one teachers, representing all scientific areas of ESE. Nota 2 thirty-seven are female and twenty-four are male; Nota 3 Depending on the age, we divided The subjects into four groups: Group one: between twenty and thirty years old; Group two: between thirty-one and forty years old; Group three: between forty-one and fifty years old; And, Group four: Over fifty years old.
- Nota 1. The Data was collected through teachers' responses to an online survey, about their use of the Moodle platform in their teaching activities. This survey was implemented on google drive
- THE RESULTS For the global distribution of the use of activities tools We have the following results: Nota 1: The "Forum" is the most used tool. Nota 2: The second most used “tools” are “Work" and "Database". Nota 3: Then a third group consisting of "Lesson" “Glossary” and “Chat ". Nota 4: The other activities tools are used less than 10% percent, and culminate with the "LTI Tool” which was not used by any teacher
- When considering the use of activities tools depending on the age groups, We have the following results: Nota 1:Group one, did not use any of the "Activities Tools” . (this particularity allows us to assume that they don’t regularly use the Moodle platform) Nota 2: In Group two, and Group four - The use of the Activities tools is similar Nota 3: and group three only used the tools "Work", "Forum", "Database" and "Lesson”
- Comparing the Behaviour between the four age groups, in the use of the Activities tools, we can see that the groups 2, 3, and 4 follow the same pattern; and the group 1 did not use any of the Activities tools
- And, As the global distribution of the use of Resources tools concerns, We have the following results: Nota 1: The "File” is the tool that clearly stands out as the most widely used Nota 2: Followed by the second group formed by the "Folder" and ”URL” Nota 3: Then a third group that consists of "Label" and "Page” Nota 4: And, The "Resources tools” "Book" and "IMS package" were not used by any teacher
- When we consider the use of Resources Tools, depending on the age groups, We have the following results: Nota1: Group 1 did not use any of the "Resources tools” – (similarly to what happened with the Activities tools), This confirms our idea, that this group, probably, does not regularly use the Moodle platform Nota 2: In the other three groups The use of the Resources tools is similar Nota 3: and, The "Book" and "IMS Package" were not used by any age group
- Comparing the behavior between the four age groups, in the use of the Resources tools, we can see that the groups 2, 3, and 4 follow the same pattern; and group 1 did not use any of the Resources tools
- Considering the pedagogical strategies used by the teachers, we verify that they use the platform with two different purposes: One, as a documents repository - to support teaching activities in the classroom and, Two, to provide documents to extra classroom activities – to promote and stimulate autonomous and independent work of students
- Nota 1 –: The Conclusions of the study revealed that: i) the majority of the teachers of ESE used the Moodle platform; ii) the discipline format mostly used is "Topics"; iii) Concerning the use of the "Activities tools”: "Forum” is the most used, - followed by "Work" and "Database"; 2. "Workshop”, "SCORM", "Survey", "Pool" and "Test" have a very residual use; 3. and, The "LTI tool” is never used; iv) concerning the use of the "Resources tools”: "File" is the most used, - followed by "Folder" and "URL" - and then "Label" and "Page"; 2. And, "Book" and "IMS package” are never used; v) Considering the pedagogical strategies: - the majority of ESE’s teachers used the Moodle platform with two purposes: one, as documentation repository - to support their own teaching activities in the classroom; 2. and, two, to put documents directed to extra classroom activities, to promote the autonomous work of the students; vi) the age variable of the teachers - Except for the youngest group - doesn't seem to play a significant role - in the differentiation of behaviours Vii) and finally, younger teachers are the ones - who demonstrated - less or the lowest use of the Moodle platform it is curious that the group aged between twenty and thirty years old, probably do not use the Moodle platform
- Thank you very much for your attention