Moodle Philosophy &Student Centred Learning <br />Yong Liu<br />
Contents<br /><ul><li>What is student centred learning?
Why student centred learning?
Moodle philosophy
Being a student centred teacher
Examples
Conclusion</li></li></ul><li>What is student centred learning?<br /><ul><li>Knowledge is constructed by students and that ...
Students might not only choose what to study, but how and why that topic might be an interesting one to study (Burnard 199...
Teacher dominated
Students passive learning
Attract students’ attention
Attendance issue
Competent issue </li></li></ul><li>Why student centred learning?<br /><ul><li>Technology impacts education
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Moodle philosophy & student centred learning

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Moodle philosophy & student centred learning

  1. 1. Moodle Philosophy &Student Centred Learning <br />Yong Liu<br />
  2. 2. Contents<br /><ul><li>What is student centred learning?
  3. 3. Why student centred learning?
  4. 4. Moodle philosophy
  5. 5. Being a student centred teacher
  6. 6. Examples
  7. 7. Conclusion</li></li></ul><li>What is student centred learning?<br /><ul><li>Knowledge is constructed by students and that the lecturer is a facilitator of learning rather than a presenter of information Kember (1997).
  8. 8. Students might not only choose what to study, but how and why that topic might be an interesting one to study (Burnard 1999).</li></li></ul><li>Why student centred learning?<br /><ul><li>Traditional teaching
  9. 9. Teacher dominated
  10. 10. Students passive learning
  11. 11. Attract students’ attention
  12. 12. Attendance issue
  13. 13. Competent issue </li></li></ul><li>Why student centred learning?<br /><ul><li>Technology impacts education
  14. 14. More resources
  15. 15. More attractive
  16. 16. More flexible
  17. 17. More options for learning</li></li></ul><li>Moodle philosophy (Dougiamas 2006) (Rush 2007) <br /><ul><li>All of us are potential teachers as well as learners - collaborative environment.
  18. 18. We learn particularly well from the act of creating or expressing something for others to see.
  19. 19. We learn a lot by just observing the activity of our peers.
  20. 20. By understanding the contexts of others, we can teach in a more transformational way.
  21. 21. A learning environment needs to be flexible and adaptable, so that it can quickly respond to the needs of the participants within it. </li></li></ul><li>Being a student centred teacher (Westergaard 2006) <br /><ul><li>Implement student centred learning into curriculum design (McMahon 2005)
  22. 22. Not simply lecturing and letting students take a passive role.
  23. 23. Knowing what students find interesting and building on that enthusiasm.
  24. 24. Designing activities that let students take initiative.
  25. 25. Allowing students to discover and find value in information.
  26. 26. Giving students opportunities to solve real-world problems in an environment that allows discussion and experimentation.</li></li></ul><li>Examples<br />CAME programme in Unitec (Narayan 2010) <br /><ul><li>Programme: Certificate in Automotive and Mechanical Engineering
  27. 27. Staff: David Clarke, SionaKavaliku, Lee Baglow, Nick Marsden, Derrick Soloman & VickelNarayan
  28. 28. Redesigned in 2010 - move from a teacher-centred approach to a student-led one
  29. 29. Device: Laptop computers
  30. 30. Environment:
  31. 31. Moodle (course content and attendance monitoring)
  32. 32. GoogleApps (Students creative centre) </li></ul>Google Docs, Google Video (for collaboration), Gmail, Google Reader, Blogger (ePortfolio), Youtube (videos) and Picasa (pictures)<br /><ul><li>Wikispaces area (Scaffolding)
  33. 33. Blog as ePortfolio (Assessment) – Their works, showcases & self-reflections</li></li></ul><li>Examples (Narayan 2010) <br />
  34. 34. Examples (Narayan 2010) <br />CAME showcase to other departmental staff (Part 1)<br />http://www.youtube.com/watch?v=sGw1SfA_t_w<br />CAME showcase part 2<br />http://www.youtube.com/watch?v=pGv-Clz2zAI<br />Google App and Moodle concept - Student Centred Learning<br />http://www.youtube.com/watch?v=VJYyIenPPNU<br />David Clarke talks about the Moodle and Google Concept<br />http://www.youtube.com/watch?v=VJYyIenPPNU<br />Automotive Project Home<br />http://automotiveproject.wikispaces.com/<br />
  35. 35. Conclusion<br />Rethink your curriculum design<br />Rethink your role<br />Rearrange your course contents<br />Ask the right questions<br />Create students abilities as well as give them knowledge<br />Take the advantage of the Internet & Moodle<br />Equip yourself with the technologies<br />
  36. 36. References<br />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.<br />Dougiamas, M. (2006, 24 March 2011). "Pedagogy." Moodle Docs. Retrieved May 15, 2011, from http://docs.moodle.org/en/Pedagogy. <br />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.<br />Westergaard, M. L. S. (2006). Moodle and Student-centered Learning. 2nd Nitional ICT in Basic Education. Cebu, Philippines.<br />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.<br />Narayan, V. (2010). "Automotive Project." Retrieved 9th Jul, 2011, from http://automotiveproject.wikispaces.com.<br />Kember, D. (1997). A reconceptualisation of the research into university academics conceptions of teaching. Learning and Instruction 7(3), 255-275. <br />Burnard, P. (1999). Carl Rogers and postmodernism: Challenged in nursing and health sciences. Nursing and Health Sciences 1, 241-247. <br />
  37. 37. Questions<br />

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