Dynamic courses: individual learning paths and online collaborative exercises in moodle 2

info@sofos.nl - www.sofos.nl

DYNAMIC COURSES: INDIVIDUAL LEARNING PATHS AND ONLINE COLLABORATIVE EXERCISES IN MOODLE 2

Pieter van der Hijden MSc

Sofos Consultancy, Amsterdam, The Netherlands

2012 – Sofos Consultancy / Pieter van der Hijden (pvdh@sofos.nl) - This work is licensed under a Creative Commons Attribution- Noncommercial-Share Alike 3.0 Unported License.

AGENDA

1. DIGITAL DIDACTICS

A course is visualised as a necklace of learning activities (the perls)

A learning activity can be implemented by a variety of Moodle modules

The perls of the necklace have to be replaced by selected Moodle modules.

From now, life can be even more complex. No longer a sequence alone, but also selections, iterations and parallel actions.

1. DIGITAL DIDACTICSType Example Description

Parallel groups

5 groups of 7 students, or 7 groups of 5 students

All resources are shared, some activities are in group mode

Level groups Level-1, Level-2, Level-3

Each student is allocated to a certain level; a level has its own resources and activities

Stages or phases

Stage-A, Stage-B, Stage-C

All students are allocated to a certain stage; a stage has its own resources and activities

2. PARALLEL GROUPS

What?Set-up groups (example): 7 groups of 5

participants 5 groups of 7

participantsOccasionally using the first or the second grouping.

The visible result, a block for 7S group work and a block for 5D group work.

2. PARALLEL GROUPS

How (1/2)?1. Create various

groups2. Populate the

groups with participants

Manage groups via the Settings block

2. PARALLEL GROUPS

How (2/2)?3. Create facilities for

groups from this grouping, e.g. forum, wiki, chat-room

4. Place them in an orphaned section

5. Create an HTML block to navigate to these facilities easily

Grouping 7S uses separated group activities.

3. LEVEL GROUPS

What?Create level groups, e.g.: Level-1 Level-2 Level-3Each level group has its own resources and activities.

The teacher sees all groupings, the participants only see their own groupings.

3. LEVEL GROUPS

How?1. Create groups called Level 1

– 3.2. Make participants member of

the group that corresponds with their actual level.

3. Create 3 groupings as well (Level 1, 2, 3)

4. Populate grouping level 1 with group level 1 (etc.)

5. Specify for resources and activities which level applies.

Note: The settings for a resource and for an activity have the option to set the grouping that is applicable.

4. PHASES

What? To distinguish

phases (stages) that make specific resources and activities available to all participants.

Part of the course page as seen by the teacher. The participants only see the resources and activities for the current phase.

4. PHASES

How?1. Create a single group (“All”)2. Populate this group with all

participants3. Create groupings Phase-A,

Phase-B, Phase-C.4. Populate grouping Phase-A

with group “All”.5. Create resources / activities

for each of the phases.6. Change the phase by

manually removing group “All” from grouping “Phase-A” and then adding it to grouping “Phase-B”.

• For each phase a separate grouping..• All participants in one group.• Teacher links group to one of the

groupings.

5. PROCESSES

What (1/2)? Participant executes

activities 1, 2, 3 in sequence.

Participant selects between 4 and 5.

Participant executes activity 6.

Participant executes activities 7 and 8 in arbitrary sequence. Hopscotch squares; foto BRC Krommenie

5. PROCESSES

What (2/2)?Example of an individual learning path as seen by the teacher: Participant executes

activities 1, 2, 3 in sequence.

Participant selects between 4 and 5.

Participant executes activity 6.

Participant executes activities 7 and 8 in arbitrary sequence.

5. PROCESSES

How? (1/4) Determine for each

resource and each activity when it has to be considered “completed”.

On the settings page of every resource/activity you can indicate whether the completeness has to be kept or not. If so: should it be assessed by the participant or by the system? In the latter case, which criteria apply?

5. PROCESSES

How? (2/4) Set the

completeness criteria for every resource and activity

The criteria for setting the completeness of a forum contribution in an automatic way. Other activities come with other criteria. For resources the only criteria is to have opened the resource only for display.

5. PROCESSESOverview of the automatic completeness criteria as available for the various activities and resourcesType Name Completed?

Activity Assignment advanced viewed and being rated (before possible deadline)

Activity Assignment offline viewed and being rated (before possible deadline)

Activity Assignment online viewed and being rated (before possible deadline)

Activity Assignment single upload viewed and being rated (before possible deadline)

Activity Chat viewed (before possible deadline)

Activity Choice viewed and/or submitted (before eventual deadline)

Activity Database viewed and/or rated (before eventual deadline)

Activity Feedback form viewed and/or submitted (before eventual deadline)

Activity Forum viewed, being rated, n times new discussion or reaction, n times new discussion only, n times reaction only (before potential deadline)

Activity Glossary viewed, being rated, n times new entry (before possible deadline)

Activity Journal rated (before eventual deadline)

Activity Lesson viewed and/or rated (before eventual deadline)

Activity Quiz viewed and being rated (before possible deadline)

Activity Scorm viewed and/or rated (before eventual deadline)

Activity Survey viewed (before possible deadline)

Activity Wiki viewed (before possible deadline)

Activity Workshop viewed, being rated, n times new entry (before possible deadline)Resource all viewed (before possible deadline)

5. PROCESSES

How? (3/4) For each activity or resource:

set its restricted access conditions (for the participants)

Implementation (see picture):a. Set via visible/hidden (eye

icon)b. Set groupingc. Set group modusd. Set conditions on ratings and

completion

Note that only the conditions labeled “d” are really individually and automatically set.

5. PROCESSES

How? (4/4) For each activity or

resource: set its restricted access conditions (for the participants)

6. COLLABORATIVE EXERCISES

Focus on collaborative learning

Source: ISAGA Dharadam game-session

What?1. Participants will work in

groups; each group represents a certain role.

2. The role play passes various phases; the facilitator (teacher) determines the moment a new phase may start (and which one).

3. In each phase, each role will have access to role and phase specific resources and activities.

Planning board that may serve as basis for a role play: the rows are roles, the columns are phases.

How?1. Use groupings to

indicate the different phases.

2. Use opening a certain web page to let a participant select a role.

3. Be sure that all roles and activities:

Only are available in a specific phase

Only are available for a specific role, i.e. available as a certain role definition web page has been opened before.

Part of a course page as the teacher will see it. The participants only see the resources/activities for the current phase, i.e. as far as they regard their selected role.

7. CONCLUSION

Conclusions Groupings can be used creatively (sub-groups according to various criteria,

level groups, phases/stages/steps-of-play. Restricted access offers new and extended options, but also new challenges:

Less is more. Structured learning paths, no spaghetti. Wish list

Logical constructions “NOT” and “OR” (and brackets) for restricted access (now only “AND” is supported).

Iteration of activities (including automatic reset of “completed”); now only concatenation, selection and parallel are supported.

Migrations between individual level and group level and vice versa; populating groups via individual choice.

Variables to be set, changed, displayed and used in conditions (now, the only way is working via the grade book which is very clumsy).

Recommendation Study well-known offline collaborative exercises and analyze whether they

can be supported by Moodle or not. Follow-up

THANK YOU!

Pieter van der Hijden MSc

Sofos Consultancy, Amsterdam, The Netherlands www.sofos.nl – pvdh@sofos.nl

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