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Dreaming of a learner-centered course? Like the idea of interactive, collaborative, engaging activities? Would you love to have students spending more time in your course than you expect? Have a hard time imagining what that course looks like? When I began using Moodle, the social constructionist philosophy behind its design really resonated with me. So, when I had the opportunity to teach a graduate level instructional design and technology course in (and about) Moodle, I immediately began thinking about how I could build a course around those same social constructionist ideas. Five years later, the course has evolved and improved with my students acting as faithful test subjects for new ideas and Moodle features. The feedback from students has been great and the results have been amazing!
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My Moodle Course: An Experiment in Social Constructionism
Michelle Moore Chief Evangelist
A Little Background First . . .
My Collaborators
• Amy Kotwitz • Summer Fisk • Elisabeth Gabriel Stucklen • Our students
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“Martin’s Five Laws”
http://docs.moodle.org/20/en/Pedagogy
Martin Dougiamas Moodle Creator & Lead Developer
1. All of us are potential teachers as well as learners - in a true collaborative environment we are both.
http://docs.moodle.org/20/en/Pedagogy
2. We learn particularly well from the act of creating or expressing something for others to see.
“Martin’s Five Laws”
http://docs.moodle.org/20/en/Pedagogy
3. We learn a lot by just observing the activity of our peers.
“Martin’s Five Laws”
http://docs.moodle.org/20/en/Pedagogy
4. By understanding the contexts of others, we can teach in a more transformational way (constructivism).
“Martin’s Five Laws”
http://docs.moodle.org/20/en/Pedagogy
5. A learning environment needs to be flexible and adaptable, so that it can quickly respond to the needs of the participants within it.
“Martin’s Five Laws”
Any teacher that can be replaced by a machine should be! - Arthur C. Clarke
Let the students do the work!
My Moodle Course
• Who • What • When • Where
My Objectives for the Course
• Train our next trainer • Teach students to learn how to
learn to use Moodle • Authentic experience • Reinforce ADDIE model • Test the limits of Moodle • Let students do the work
Course Outline
• Unit 1: Building Moodle Expertise • Unit 2: Course Development
Project 1 • Unit 3: Moodle Project 2
Building Moodle Expertise
• Help students learn to help themselves
• Build collective Moodle expertise • Develop familiarity with Moodle and
peers
Project 1
• Develop a Moodle course – Pick the right tool – Click the right buttons – Process not content
• Review the ADDIE instructional design process
Project 2
• Repeat and reinforce – Expand Moodle experience – Reinforce Moodle skills – Reinforce ADDIE model
• Put the student in the driver’s seat
What an experience this has been. I felt I have grown as a professional, educator and most of all a Moodler! I feel so much better prepared to
help our education staff and our clinical educators utilize Moodle well.
Though this course is an elective, it is not for the faint of heart. It is a serious course that casual learners should not attempt. . . That said, I am very thankful that [it was] offered and that Michelle and Elisabeth taught it. I am MUCH better for having taken it. But I was surprised by the challenge.
The Impact
What Next?
Contact Information
• Michelle Moore – michelle@remote-learner.co.uk – Twitter: @michelledmoore – http://slideshare.net/michelledmoore
• Remote-Learner – http://remote-learner.co.uk
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