Moodle 2.4 + Technology Integration Tools

Eric Therrien, ICT Mathematics and Sciences Consultant

https://ourcloud.nspes.ca/~therrem.gov.ns.ca http://goo.gl/StqV7r

Engagement

The extent to which students identify with and value schooling outcomes, have a sense of belonging at school, participate in academic and non-academic activities, strive to meet the formal requirements of schooling, and make a serious personal investment in learning

(Willms, Friesen & Milton, 2009) What did you do in school today?

Dimensions of Engagement

• School – behaviour/process/academic

•Heart – social/belonging/connection/emotional

•Mind – intellectual/cognitive

Current Engagement Levels

I Have a Question. Why 21st Century Learning?

http://www.youtube.com/watch?v=LoYdJYd8SoU

Many digital tools and resources to support educators and students

Have you seen this sign in Nova Scotia?

It could be in your neighborhood.

I have never seen it in the city.

In rural and suburban area.

Why sanding and not salt on those roads?

Road 3 in Hubley, near Tantallon, NS.

Why just sand and not salt?

The 5E Learning Cycle

Engage

Explore

ExplainElabora

te or Extend

Evaluate

http://www.youtube.com/watch?v=GqHKiWewaBM

Ontario Teachers! How Students Learn is Changing

My Moodle vision

• Moodle is designed in particular to support constructivist pedagogy, which supports collaboration, communication, interaction, and project-based learning and is suitable for both P-12 and higher educations.

• The included tools can help teachers create a sense of online community learning, where they foster active learning and offer immediate feedback.

• I will be focusing on collaboration, interaction and engagement (C.I.E.) activities with practical example on how to use them for your classroom practice.

Agenda

A shift from lecture- to student-centered instruction in which students become active and interactive learners (this shift should apply to the entire course, including face-to-face contact sessions);

Increases in interaction between student-instructor, student-student, student-content, and student-outside resources;

Integrated formative (assessment FOR) and summative (of) assessment mechanisms for students and instructor.

Dziuban, Hartman and Moskal (2004) in a research brief for EDUCAUSE titled “Blended Learning”

Blended Learning

What does it look like?• Combination of online and F2F• Hybrid• Flipped• Incorporates inquiry, collaborative learning• Shift in focus of instruction• Personalizes learning• Constructivist

What is ?

–Modular– Object– Oriented– Dynamic– Learning – Environment

Who is using Moodle in NS?• Every teacher and student has access to Moodle

by using their IMP web mail username and password.

• http://nsvs.ednet.ns.ca • Talk to your technology representative at your

board level go to NSVS and look for NSVS contact information (school board online coordinator) to get your own course or to join a professional community of practice

Who can help in your board?School Board School Board Online Coordinator

Annapolis Valley Regional School Board Ryan Hainstock

Cape Breton-Victoria Regional School Board

Kurt Kublek /Brad MacNeil

Chignecto-Central Regional School Board Emily Fahey

Conseil scolaire acadien provincial Michel Gaudet

Halifax Regional School Board Mario Eleftheros

South Shore Regional School Board Mitch Landry /Jim Dexter

Strait Regional School Board Darrell LeBlanc

Tri-County Regional School Board Russell Deveau

Why use Moodle?

• Students in a blended learning classroom use a variety of online tools, collaborate with their peers, engage in inquiry and have ready access to materials no matter where they are!

• By using Moodle can increase the level of engagement and interaction of classroom.

• In a Moodle environment students control the learning process.

• Students communicate, collaborate, inquire and solve problems in groups, pair and individually.

Guerra Scale

http://muppetmasteruk.blogspot.com/2010/06/effective-use-of-guerra-scale-in-moodle.html

As a classroom teacher:My Top 5

1) Link to files (doc. ppt. pdf. video, simulation, hyperlinks, etc.)Post answers of homework previously corrected

2) Submit assignments (project, articles, lab report...)

3) Choices (Are you in favor of nuclear energy?)4) Feedback (assessment for learning, end of unit

reflection, teacher)5) Quiz (assessment of learning)

Students stay engaged when learning is:

• relevant• meaningful• collaborative• successful• active• reflective

Leverage technology to assist you in engaging your learners!

C.I.E. with Students using Moodle

• Effective learning requires participation and collaboration. Simply deploying software tools does not increase interaction. “effective learning is community-centered, knowledge-centered, learner-centered, and assessment-centered” (Anderson p.27).

• Teachers need to see technology as a tool they use to support their objectives, and it’s up to them to otherwise create an environment conductivity to learning.

• Anderson, Terry. “Theory and practices of Online Learning” AU Press. (2004). Web

C.I.E. with Students using Moodle• Moodle advances these principles by providing tools that promotes active learning, interaction, and community.

• Collaboration is realized when students create wikis, discussion groups, group assignments and blogs together.

• Interaction with teachers occurs through chat, forums, emails, and discussion boards.

• Prompt feedback leads to active participation, enhanced motivation, and increased drive to learn, not to mention making assessment process more effective for students and enabling data-driven instruction.

C.I.E. AgendaBlocks: Calendar / Navigation / Messages

1. Practice and exploration time Activities:

2. Practice and Exploration Time

3. Practice and Exploration Time

4. Practice and Exploration Time

Blocks: Calendar and Upcoming events

• **Upcoming events default will only display the last 21 days.

Block: Navigation… site pages

• You will find…• List of participants• Create notes• Searching with Tags• Calendar• Logs and live reports, activity report,

course participation and statistics

Block: Navigation… my profile

• View profile• Forum posts• Blogs• Messages• Private files• Notes • Activity reports

Practice and Explore Time

(calendar, navigation, message)

1. Add the Calendar block and Upcoming events to your course and create and event such as Assignment #1, due July 15, 2013 for your course user only.

2. Add the Navigation block to your course and edit your profile.

3. Add the Message block to your course, search for someone in this room and send them a message.

Moodle Activities / Resources

Focus

We will not focus on resources during this presentation.

Feature activities in Moodle 2.4 • duplicate, hide, group, assign role

• edit title, move right, move, configuration, delete

Activities: Chat

• Chat: hold real text chat discussions with class.

• The chat activity module enables participants to have text-based, real-time synchronous discussions.

• The chat may be a one-time activity or it may be repeated at the same time each day or each week. Chat sessions are saved and can be made available for everyone to view or restricted to users with the capability to view chat session logs.

Activities: Chat• Chats are especially useful when the group

chatting is not able to meet face-to-face, such as – regular meetings of students participating in

online courses to enable them to share experiences with others in the same course but in a different location.

– A student temporarily unable to attend in person chatting with their teacher to catch up with work.

– Students out on work experience getting together to discuss their experiences with each other and their teacher.

– Younger children using chat at home in the evenings as a controlled (monitored) introduction to the world of social networking.

– A question and answer session with an invited speaker in a different location.

– Sessions to help students prepare for tests where the teacher, or other students, would pose sample questions.

Activities: Glossary

• Glossary: use for learning activities that gather resources or present info.

• The glossary activity module enables participants to create and maintain a list of definitions, like a dictionary, or to collect and organise resources or information.

• A teacher can allow files to be attached to glossary entries. Attached images are displayed in the entry. Entries can be searched or browsed alphabetically or by category, date or author. Entries can be approved by default or require approval by a teacher before they are viewable by everyone.

Activities: Glossary

• If the glossary auto-linking filter is enabled, entries will be automatically linked where the concept words and/or phrases appear within the course.

• A teacher can allow comments on entries. Entries can also be rated by teachers or students (peer evaluation). Ratings can be aggregated to form a final grade which is recorded in the gradebook.

Activities: Glossary

• Glossaries have many uses, such as:– A collaborative bank of key terms– A ‘getting to know you’ space where new

students add their name and personal details– A ‘handy tips’ resource of best practice in a

practical subject– A sharing area of useful videos, images or

sound files– A revision resource of facts to remember

Practice and Explore Time

(chat and glossary)

1. Create a chat that starts July 5, 2013 18h00, that repeat at the same time every week and never deletes messages, in addition everyone can view past sessions.

2. Create a glossary with unit 1 terminology and add a new entry.

Activities: Assignment

• Assignment: use to collect, assess & provide feedback on assignments.

• The assignment activity module enables a teacher to communicate tasks, collect work and provide grades and feedback.

• Students can submit any digital content (files), such as word-processed documents, spreadsheets, images, or audio and video clips. Alternatively, or in addition, the assignment may require students to type text directly into the text editor. An assignment can also be used to remind students of 'real-world' assignments they need to complete offline, such as art work, and thus not require any digital content. Students can submit work individually or as a member of a group.

Activities: Assignment• When reviewing assignments, teachers can

leave feedback comments and upload files, such as marked-up student submissions, documents with comments or spoken audio feedback. Assignments can be graded using a numerical or custom scale or an advanced grading method such as a rubric. Final grades are recorded in the gradebook.

Activities: Assignment (notes)• All assignments are all combined form the

activity and resources menu.• Do NOT cut and paste from word.• Cut-off date: If set, the assignment will not

accept submissions after this date without an extension.

• You can submit online text or files. • Submission settings: allows students to

comment on their submissions.• Provide video feedback using Cametasia or

Jing and encourage students to do this as well.

Activities: Assignment (notes) • Feedback settings if you want to provide

feedback to students with their uploaded files please select: Feedback settings: Feedback Files: YES

• Grading method: Rubric once selected you must click on save and display to create your rubric.

Practice and Explore Time

(assignment)

1. Add assignment #1, page 40 #4,5,6 allows submission from July 11 to July 18 23:55 with a cut off date of July 19 23:55, notify graders as late submission, the grade will be out of /20 and it will simple direct grading.

2. Assignment with rubric (Guy)

Activities: Choice

• Choice: use for student decision making voting and topic selection.

• The choice activity module enables a teacher to ask a single question and offer a selection of possible responses.

• Choice results may be published after students have answered, after a certain date, or not at all. Results may be published with student names or anonymously.

Activities: Choice

• A choice activity may be used– As a quick poll to stimulate thinking about a

topic– To quickly test students' understanding– To facilitate student decision-making, for

example allowing students to vote on a direction for the course

Activities: Choice (sample questions)

• Do you understand the concept of exothermic and endothermic? Y/N

• Can you solve 5! without a calculator? Y/N• Who was your favorite character in the book?

Angela, Billy, Chantale, Doris, Enriche, Farida• For the exam review I need to focus on… unit

1, unit 2, unit 3, unit 4• Choose 3 of your favourite Moodle features…

assignment, choice, feedback, forum, wiki, etc.

• Select your energy project (only 3 group can select each of the following) nuclear, wind, solar, hydropower, fossil fuel, hydrogen, biomass, natural gas, etc.

Activities: Choice (notes)• Only allow a few days to answer and make

the answer available to students afterward so they know where they stand.

• You will be surprise to see that students are more likely to answer honestly in an online environment than face to face.

Activities: Survey

• The survey activity module provides a number of verified survey instruments that have been found useful in assessing and stimulating learning in online environments. A teacher can use these to gather data from their students that will help them learn about their class and reflect on their own teaching.

• Note that these survey tools are pre-populated with questions. Teachers who wish to create their own survey should use the feedback activity module.

• Currently, Moodle only offers specific types of surveys (future versions will enable you to create your own).

• The available surveys have been chosen as being particularly useful for evaluating online learning environments that use a constructivist pedagogy. They are useful to identify certain trends that may be happening among your participants.

• You can download the complete raw data for a survey in a form suitable for analysis in Excel, SPSS, or other package.

Activities: Survey

Activities: Survey

Activities: Feedback

• Feedback: use to gather data from students on any topic.

• The feedback activity module enables a teacher to create a custom survey for collecting feedback from participants using a variety of question types including multiple choice, yes/no or text input.

• Feedback responses may be anonymous if desired, and results may be shown to all participants or restricted to teachers only. Any feedback activities on the site front page may also be completed by non-logged-in users.

Activities: Feedback

• Feedback activities may be used– For course evaluations, helping improve the

content for later participants– To enable participants to sign up for course

modules, events etc.– For guest surveys of course choices, school

policies etc.– For anti-bullying surveys in which students

can report incidents anonymously

Activities: Feedback (sample questions)• Presentation / Objectives• I am able to achieve the objectives

– Not acceptable– Worst than average– About average– Better than average– Outstanding

• Explanations are clear– Not acceptable– Worst than average– About average– Better than average– Outstanding

Activities: Feedback (sample questions)• Tests / Assessments• Amount of material covered on each major

assessment– Not acceptable– Worst than average– About average– Better than average– Outstanding

• My test grades are about what I expect– Not acceptable– Worst than average– About average– Better than average– Outstanding

Activities: Feedback (sample questions)• This course was

– below my expectations.– met my expectations.– surpass my expectations.

• What did you like the most about this course?

(short answers)• What did you like the least about this

course?(short answers)

• As a student what do you need to have in order to be successful in this course?

(short answers)

Practice and Explore Time

(choice, survey, feedback)

1. Make a choice activities due next July 5, anonymously about their favorite activities in Moodle.

2. Create a feedback activity that is due on July 15, 2013 that users name will be logged and shown with answers. Please add a few questions.

Other activities in Moodle 2.4

• Quiz: use for assessment of/for learning (MathType 6.9 is recommended for mathematics and sciences

symbols)• Lesson: use fro presenting, branched info or

testing.• Workshop: use to collect, assess & generate

peer review of student work.• SCORM: use to present content, media and

assess retention.• Forum: use for many types of learning

activities, ex: use it to answer email questions.

• External Tool: use to connect to a 3rd party learning activity.

Other activities

• Wiki: use to enable collaborative page creation.

• Database: allow students to collect, share & search created artifacts

Moodle Future Development

• A variety of plug ins will be evaluated over the next few months and added to the Moodle server.

• Self assessment module, pop-up dictionary, etc.

Challenges of Online Learning: 4 Ways to Keep Your Online Student Engaged

• Here are four ways to design self-paced learning programs that keep people engaged:

• Ask Questions – ask plenty of challenging questions. When they realize how much they have to learn, they’re more likely to stay tuned.

• Percolator Pace – Index each video with search friendly text so people can pinpoint the information they find most engaging, and then consume it in the order they want.

Challenges of Online Learning: 4 Ways to Keep Your Online Student Engaged

• Here are four ways to design self-paced learning programs that keep people engaged:

• Interactivity – Create downloadable exercise files so your students can practice what you’re teaching.

• Flip the Classroom Flipping the classroom is a reversal of conventional teaching where knowledge transfer happens on-demand and homework gets done as a group.

• https://www.udemy.com/blog/challenges-of-online-learning/

Cheating in the Digital Age: Do Students Cheat More in Online Courses?• http://www.westga.edu/~

distance/ojdla/spring131/watson131.html

• The results showed higher rates of academic dishonesty in live courses...

Engaging students in learning through online discussion: A phenomenographic study• It was revealed that the university teachers

sampled think about learning through online discussion as a way to

A. provide time and access, B. engage learners, C. foster a community of learners, and D. enable higher order cognition and learning.• (2011) Australia: http://

www.ascilite.org.au/conferences/hobart11/downloads/papers/Parisio-concise.pdf

• “Schools have become just one of many places in both the real and virtual world where students can get an education. Some of their best teachers will be outside the classroom walls.” Will Richardson, Education Leadership, Vol. 70 No. 6 March 2013

A skillful teacher is a teachers who has developed and built excellent teaching skills such as momentum, procedural routines, objective, clarity, discipline, organization, evaluation, models of teaching, time, principles of learning, personal relationship building, expectations, etc.

On the top of that it would be a teacher who creates a ROLE (Rich Online Learning Environment)

You simply want to provide learning beyond your classroom door and provide other opportunity for students to learn a second time.

One Last Thought

Palloff and Pratt (2005) stateThe more we engage our students in a process of

ongoing evaluation of their own performance, the more meaningful the online course will be to them.

The more we engage them in working with one another in both collaborative activity and collaborative assessment, the more likely they are to engage in a learning community that will sustain them beyond the end of the course.

The more meaningful the course, the more likely it is that they will become empowered and lifelong learners. (p. 53)

Technology integration tools.

• Tagxedo http://www.tagxedo.com/

• "This isn't the time to use technology to refine the model we had before; this is a time to harness technology to let children go as far and as fast as they want." --Stephen Heppel

What are the limitations of this quote in today’s classroom?

• "This isn't the time to use technology to refine the model we had before; this is a time to harness technology to let children go as far and as fast as they want." --Stephen Heppel

How many countries do you see?

Egypt

RED SEA

Israel

Where are we on earth?Saudi Arabia

Jordan

Middle East

Other technology integration tools.

• Jing• Text to speech• URL shortener http://goo.gl/ • QR code Generator http://goqr.me/ • Fluid Survey http://fluidsurveys.com/

ICT resources

• http://ictic.hrsbteachers.ednet.ns.ca • http://goo.gl/R0zspT

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It's a hard disk drive back in 1956... With 5 MB of storage.

In September 1956 IBM launched the 305 RAMAC, the first "SUPER" computer with a hard disk drive (HDD). The HDD weighed over a ton and stored a "whopping" 5 MB of data

• “Schools have become just one of many places in both the real and virtual world where students can get an education. Some of their best teachers will be outside the classroom walls.” Will Richardson, Education Leadership, Vol. 70 No. 6 March 2013

A skillful teacher is a teachers who has developed and built excellent teaching skills such as momentum, procedural routines, objective, clarity, discipline, organization, evaluation, models of teaching, time, principles of learning, personal relationship building, expectations, etc.

On the top of that it would be a teacher who creates a ROLE (Rich Online Learning Environment)

You simply want to provide learning beyond your classroom door and provide other opportunity for students to learn a second time.

One Last Thought

Palloff and Pratt (2005) stateThe more we engage our students in a process of

ongoing evaluation of their own performance, the more meaningful the online course will be to them.

The more we engage them in working with one another in both collaborative activity and collaborative assessment, the more likely they are to engage in a learning community that will sustain them beyond the end of the course.

The more meaningful the course, the more likely it is that they will become empowered and lifelong learners. (p. 53)

Jing

A summary of my presentation…

Feedback and/or Questions????

Eric Therrien ICT Consultant (Mathematics & Sciences)

therrem@gov.ns.ca (902) 424-5561