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Moodle: at 'the coal face' & beyond

Mark Bailye, Senior Consultant, NetSpot

Overview At ‘the coal face’

− lessons from a classroom experience

And beyond− what’s coming in Moodle 2.5

At the ‘coal face’

Context Heathfield HS Involves Year 9

students (70) 3 Classes –

Advanced Technology, Digital Photography & Robotics

Course design – it is important! Better experience & increases enjoyment Perceived usefulness can be an extrinsic motivator

(Arteaga Sanchez & Duarte Hueros 2010)

Don’t use the same course design all the time

“This so far is the only layout I like in Moodle … because it was easy to understand and to find stuff” (HHS student)

“I like that coming straight onto the page, it is laid out clearly, is neatly organised and it’s easy to navigate around” (HHS student)

“Things that made me enjoy using Moodle was the user friendly interface …” (HHS student)

1

Pedagogy – tailor accordingly! Keep asking yourself, why & how Adapt learning resources & activities to different

learning styles to improve results (Despotović-Zrakić et al. 2012)

Be prepared to change & tailor approach

2

Support Enhance Extend

Robotics 40% 30% 30%

Advanced Technology 70% 15% 15%

Digital Photography 60% 20% 20%

Engagement – must include! Interactivity and autonomous learning modes can

have an influence on learning(Drennan, Kennedy & Pisarski 2005)

Tools that were well received – choice, feedback & workshop

Reward engagement

“… like to use it in different ways and in different extents depending on the subject and the topics …”(HHS teacher)

3

And beyond …

Context Heathfield HS Year 9 students Advanced

Technology, Digital Photography & Robotics

What’s new in Moodle 2.5?

Badges Mozilla Open Badges Acknowledge achievement Activity completion or course completion Simple to use interface Transfer badges to Mozilla backpack

1

Long form improvements2

New assignment settings3

Folder contents “inline”4

Questions

ReferencesArteaga Sánchez, R. & Duarte Hueros, A. (2010), Motivational factors that influence the acceptance of Moodle using TAM. Computers in Human Behavior, vol. 26, iss. 6, pp. 1632-1640.

Despotović-Zrakić, M., Marković, A., Bogdanović, Z., Barać, D., & Krčo, S. (2012). Providing Adaptivity in Moodle LMS Courses. Educational Technology & Society, vol. 15, iss. 1, pp. 326–338.

Drennan, J., & Kennedy, J., Pisarski, A. (2005), Factors affecting student attitudes toward flexible online learning in management education. The Journal of Educational Research, vol. 98, iss. 6, pp. 331-338.