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Slides supporting an introductory workshop on deciding how to use Moodle for blended learning. Includes levels of blends and a metaphor of Moodle as an airport
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Great Use of MoodleDavid Sturrock, NMIT
[email protected] | @dnsturrock http://www.delicious.com/dnsturrock/OP-SDDay
Not a total online campus management solution for your institute.
Not an excellent content development tool. Not a concurrent users’ king. Not a Web 2.0 sensation.
Zaid Ali Alsagoff (2009)
What Moodle is not:
Useful package of tools with common interface
Tracking & other tools to reduce administrivia
Tools to support peer-learning. Institution support services. Easily embed & link to external content Quiz engine. Calendar. Glossary.
Strengths of Moodle:
How will we know our Moodle course is great?
Starter for 10
Meets the needs of the learners
A great course...
1. Putting up the handouts (Resources, SCORM)
2. Providing a passive Forum (unfacilitated) 3. Using Quizzes and Assignments (less
management) 4. Using the Wiki, Glossary and Database
tools (interactive content) 5. Facilitate discussions in Forums, asking
questions, guiding Moodle Docs - http://docs.moodle.org/20/en/Pedagogy
Typical Moodle teaching progression
6. Combining activities into sequences, where results feed later activities
7. Introduce external activities and games (internet resources)
8. Using the Survey module to study and reflect on course activity
9. Using peer-review modules like Workshop, giving students more control over grading and even structuring the course in some ways
10. Conducting active research on oneself, sharing ideas in a community of peers
Moodle progression cont
Your Moodle Course is an Airport
http://zaidlearn.blogspot.com/2009/11/moodle-is-airport-not-total-solution.html
2a-e-Filing Cabinet: Passive repository of resources, enabling on and off campus access to baseline course information.
2b-Technology Supported: Courses using a few active online elements
in addition to passive resources. 3-Technology Enhanced: Courses with significant online activity using a
range of online tools to support class work, independent study and peer interactions. Online activities required.
4a-Blended: Courses with a blend of online and classroom learning
activities with compulsory components in each mode. Online activities extend class work and support significant independent student work on both individual and group tasks.
4b-Fully online: As for blended mode, but emphasis on full distance delivery
NMIT Levels of Blended Learning
Level of blend Airport visitor purpose
E-Filing cabinet Pick up
Tech-supported Sending off family member
Tech-enhanced Going on a trip
Blended / Fully Online
Frequent flyer
Purpose
Level of blend
Visitor purpose Now Next year
E-Filing cabinet
Pick up 22 18
Tech-supported
Send off 13 16
Tech-enhanced
Going on a trip 4 15
Blended / Fully Online
Frequent flyer 20 25
Purpose – where do you fit?
What are the important factors that will determine whether the Moodle course is great?
Task: Split into level/visitor groups5 minutes to come up with 5-10 critical
factors or elements of course design
Important factors
Knowledge of teacher/designer Quality Simple to use: clear instructions, navigation, consistent
layout, intuitive Activities Knowledge of Moodle Time efficient Less emails Great resources – quality, time & money issues Sharing resources Track students access Communication File sizes & formats
E-Filing cabinet (group feedback)
Less emails/easier to keep track Quizzes online helps with marking Knowledge of Moodle Student participation/student tracking Prior knowledge before a course starts Version control/updating content
Tech-support
Individual & group involvement Student led & selected activities Less text-rich media Not too overwhelming – depends on student profile Skills-access issues: support, orientation Range of resource types for different learners Scaffolding tasks Clear instructions
Tech enhanced
Navigation/layout, Organised Rationale for being online/blended Interaction & Engagement Pastoral care & developing a community Connectivity – feel part of the group Monitoring – participation Technical specifications & training/support Less is more Take account of past experience Assessments online: assessment formats Feedback: quick, can be automated Different types of activities Flexibility: access Sense of connection: social learning environment, personal,
students-teacher, student-student, community
Blended / online
Group 1 summary
Group 2 summary
OP guidelines & NMIT guidelines Best practices for course design - Michelle Moore E-Filing cabinet template Online course template Moodle demo – sample courses Course format cheating – Moodle Fairy Course formats – more coming in Moodle 2 Programme/school home pages Cool Moodle Courses (requires Moodle.org account) Rubrics – OP & Moodle Course Creator Challenge
Tips for course layout/format
The name of an activity module doesn’t need to define it’s function
OP activity descriptions Creative uses of Moodle modules 47 interesting ways to use Moodle Best ways of using Moodle Moodle Database & Glossary examples Moodle Tool Guide Moodle and Blooms Taxonomy Designing eLearning – Flexible Learning Fra
mework
Matching learning tasks with Moodle modules
Database: Book reviews, critical analysis templates (arts), simple photo gallery
Glossary: students sharing and critiquing images/artists, students defining course terms
Forum: private/public “blogs” Wiki templates Turnitin: students take responsibility
Examples from NMIT
Is your Moodle Course an Airport?
http://zaidlearn.blogspot.com/2009/11/moodle-is-airport-not-total-solution.html
