Becoming a Moodle Wizard: A Course for Teachers
•
4 gefällt mir•10,757 views
It all started with an idea to create a "wizard" for Moodle, a built-in support system designed to help teachers progress beyond resources, forums, and assignments. It turned into an opportunity to explore the boundaries of our Moodle expertise and the limits of Moodle's capabilities. During this session we'll take you on a guided tour of our "Becoming a Moodle Wizard" course, the prototype for our "wizard" idea. We'll demonstrate how we've combined lessons, conditional activities, and the progress bar plug-in to create a personalized, adaptive experience for those looking to expand their Moodle skills. Then we'll take you behind the scenes where we'll discuss the design and show you how it all works. As we wrap things up, we'll present our future plans for the course as well as applications for these ideas in your own courses. We'll also share our thoughts regarding the ultimate Moodle "wizard" and take any ideas you can offer to make it better!
Empfohlen
Empfohlen
Weitere ähnliche Inhalte
Was ist angesagt?
Was ist angesagt? (20)
Andere mochten auch
Andere mochten auch (14)
Ähnlich wie Becoming a Moodle Wizard: A Course for Teachers
Ähnlich wie Becoming a Moodle Wizard: A Course for Teachers (20)
Kürzlich hochgeladen
Kürzlich hochgeladen (20)
Becoming a Moodle Wizard: A Course for Teachers
- 1. BECOMING A MOODLE WIZARD Michelle Moore @michelledmoore Annie Sheffield @sheffield_annie
- 2. The Vision for Moodle Moodle is not meant to be a place where teachers just give you the information. Moodle is meant to be a place where the students are creating the information and working together. Martin Dougiamas Moodle founder Spain MoodleMoot 2013 http://mootes.mediacore.tv/media/martin-kids
- 3. Typical Teacher Progression • Resources and SCORM • Passive forums • Quizzes and Assignments • Wiki, Glossary, and Database • Facilitate forums • Activity sequences • External activities • Survey and reflection • Peer review • Sharing in the community
- 4. The Problem 95% of all LMS activity revolves around document management and instructor communication. Charles Severance & Stephanie D. Teasley http://misc.si.umich.edu/media/papers/p758-severance.pdf
- 5. Is Training the Answer?
- 6. What If There Was a Wizard! http://www.flickr.com/photos/trainman/284128903
- 8. But not . . .
- 10. Examples Collection of Files? Recommend a Folder Try a Book Multiple Assignments? Consider a Forum instead Check out the Workshop Try a Marking Guide Quizzes Explore the Question Creator Role Learn more about the statistics Import questions in a flash!
- 11. Project Idea • Not a wizard, but a “prototype” • Adaptive, personalized content • Progress bars and checklists • Badges and certificates • Leverage Moodle community resources
- 12. Course Overview • Topic: Moodle course development • Audience: Moodlers • Purpose: Build better courses https://www.flickr.com/photos/grrrl/211330471
- 13. Course Goal Assist those developing courses in Moodle in moving beyond Moodle’s ‘entry-level’ content delivery tools by encouraging the exploration, selection, and implementation of Moodle’s more advanced, interactive, constructionist capabilities.
- 14. Learning Objectives Learners will: • Create a course in Moodle. • Participate in a community of practice. • Assess and reflect on Moodle skills.
- 15. Course Design • Theory: Situated learning • Platform: Moodle • Schedule: Six weeks semi-self-paced • Technology: • Moodle lessons • Embedded YouTube videos • Images and screen captures • Links to Moodle community resources • Synchronous meetings
- 16. Course Design 1. Introductory Information 2. Defining Your Course 3. Adding Content 4. Communication 5. Assessment 6. Collaboration 7. Forum Facilitation 8. Adaptive Instruction 9. Surveying Learners 10. Peer Evaluation 11. Power to the Learner 12. Course Management 13. Support and Resources
- 17. Instructional Materials • “Choose your own adventure” • Adaptive, personalized content • “Chunked” to meet various needs • Interconnected content • Tracking, Navigation, and Usability • Course map • Lesson menus • Embedded prompts • Progress bars • Completion tracking http://www.flaticon.com/packs/education/
- 18. Activities • Project • Develop a course in Moodle • Interaction and Collaboration • Discussion forums • Learner-generated FAQ • Messaging • Assessment • Checkpoint quizzes • Evaluation of project course • Completion tracking
- 19. Learner Support • Content scaffolding • Discussion forums • Frequently Asked Questions (FAQ) • Synchronous meetings
- 31. c
- 44. Next Steps • Becoming a Moodle Wizard Course • Complete development • Test it out • Release it to the wild • The Moodle “wizard” • Define the design • Map the interactions • Work with developers to implement
- 45. Questions?
- 46. Contact Details • Blog • http://learningbysharing.com • Intro to Online Teaching Course • http://learningbysharing.com/teachingonline • Michelle Moore • michelle@elearningconsultancy.com • http://slideshare.net/michelledmoore • Twitter: @michelledmoore • Annie Sheffield • anneliesesheffield@my.unt.edu • http://www.slideshare.net/AnnieSheffield/ • Twitter: @sheffield_annie
- 47. Resources and References • Situated Learning: • http://www.learning-theories.com/situated- learning-theory-lave.html • Communities of Practice: • http://wenger-trayner.com/theory/ • Icons: • Education by Freepick via Flaticon.com (CC attribute)
Hinweis der Redaktion
- If you’ve seen Martin present or have done much investigation into Moodle, you know that Moodle is built on a constructionist pedagogy—this idea that people learn best when they have the opportunity share, construct, collaborate, etc. This vision is articulated here . . .this vision for Moodle. Moodle was designed for more—to support a social constructionist pedagogy. The problem is that the way many teachers are using Moodle doesn’t align with the vision for Moodle and in most cases, the standards for quality online instruction
- The problem is that the reality is. . .Despite the vision, we know that 95% of all LMS activity is based on document management and broadcast communications and this statistic is consistent across several studies. In Moodle, this means people are using a lot of resources, assignments, and the News Forum.
- How do we effect change? Left to their own devices we know that most people teach the way they were taught. If 95% of people are using Moodle as a content repository, then it’s hard for people to imagine anything different. Ideally, everyone would take training, but even then, it’s a lot of work to get people to think differently about instruction and to be confident in that model. So, we thought the ideal would be something embedded in a way to provide just-in-time support.We know training has value, online, face-to-face, blended, but as much as we’d like, not everyone will take training. Need something different/better—just in time support and training.
- We thought, the solution is a wizard . . .A wizard to point teachers in the right direction . . .As Martin said in a presentation recently, Moodle should be doing a better job of helping teachers to create better courses. That it would be great if Moodle had some sort of support, or wizard to guide teachers. (Spain MoodleMoot)Wizards or guides like we see on LinkedIn, Facebook, other commercial software and to a degree in Schoology and Canvas. There are people developing work-arounds, alternative solutions, plug-ins, etc. to try to meet this need, but nothing’s been incorporated into core.More we thought about this and talked about it with others though, we decided it’s more than a wizard . .. A wizard implies a one-off solution, like a template and we wanted something more . .
- Start with alternative recommendations, offer how-to’s, best practices, videos, and info on how to use toolsChallenge is that we don’t have programming skills plus we’re PhD students with various other course requirements –
- So we decided to try to leverage this idea for one of our course projects. The project required us to build a course, or technology-based learning environment, so we saw this as a chance to build a prototype of sorts for the wizard.Because building a wizard is beyond the scope of this course, our aim to is to build something that functions somewhat as a prototype for a wizard. To develop a course that will allow us to think through the content, the path, and the ideas while also still meeting the requirements of this project. In the end, we’ll have a course for Moodle course creators that will hopefully be useful for someone or provide a foundation for future development while hopefully also having fleshed out ideas to help developers at Moodle HQ design and develop a wizard that can be incorporated into core.Strength of this idea – gave us a structure/a place to think through these ideasWeakness – not entirely ideal as a course, not really a wizard; trying to meet requirements of course projectBuilt in Moodle as a course though the wizard will ultimately be developed as a block.Because of the nature of the course, it is likely the ultimate wizard, a block, especially at first, won’t be as robust—first instance of the wizard will likely be simple, but if we think about the big picture, we can make sure the foundation is right.
- We know by now that research shows that most online courses stop at content management and broadcast communications. We also know that with its underlying social constructionist philosophy, Moodle is capable of much more. Furthermore, the founder of Moodle, Martin Dougiamas, has described a vision for Moodle that includes students “creating information and working together.”So, the purpose of our project is to help Moodlers build better courses, to move beyond content delivery tools and to explore and implement those that involve more interaction and collaboration.Ultimately, our goal is to model a wizard that could ultimately be incorporated into Moodle to help those developing courses expand their Moodle skills. At this stage though we’ve taken the wizard idea and used it as the foundation for a more interactive course. We’ll admit that it’s been a bit complicated to think about a wizard and a course at the same time, but in the end, the process has helped us think outside the box and, as a result, we’ve added several interesting ideas to our wizard development notes.
- The overall goal of our course (and the wizard) is to again help Moodle users move beyond those entry level tools.
- We initially started with the learning objectives being centered on tools and moving people upYou might recall from our last presentation that our proposed objectives were centered on Martin’s progression with the idea being that most teachers start with content, move to forums, assignments, and on up to wikis, workshops, and adaptive instruction. While those ideas are still central to our course, we’ve since updated our objectives to reflect the fact that not every participant in the course may need to implement every tool. The new objectives reflect broader goals while, at the same time, being more specific about what the learners will be expected to do.The objectives for the course are as follows:Learners will design and construct a course in Moodle.Learners will define outcomes for their course and structure their course shell accordingly.Learners will use the content and resources provided to explore Moodle’s various resource and activity types.Learners will evaluate the available Moodle tools and select and implement those most appropriate for the needs of their course. Learners will discuss and justify their selection of Moodle resources and activities.Learners will participate in a community of practice.Learners will share resources and ideas in discussion forums within the course.Learners will contribute to the development of an FAQ within the course.Learners will participate in the larger Moodle community at moodle.org.Learners will assess their progress in the course and reflect on the development of their Moodle skills.Learners will define their personal learning goals for the course.Learners will complete “checkpoint” quizzes with questions based on the material provided.Learners will use a rubric to evaluate their newly developed course. (? is this going to be a peer assessment? if so, it would be a community of practice item as well)
- Theory:To guide the design of our course, we selected the situated learning theory, based in large part on Dr. D’Alba’s recommendation. A core tenet of the situated learning theory is that learning occurs best when it is authentic and based in the context in which it will be applied. Another idea central to the situated learning theory is that of communities of practice. Wenger (n.d.) defines a community of practice as being a group of people organized around a common interest or objective who interact regularly to share resources, experiences, and ideas. Wenger points out that these communities can be developed around a common learning experience, like a course, or can happen more dynamically. It should be noted, however, that there is value for a learner in observing or “lurking” in a community of practice; participation in a more traditional way is not a requirement (Wenger, n.d.)
- Here in the course design we return to the progression outlined by Martin Dougiamas (below). Each topic of the course with the exception of the Introductory Information and Course Management topics are based on an item from his list. The Introductory Information topic was added to allow us to present those materials and activities that will help the learners familiarize themselves with each other and the course. The Course Management topic will be used to present information related to the day-to-day management of a Moodle course, such as grading, monitoring student activity, and managing users. Though not a step in this overall progression, we felt this practical information would be a valuable addition for those learning how to develop and teach courses in Moodle.Though the course will include a lot of information related to the technology and which buttons to click, we’ve tried to organize the course around what teachers and students do (e.g. assessment, peer evaluation) as opposed to how the technology works (e.g. quiz, workshop). We hope that by building the course around different types of learning activities the learners will be encouraged to explore features they may not otherwise.While a learner won’t necessarily complete the topics listed here exactly in this order due to the personalized, adaptive nature of the material, the topics do provide a nice framework and, for the learners who simply want to progress through the material, this sequence will allow them to develop their skills gradually.It should be noted that while the course is self-paced in design, these topics will be revealed gradually so as to not overwhelm the learner with everything at once. For example, the Collaboration lesson won’t be revealed until the learner reviews at least the introductory material in the Communication lesson.Martin’s progression is based on how he sees teachers progressing in their use of Moodle. He titled it “How to become a great teacher using Moodle in 11 steps. 1. Think about the outcomes of your course, what you want students to learn, and the basic structure of the course 2. Start adding some content that you already have (documents or presentations), or by searching the web for information, activities and games and adding them as Resources 3. Add some forums for news and for your students to talk 4. Add some Quizzes and Assignments for start assessing your students 5. Consider adding interactive content where the students are creating content, such as a Wiki, a Glossary or a Database 6. Focus on improving your facilitating of discussions in Forums, asking questions, guiding, connecting, and modelling good behaviour. Add a scale for rating posts that promotes the kind of behaviours you want to see. 7. Chain your activities into sequences, where the result of one activity acts as the input for the next. 8. Use the Survey tool to gather feedback from your students so that you can study and reflect on their experiences in your course 9. Consider using peer-evaluation tools like Workshop module so that students can grade each other’s assignments 10. Consider giving students more power in the course using roles, so that they can take over more of the course structure and free you up to work on direct interactions where necessary 11. Join the global community of teachers at moodle.org to share ideas and to help guide the development of Moodle as a tool for teaching.
- As much as possible, content will be presented using multiple means – i.e. offering a video as well as textThe tricky thing about having lots of different options is that it can be difficult to know where you’ve been and what you’ve done; these also work into assessment and motivation . . .Embedded prompts—here’s what you may have missed
- Discussion forums – in the course and at moodle.orgDiscussion forums include:GeneralIntroductionsTool justification (e.g. which content tool are you using and why?)Forum facilitation discussionMention here that in the first discussion forum that learners will be provided guidelines for online communication to be used in the course and at moodle.orgDo we want to include messaging?I struggled with this page and how to organize all this info so let me know if you have an alternative. I had started with an activities slide and then separate slides to address the interaction and collaboration and assessment pieces but it seemed redundant because the activities covered the interaction and collaboration and assessment activities.-----------------------------------------------------------------------------Learn about MoodleDevelop a course in MoodleParticipate in community activitiesReally having a hard time with how to organize this slide—course really boils down to reading some stuff about Moodle, choosing what you want to learn, applying it as you build your own course, checking to make sure you haven’t missed something, and participating in the community activities.Learners in the course will be focused on three core activities . . .For the evaluate new Moodle course, will this be a peer evaluation? Or just self-evaluation?Complete lessons to learn about Moodle toolsComplete checkpoint activities as self-assessment—see what you’ve learned and what you may have missed; not so much ‘do you remember what we told you’ but helping learners review and re-assessParticipate in discussion forums and FAQ generation (General, Intro, Tool discussion, Forum facilitation strategies) and FAQ set up in glossaryDevelop a Moodle course – define outcomes, evaluate and select tools, assess course based on rubricLessonsCommunityCourse developmentDevelop a Moodle courseDefine course outcomes and structureExplore available resources and activitiesEvaluate and select appropriate toolsJustify selection of toolsParticipate in a community of practiceParticipate in forums and FAQComplete “checkpoint” quizzesEvaluate new Moodle course
- Content is designed to be self-paced and feedback either automatically generated by peers but facilitators will monitor forums and messages for issues and try to promote discussion in the forumsDiscussion forums – in the course and at moodle.orgGeneral discussion forumFAQFacilitatorsMessagingSynchronous meetings?Content scaffolding