The Best Moodle Tools You've Never Used
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How are you using Moodle? Posting resources and announcements? Collecting assignments? Launching SCORM content? In a typical course, these activities are all you see, which means there are many Moodlers who are missing out on some of Moodle’s best features!
![Document management
and broadcast-oriented
communication tools . . .
comprise 95% of all [LMS]
user actions.
Severance & Teasley, 2010
LMS Use](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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The Best Moodle Tools You've Never Used
- 1. The Best Moodle Tools You’ve Never Used! Michelle Moore eLearning Consultancy @michelledmoore http://bit.ly/moorebesttools
- 2. Document management and broadcast-oriented communication tools . . . comprise 95% of all [LMS] user actions. Severance & Teasley, 2010 LMS Use
- 4. See What You’re Missing! Book Lesson Glossary Workshop Conditional activities
- 9. Book Print with a Click
- 10. Book Why Use It? Chunk content Simplify delivery Ease of access Ease of editing
- 11. Book Chunk Content Before . . .
- 12. Book Chunk Content After . . .
- 13. Book Simplify Delivery Before . . .
- 14. Book Simplify Delivery After . . .
- 15. Book Ease of Use No programs required Editing is a breeze Auto-linking is awesome!
- 16. Book Think Outside the Box Student generated content Student presentations Public-facing resources
- 23. Lesson Why Use It? Chunk content Simplify delivery Ease of access Ease of editing Increase learner engagement
- 24. Lesson Think Outside the Box Student generated content Student projects Project guide Scenarios
- 30. Glossary Print with a Click
- 34. Glossary Why Use It? Soooo flexible! Collaborative content generation Auto-linking Random glossary entry block
- 36. Glossary Random Glossary Entry Block
- 37. Glossary Think Outside the Box Website collection Training materials Forms database Frequently Asked Questions (FAQ) User biographies Quote of the Week Recipe collection
- 42. Workshop Rubric
- 43. Workshop Why Use It? Social constructionist Automated peer review Directed and objective assessment Grades for submission and review
- 44. Workshop Think Outside the Box Project review and feedback Glossary submission evaluation Peer review of essays Reflection on teammate contributions Presentation critiques
- 45. Conditional Activities What Is It?
- 46. Conditional Activities Based on Date
- 47. Conditional Activities Based on Grade
- 48. Conditional Activities Based on Completion
- 50. Conditional Activities Why Use It? Differentiated instruction Self-directed learning Control release of content
- 51. Conditional Activities Think Outside the Box Increase engagement Game play Gradual release of content
- 52. Which Tool for You? Book Lesson Glossary Workshop Conditional activities
- 53. Questions? Michelle Moore Michelle@eLearningConsultancy.com @michelledmoore http://slideshare.net/michelledmoore
Hinweis der Redaktion
- In this context, document management includes everything from distributing documents, presentation files, pdfs, links to websites and collecting those things from students. Broadcast-communication refers to the syllabus, announcements, and calendar or schedule. In the “other” category, they included discussions, wikis, and chats. In our own experience, we might include traditional uses of the quiz. Martin Dougiamas, Moodle creator, has reported similar numbers for Moodle with Resources, Assignments, Quizzes and Forums accounting for 90% of Moodle usage. How does fit with your experience? As you think about your courses and the way your LMS is being used in your organization, does the statistic ring true?
- This type of usage means that both you and your students are missing out! Moodle has so much more to offer--so many other things you can do to create courses that are not only easier to navigate and manage, but also engaging, motivating, interesting, and interactive. Find an image of shock---you’re missing out!
- With the book module, you can guarantee your learners can access your content. Content can be printed Content delivery tool Web-based Built-in navigation Option to print Plug-in: http://moodle.org/mod/data/view.php?d=13&rid=319
- With the book module, you can guarantee your learners can access your content. Content can be printed Content delivery tool Web-based Built-in navigation Option to print Plug-in: http://moodle.org/mod/data/view.php?d=13&rid=319
- With the book module, you can guarantee your learners can access your content. Content can be printed Content delivery tool Web-based Built-in navigation Option to print Plug-in: http://moodle.org/mod/data/view.php?d=13&rid=319
- With the book module, you can guarantee your learners can access your content. Content can be printed “Chunk” content (image of course with lots of links with red cross through it—show alternative) Ease of editing (easy for teachers to edit) Leverage auto-linking
- With the book module, you can guarantee your learners can access your content. Content can be printed “Chunk” content (image of course with lots of links with red cross through it—show alternative) Ease of editing (easy for teachers to edit) Leverage auto-linking
- With the book module, you can guarantee your learners can access your content. Content can be printed “Chunk” content (image of course with lots of links with red cross through it—show alternative) Ease of editing (easy for teachers to edit) Leverage auto-linking
- With the book module, you can guarantee your learners can access your content. Content can be printed “Chunk” content (image of course with lots of links with red cross through it—show alternative) Ease of editing (easy for teachers to edit) Leverage auto-linking
- With lesson, you can do everything the book does, except print, and more. Lesson allows you to chunk and streamline content and web-based to ensure access. Advantage of lesson over book, documents, pdfs and powerpoints is that you can require learner engagement or involvement.
- Create a sample of a webquest--screenshot Mention idea of building assessment into syllabus Replicating PowerPoint delivered in class Webquest Sample scenario Grab screen shot from Foundations course/Admin course
- Mention idea of building assessment into syllabus Replicating PowerPoint delivered in class with questions and interactions Multiple question types—true/false; matching, multiple answer, short answer, essay
- Replicating PowerPoint delivered in class Sample scenario
- Webquest Sample scenario
- Rote learning
- Student-generated content: The hardest thing about using lessons in “real life” is finding the time to build the content. I suggest that you let the students do the work—let them build the content/the lessons. Building lessons requires in-depth understanding to build and sequence content, construct questions, and write feedback. If you want students to work on content collaboratively, you could have them construct the content in a wiki. Student presentations: Let students build reports and presentations in the lesson module instead of PowerPoints. As with book, easier to integrate media and track usage. Students will find it interesting to track data. Can also let students build scenarios or games within the lesson. Project guide: Similar to the way I build my weekly lessons—pages provide content and instruction to help students move forward through the activities in a given unit or week.
- Mention adding audio clips, videos, letting students do glossary entries instead of reports; mention spelling list idea; newsletters Mention more ideas are in the Moodle Docs and in books by William Rice and Mary Cooch
- Tool for facilitating the Peer Review process—consists of several key phases: Setup: Teacher sets up workshop and evaluation form; students see introductory information Submission: Learners submit their work, whether that be a file, multiple files or an online text submission. Once submissions are complete, instructor allocates work to be reviewed or assessed. Assessment: Learners use the rubric or evaluation form provided and review the work allocated to them. Note: students can receive grades on how they assess others. Grading Evaluation: Teacher reviews scores, feedback, and makes adjustments as necessary. Closed: Workshop grades are transferred to gradebook; scores and feedback become visible to the student.
- Tool for facilitating the Peer Review process—consists of several key phases: Setup: Teacher sets up workshop and evaluation form; students see introductory information Submission: Learners submit their work, whether that be a file, multiple files or an online text submission. Once submissions are complete, instructor allocates work to be reviewed or assessed. Assessment: Learners use the rubric or evaluation form provided and review the work allocated to them. Note: students can receive grades on how they assess others. Grading Evaluation: Teacher reviews scores, feedback, and makes adjustments as necessary. Closed: Workshop grades are transferred to gradebook; scores and feedback become visible to the student.
- Tool for facilitating the Peer Review process—consists of several key phases: Setup: Teacher sets up workshop and evaluation form; students see introductory information Submission: Learners submit their work, whether that be a file, multiple files or an online text submission. Once submissions are complete, instructor allocates work to be reviewed or assessed. Assessment: Learners use the rubric or evaluation form provided and review the work allocated to them. Note: students can receive grades on how they assess others. Grading Evaluation: Teacher reviews scores, feedback, and makes adjustments as necessary. Closed: Workshop grades are transferred to gradebook; scores and feedback become visible to the student.
- Tool for facilitating the Peer Review process—consists of several key phases: Setup: Teacher sets up workshop and evaluation form; students see introductory information Submission: Learners submit their work, whether that be a file, multiple files or an online text submission. Once submissions are complete, instructor allocates work to be reviewed or assessed. Assessment: Learners use the rubric or evaluation form provided and review the work allocated to them. Note: students can receive grades on how they assess others. Grading Evaluation: Teacher reviews scores, feedback, and makes adjustments as necessary. Closed: Workshop grades are transferred to gradebook; scores and feedback become visible to the student.
- Tool for facilitating the Peer Review process—consists of several key phases: Setup: Teacher sets up workshop and evaluation form; students see introductory information Submission: Learners submit their work, whether that be a file, multiple files or an online text submission. Once submissions are complete, instructor allocates work to be reviewed or assessed. Assessment: Learners use the rubric or evaluation form provided and review the work allocated to them. Note: students can receive grades on how they assess others. Grading Evaluation: Teacher reviews scores, feedback, and makes adjustments as necessary. Closed: Workshop grades are transferred to gradebook; scores and feedback become visible to the student.
- Selective release of material based on certain criteria or parameters Differentiated instruction—for enrichment or remediation For game play—increasing engagement Controlled release of activities—like in admin course—want to allow learners to progress at own pace without overwhelming
- Selective release of material based on certain criteria or parameters Differentiated instruction—for enrichment or remediation For game play—increasing engagement Controlled release of activities—like in admin course—want to allow learners to progress at own pace without overwhelming
- Selective release of material based on certain criteria or parameters Differentiated instruction—for enrichment or remediation For game play—increasing engagement Controlled release of activities—like in admin course—want to allow learners to progress at own pace without overwhelming
- Options for conditions Activity completion Date Grade Group User profile Restriction set (combination)
- Selective release of material based on certain criteria or parameters Differentiated instruction—for enrichment or remediation For game play—increasing engagement Controlled release of activities—like in admin course—want to allow learners to progress at own pace without overwhelming
- Selective release of material based on certain criteria or parameters Differentiated instruction—for enrichment or remediation For game play—increasing engagement Controlled release of activities—like in admin course—want to allow learners to progress at own pace without overwhelming
- Selective release of material based on certain criteria or parameters Differentiated instruction—for enrichment or remediation For game play—increasing engagement Controlled release of activities—like in admin course—want to allow learners to progress at own pace without overwhelming
- So, what is it, exactly that you’re missing? Probably a fair bit if you’re only using the content delivery and traditional assessment tools, but I’ve worked to narrow the list to five key features that I think you should know about and really consider using. As I go through these though, I’ll say the same thing I did yesterday--don’t fret about how you’re going to add all of these tools to your next course. Listen to the examples, explore the samples, and try the one tool that most readily applies to your Moodle course. So, the five tools--- Book (mentioned yesterday—great way to present content) Lesson (also mentioned yesterday—another great way to present content) Glossary (my favorite) Workshop (second favorite—quintessential social constructionist tool) Conditional activities (on the list not so much because I think people won’t use it, but because I think people will lack creativity. ) Images to reflect each tool. Create certificate to add to course to offer a seat in our training courses based on completion of several activities.