6. The Goal
A solution that underpins programme
delivery and enforces educational
ethos of the programme.
“
”
A slice of Cambridge around the world
Form a seamless link across all environments
7. A little about the Programme structure
18 courses + Electives
Each course between 1‐4
cycles
20 month programme
Each cycle broken into
elements
Pre‐study Visit Application
8. Moodle
Developments
1. Overview
2. Moodle
Developments
3. Course Design
4. Findings &
Discussion • Using the tendering process to find
collaborative partners
• Prepared detailed
specification: deliverables
and ideas
• Working as a partnership
rather than commissioning
• Teams across the school
• Participants involvement –
tough balance
20. Bookmarking forum posts
• Discussions scattered throughout the site
• Bookmarking tool, to store interesting form posts
View video here: http://youtu.be/JUFooQUt81s
26. Course Design - Participants
Concrete experience
(doing/having an experience)
Reflective Observation
(Reviewing / reflecting on the
experience)
Abstract
Conceptualisation
(Concluding / learning from
experience)
Active Experimentation
(Planning / trying out what you
have learned)
Sharing /
Collaborating
Feedback /
Discussion
Based on: Effective Practice with e‐Portfolio, JISC
27. Course Design - Participants
Pre‐study Visit Application
Scanning environment with course
‘lenses’ on
Grasping core introductory concepts/
terminology
Defining initial learning goals
Potential applications of use
Prior Experience
Knowledge
Context
Previous Courses
Go deeper
Analyse & Evaluate
‘Own the learning’ - personalise
28. Findings &
discussion
1. Overview
2. Moodle
Development
3. Course Design
4. Findings &
Discussion
• Joined Educational & technological
drivers and strategies important
• Importance collaborative partners
• Moodle has it’s limits – but these can be
mitigated to some degree
• T&L lessons – 5 points
• Next steps
29. Moodle limitation – Communication & Collaboration
• Moodle’s collaboration and commenting methods systems all work
differently.
• Messaging, Forums, Comments, Blogs
• We selected to base all on forums, so as not to confuse workflows
• Not all email out or have notifications
• Different interfaces
• Not cross searchable
• Some can be graded some not
• Try to use integrations where possible
Should these mechanisms be joined together?
‐ Interaction style
‐ Notification
‐ searchability
Ability to add widgets and activities
30. Communication & Collaboration
• Moodle’s collaboration and commenting methods systems all work
differently.
• Messaging, Forums, Comments, Blogs
• We selected to base all on forums, so as not to confuse workflows
• Not all email out or have notifications
• Different interfaces
• Not cross searchable
• Some can be graded some not
• Try to use integrations where possible
Should these mechanisms be joined together?
‐ Interaction style
‐ Notification
‐ Searchability
Ability to add widgets and activitiesView video here: http://youtu.be/_W0WD‐jHD‐A
31. Communication & Collaboration
• Moodle’s collaboration and commenting methods systems all work
differently.
• Messaging
• Forums
• Comments
• Blogs
• We selected to base all on forums, so as not to confuse workflows
• Not all email out or have notifications
• Different interfaces
• Not cross searchable
• Some can be graded some not Should these mechanisms be joined together?
‐ Interaction style
‐ Notification
‐ Searchability
Ability to add widgets and activities
View video here: http://youtu.be/erghEKH0q2U
32. Participant Perception
• It’s an improvement, but
• The platform feels dated, to some
• Particularly on forums
• Not the way we interact online now
• Issues with editor and some mobile display
• Too many clicks not enough search tools
• Still getting lost in discussions – a feeling of disconnection
• Like activity locking and completion
Could the forum tools learn more from other
platforms and techniques?
33. Participant Perception - Response
• Lack of instruction and clarity of function, assumed SN paradigm
• The VLE’s role within the programme
• Setting participant learning expectations
• Linking activities and discussions more explicitly
• Clearer signposting of activities
More re‐enforcement of applications of use and
direction
37. Lessons Learned – 5 Points
1. Discussions need to be framed
2. All parties need inducting and constant guidance across
programme
3. Build discussion into course design (like other online
interactions)
4. Student initiated discussions with facilitation work best
5. Technology can’t make up for course design/strategy (technology
push)
38. Next Steps
• Using the VLE the ‘tell the story’ – programme narrative
• Capturing and recording experiences outside and between formal
courses
• More of a focus on activity design and less on technology
• Increased ‘in‐line debate’ ‐ Moving debate into course activities
• More interactive resources
• E‐book delivery
• Possibly extending the uses of developed modules
• Using more gamification techniques
Keen to collaborate and share
