Moodle
Moodle is a course management system that allows you to create online classrooms that house resources and activities for your students.
Features include:
Features include:
- Assignments
- Games
- Forums
- Glossaries
- Wikis
- Quizzes/Tests
- Embedded files
What is a Moodle? Guide
Here is a guide that I created for a past SAGTA Conference and for my colleagues in the Mid North, which may be some help to you when starting out.
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My research and examples
Discussion of pedagogical principles
My eLearning system has been created using Connectivism and Transformative Learning Theory. As one of my primary goals was to see my students develop into autonomous and confident learners, these two approaches greatly appealed to me.
Connectivism is a learning theory that has developed out of the rise of technology, where information can be obtained from a multitude of electronic sources and just as quickly as one piece of information has been gathered, a newer version becomes available (Siemens, 2004). Siemens (2004) and Downes (2008) argue that it is through navigating these networks of information, deciding what is useful and what is not, and nurturing connections with others, that learning can be enhanced and new knowledge gained.
The Year 10 German Moodle increases opportunities for students to connect and interact with each other, as well as with students, teachers and experts from other sites. Collaborative tools such as discussion forums, chat sessions, wikis and virtual worlds enable students to question, challenge and seek out new knowledge (Naismith, Lonsdale, Vavoula, & Sharples, 2004). Whilst I have not yet included the use of virtual worlds, I aim to include this in the next learning unit.
In the unit ‘Zu Hause’ (from Week 5 onwards) I have included two discussion forums in German, as well as set up a connection with students from the United States and Finland, where students only communicate in German. Allowing students take up time to construct answers to my questions prior to posting, takes away the fear that can come with synchronous activities when on the spot ideas are required, thereby giving them more confidence to participate (Dabbagh & Bannan-Ritland, 2005; Oliver, 1999; Bauer, 2002).
I have included a vocabulary and grammar glossary, which will primarily be built by the students. They can add words and ideas, edit or add notes to my entries and include pictures or diagrams that make meaning of concepts for them. Naismith et al (2004, p. 15) argue that this control over their learning and the ability to collaborate on this and other tasks in the Moodle can lead to truly successful learning.
One tool that I have yet to utilise in this Moodle, which helps students to “think critically, problem solve and seek out information” (O'Bannon & Britt, 2012, p. 295) is a Wiki. Wikis encourage students to work collaboratively, by communicating, sharing and exploring with other students. Group tasks should be authentic and the use of self-assessment and team rubrics can lead to enhanced student understanding of their requirements (O'Bannon & Britt, 2012). According to Conrad and Donaldson (2004, p. 27), peers often have a better understanding than the teacher of whether their teammates provided valuable contributions, leading to a more accurate reflection of student achievement. Whilst I have not yet included a Wiki in this Moodle, it is my intention to include a Group Wiki Task in the next learning unit.
Transformative Learning Theory, according to Mezirow (1997), is the change that occurs in a learner’s ‘frame of reference’. He argues that through critically reflecting on ours and others’ assumptions, and through actively participating in discourse, we can alter our point of view and transform our way of thinking about learning, our place in the world and the world around us. Transformative learning is also the process by which the teacher becomes a facilitator of learning, rather than by purely a lecturer, by leading students to a place where they actively think and reflect for themselves, as well as participate in a democratic environment (Kitchenham, 2008).
By providing a range of resources and scaffolding activities to build on and expand student knowledge, I am allowing students to take charge of their learning and make connections on their own (Salmon, 2002; Bonk & Cunningham, 1998). I am guiding my students to be able to apply vocabulary and grammatical concepts, such as the use of Modal Verbs, to tasks and assignments themselves. I am also providing marking rubrics for assessment tasks, which shows students exactly how to achieve at the highest level. It is vital that students feel that they are able to take part successfully in the course and that these goals and expectations are defined (Vrasidas, 2004; Salmon, 2002).
Mezirow (1997, p. 10) suggests that, in order for educators to foster critically reflective thought and discourse, they need to ensure that students are given opportunities to be involved in group problem-solving and deliberation. He also suggests that students participate in role plays, case studies, group projects and simulations. Whilst a Group Wiki Project would be perfect here, examples where students are involved in deliberation include the glossaries, forum discussions, Edmodo discussions, chat sessions and conversation tasks. I am also considering altering the requirements of the Mein Traumhaus task to include a group aspect, where students are required to draft another student’s speech prior to them delivering the oral, as well as peer marking the presentations using the rubric I have provided.
It is also crucial that I develop and foster a sense of community in my Moodle, as “a strong sense of community is related to…increased information flow, learning support, group commitment, collaboration, and learning saturation” (Rovai, 2004, p. 276). The greater the level of mutual trust and understanding, the stronger the commitment to be active community members. Therefore, I will strongly encourage my students to make use of the Help and FAQ forums, the chat sessions and the Edmodo messaging feature to ask me or fellow students any questions they may have.
Establishing a connected and supportive community within our classroom, in both face to face and online modes, is incredibly important to me; not just on a personal and social level, but on an educational level as well. It is through a sense of community that students can challenge each other and become more confident communicators (Conole, 2004; Rovai, 2004; Rovai, 2002; Dirkx, 1998; King, 2002).
Connectivism is a learning theory that has developed out of the rise of technology, where information can be obtained from a multitude of electronic sources and just as quickly as one piece of information has been gathered, a newer version becomes available (Siemens, 2004). Siemens (2004) and Downes (2008) argue that it is through navigating these networks of information, deciding what is useful and what is not, and nurturing connections with others, that learning can be enhanced and new knowledge gained.
The Year 10 German Moodle increases opportunities for students to connect and interact with each other, as well as with students, teachers and experts from other sites. Collaborative tools such as discussion forums, chat sessions, wikis and virtual worlds enable students to question, challenge and seek out new knowledge (Naismith, Lonsdale, Vavoula, & Sharples, 2004). Whilst I have not yet included the use of virtual worlds, I aim to include this in the next learning unit.
In the unit ‘Zu Hause’ (from Week 5 onwards) I have included two discussion forums in German, as well as set up a connection with students from the United States and Finland, where students only communicate in German. Allowing students take up time to construct answers to my questions prior to posting, takes away the fear that can come with synchronous activities when on the spot ideas are required, thereby giving them more confidence to participate (Dabbagh & Bannan-Ritland, 2005; Oliver, 1999; Bauer, 2002).
I have included a vocabulary and grammar glossary, which will primarily be built by the students. They can add words and ideas, edit or add notes to my entries and include pictures or diagrams that make meaning of concepts for them. Naismith et al (2004, p. 15) argue that this control over their learning and the ability to collaborate on this and other tasks in the Moodle can lead to truly successful learning.
One tool that I have yet to utilise in this Moodle, which helps students to “think critically, problem solve and seek out information” (O'Bannon & Britt, 2012, p. 295) is a Wiki. Wikis encourage students to work collaboratively, by communicating, sharing and exploring with other students. Group tasks should be authentic and the use of self-assessment and team rubrics can lead to enhanced student understanding of their requirements (O'Bannon & Britt, 2012). According to Conrad and Donaldson (2004, p. 27), peers often have a better understanding than the teacher of whether their teammates provided valuable contributions, leading to a more accurate reflection of student achievement. Whilst I have not yet included a Wiki in this Moodle, it is my intention to include a Group Wiki Task in the next learning unit.
Transformative Learning Theory, according to Mezirow (1997), is the change that occurs in a learner’s ‘frame of reference’. He argues that through critically reflecting on ours and others’ assumptions, and through actively participating in discourse, we can alter our point of view and transform our way of thinking about learning, our place in the world and the world around us. Transformative learning is also the process by which the teacher becomes a facilitator of learning, rather than by purely a lecturer, by leading students to a place where they actively think and reflect for themselves, as well as participate in a democratic environment (Kitchenham, 2008).
By providing a range of resources and scaffolding activities to build on and expand student knowledge, I am allowing students to take charge of their learning and make connections on their own (Salmon, 2002; Bonk & Cunningham, 1998). I am guiding my students to be able to apply vocabulary and grammatical concepts, such as the use of Modal Verbs, to tasks and assignments themselves. I am also providing marking rubrics for assessment tasks, which shows students exactly how to achieve at the highest level. It is vital that students feel that they are able to take part successfully in the course and that these goals and expectations are defined (Vrasidas, 2004; Salmon, 2002).
Mezirow (1997, p. 10) suggests that, in order for educators to foster critically reflective thought and discourse, they need to ensure that students are given opportunities to be involved in group problem-solving and deliberation. He also suggests that students participate in role plays, case studies, group projects and simulations. Whilst a Group Wiki Project would be perfect here, examples where students are involved in deliberation include the glossaries, forum discussions, Edmodo discussions, chat sessions and conversation tasks. I am also considering altering the requirements of the Mein Traumhaus task to include a group aspect, where students are required to draft another student’s speech prior to them delivering the oral, as well as peer marking the presentations using the rubric I have provided.
It is also crucial that I develop and foster a sense of community in my Moodle, as “a strong sense of community is related to…increased information flow, learning support, group commitment, collaboration, and learning saturation” (Rovai, 2004, p. 276). The greater the level of mutual trust and understanding, the stronger the commitment to be active community members. Therefore, I will strongly encourage my students to make use of the Help and FAQ forums, the chat sessions and the Edmodo messaging feature to ask me or fellow students any questions they may have.
Establishing a connected and supportive community within our classroom, in both face to face and online modes, is incredibly important to me; not just on a personal and social level, but on an educational level as well. It is through a sense of community that students can challenge each other and become more confident communicators (Conole, 2004; Rovai, 2004; Rovai, 2002; Dirkx, 1998; King, 2002).
References and Further Reading
Bauer, J. (2002). Assessing student work from chatrooms and bulletin boards. In R. Anderson, J. Bauer, & B. Speck (Eds.), Assessment strategies for the on-line class: from theory to practice (pp. 31-36). San Francisco: Jossey-Bass.
Bitter, G., & Pearson, M. (2005). Designing online instruction. In G. Bitter, & M. Pearson, Using technology in the classroom (pp. 172-190). London: Pearson/Allyn & Bacon.
Bonk, C., & Cunningham, D. (1998). Searching for learner-centred, constructivist, and sociocultural components of collaborative educational learning tools. In C. Bonk, & K. King (Eds.), Electronic collaborators: learner-centered technologies for literacy, apprenticeship, and discourse (pp. 25 - 50). Mahwah, NJ: L. Erlbuam Associates.
Conole, G. (2004). E-Learning: The Hype and the Reality. Journal of Interactive Media in Education, 12, 1 - 18.
Conrad, R., & Donaldson, J. (2004). Measuring online engaged learning. In R. Conrad, & J. Donaldson, Engaging the online learner: activities and resources for creative instruction (pp. 24 - 34). San Fransisco: Jossey-Bass.
Dabbagh, N., & Bannan-Ritland, B. (2005). Research on Online Learning. In N. Dabbagh, & B. (. Bannan-Ritland, Online learning: concepts, stratgies and applications (pp. 68-107). Upper Saddle River NJ: Pearson/Merrill/Prentice Hall.
Dalgarno, B., Lee, M., Carlson, L., Gregory, S., & Tynan, B. (2011). An Australian and New Zealand scoping study on the use of 3D immersive virtual worlds in higher education. Australasian Journal of Educational Technology, 27(1), 1-15.
Dirkx, J. (1998). Transformative Learning Theory in the practice of Adult Education: An Overview. PAACE Journal of Lifelong Learning, 7, 1 - 14.
Downes, S. (2008). Places to go: Connectivism & connective knowledge. Innovate: Journal of Online Education, 5(1).
Duncan, I., Miller, A., & Jiang, S. (2012). A taxonomy of virtual worlds usage in education. British Journal of Educational Technology, 43(6), 949 - 964.
Gregory, S. (2014). Retrieved from Virtual Classrooms: http://www.virtualclassrooms.info/
Harris, J. (c1998). Eighteen activity structures for telecomputing projects. In J. Harris, Design Tools for the internet-supported curriculum (pp. 21-42). Alexandria, VA: Association for Supervision Curriculum Development.
King, K. (2002). A journey of transformation: A model of educators’ learning experiences in educational technology. In Pettit, JM, & R. Francis (Ed.), Proceedings of the 43rd Annual Adult Education Research Conference, (pp. 195 - 200).
Kitchenham, A. (2008). The Evolution of John Mezirow’s Transformative Learning Theory. Journal of Transformative Education, 6(2), 104 - 123.
Melissa Bond EDIT 521 - Assignment 2 Page 15 of 18 McCormack, C. (1998). Planning and design. In C. McCormack, & D. Jones, Building a Web-based education system (pp. 53-94). New York: Wiley Computer Pub.
Mezirow, J. (1997). Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education, 74, 5 - 12.
Naismith, L., Lonsdale, P., Vavoula, G., & Sharples, M. (2004). Literature Review in Mobile Technologies and Learning. FutureLab Series, 11.
O'Bannon, B., & Britt, V. (2012). Creating/Developing/Using a wiki study guide: Effects on student achievement. Journal of Research on Technology in Education, 44(4), 293 - 312.
Oliver, R. (1999). Curriculum and learning-resources issues arising from the use of web-based course. International journal of educational telecommunications, 5(4), 419 - 435.
Provenzo, E. (2002). Creating curriculum on the web. In E. Provenzo, The Internet and the world wide web for teachers (pp. 97 - 102). Sydney: Allyn & Bacon.
Rovai, A. (2002). Development of an instrument to measure classroom community. Internet and Higher Education, 5, 197 - 211.
Rovai, A. (2004). The Classroom and School Community Inventory: Development, refinement, and validation of a self-report measure for educational research. Internet and Higher Education, 7, 263 - 280.
Salmon, G. (2002). The five-stage framework and e-tivities. In G. Salmon, E-tivities : the key to active online learning (pp. 10 - 36). London: Kogan Page.
Siemens, G. (2004). Connectivism: Learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1). Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
Vrasidas, C. (2004). Issues of Pedagogy and Design in e-learning Systems. ACM Symposium on Applied Computing, (pp. 911-915). Cyprus.
Bitter, G., & Pearson, M. (2005). Designing online instruction. In G. Bitter, & M. Pearson, Using technology in the classroom (pp. 172-190). London: Pearson/Allyn & Bacon.
Bonk, C., & Cunningham, D. (1998). Searching for learner-centred, constructivist, and sociocultural components of collaborative educational learning tools. In C. Bonk, & K. King (Eds.), Electronic collaborators: learner-centered technologies for literacy, apprenticeship, and discourse (pp. 25 - 50). Mahwah, NJ: L. Erlbuam Associates.
Conole, G. (2004). E-Learning: The Hype and the Reality. Journal of Interactive Media in Education, 12, 1 - 18.
Conrad, R., & Donaldson, J. (2004). Measuring online engaged learning. In R. Conrad, & J. Donaldson, Engaging the online learner: activities and resources for creative instruction (pp. 24 - 34). San Fransisco: Jossey-Bass.
Dabbagh, N., & Bannan-Ritland, B. (2005). Research on Online Learning. In N. Dabbagh, & B. (. Bannan-Ritland, Online learning: concepts, stratgies and applications (pp. 68-107). Upper Saddle River NJ: Pearson/Merrill/Prentice Hall.
Dalgarno, B., Lee, M., Carlson, L., Gregory, S., & Tynan, B. (2011). An Australian and New Zealand scoping study on the use of 3D immersive virtual worlds in higher education. Australasian Journal of Educational Technology, 27(1), 1-15.
Dirkx, J. (1998). Transformative Learning Theory in the practice of Adult Education: An Overview. PAACE Journal of Lifelong Learning, 7, 1 - 14.
Downes, S. (2008). Places to go: Connectivism & connective knowledge. Innovate: Journal of Online Education, 5(1).
Duncan, I., Miller, A., & Jiang, S. (2012). A taxonomy of virtual worlds usage in education. British Journal of Educational Technology, 43(6), 949 - 964.
Gregory, S. (2014). Retrieved from Virtual Classrooms: http://www.virtualclassrooms.info/
Harris, J. (c1998). Eighteen activity structures for telecomputing projects. In J. Harris, Design Tools for the internet-supported curriculum (pp. 21-42). Alexandria, VA: Association for Supervision Curriculum Development.
King, K. (2002). A journey of transformation: A model of educators’ learning experiences in educational technology. In Pettit, JM, & R. Francis (Ed.), Proceedings of the 43rd Annual Adult Education Research Conference, (pp. 195 - 200).
Kitchenham, A. (2008). The Evolution of John Mezirow’s Transformative Learning Theory. Journal of Transformative Education, 6(2), 104 - 123.
Melissa Bond EDIT 521 - Assignment 2 Page 15 of 18 McCormack, C. (1998). Planning and design. In C. McCormack, & D. Jones, Building a Web-based education system (pp. 53-94). New York: Wiley Computer Pub.
Mezirow, J. (1997). Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education, 74, 5 - 12.
Naismith, L., Lonsdale, P., Vavoula, G., & Sharples, M. (2004). Literature Review in Mobile Technologies and Learning. FutureLab Series, 11.
O'Bannon, B., & Britt, V. (2012). Creating/Developing/Using a wiki study guide: Effects on student achievement. Journal of Research on Technology in Education, 44(4), 293 - 312.
Oliver, R. (1999). Curriculum and learning-resources issues arising from the use of web-based course. International journal of educational telecommunications, 5(4), 419 - 435.
Provenzo, E. (2002). Creating curriculum on the web. In E. Provenzo, The Internet and the world wide web for teachers (pp. 97 - 102). Sydney: Allyn & Bacon.
Rovai, A. (2002). Development of an instrument to measure classroom community. Internet and Higher Education, 5, 197 - 211.
Rovai, A. (2004). The Classroom and School Community Inventory: Development, refinement, and validation of a self-report measure for educational research. Internet and Higher Education, 7, 263 - 280.
Salmon, G. (2002). The five-stage framework and e-tivities. In G. Salmon, E-tivities : the key to active online learning (pp. 10 - 36). London: Kogan Page.
Siemens, G. (2004). Connectivism: Learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1). Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
Vrasidas, C. (2004). Issues of Pedagogy and Design in e-learning Systems. ACM Symposium on Applied Computing, (pp. 911-915). Cyprus.