dynamic courses: individual learning paths and online collaborative exercises in moodle 2

DYNAMIC COURSES: INDIVIDUAL LEARNING

PATHS AND ONLINE COLLABORATIVE

EXERCISES IN MOODLE 2

Pieter van der Hijden MSc Sofos Consultancy, Amsterdam, The Netherlands

info@sofos.nl - www.sofos.nl

2012 – Sofos Consultancy / Pieter van der Hijden (pvdh@sofos.nl) - This work is licensed under

a Creative Commons Attribution- Noncommercial-Share Alike 3.0 Unported License.

AGENDA

1. DIGITAL DIDACTICS

A course is visualised as a necklace of learning activities (the perls)

A learning activity

can be

implemented by a

variety of Moodle

modules

8 The perls of the necklace have to be replaced by selected Moodle modules.

From now, life can be even more complex. No longer a sequence alone, but also

selections, iterations and parallel actions.

Type Example Description

Parallel groups 5 groups of 7

students,

or 7 groups of 5

students

All resources are

shared, some

activities are in

group mode

Level groups Level-1, Level-2,

Level-3

Each student is

allocated to a

certain level; a

level has its own

resources and

activities

Stages or phases Stage-A, Stage-B,

Stage-C

All students are

allocated to a

certain stage; a

stage has its own

resources and

activities

2. PARALLEL GROUPS

Set-up groups (example):

7 groups of 5

participants

5 groups of 7

participants

Occasionally using the first

or the second grouping.

The visible result, a

block for 7S group

work and a block for

5D group work.

2. PARALLEL GROUPS

How (1/2)?

1. Create various groups

2. Populate the groups

with participants

Manage groups via

the Settings block

2. PARALLEL GROUPS

How (2/2)?

3. Create facilities for

groups from this

grouping, e.g. forum,

wiki, chat-room

4. Place them in an

orphaned section

5. Create an HTML block

to navigate to these

facilities easily

Grouping 7S uses separated group activities.

3. LEVEL GROUPS

Create level groups, e.g.:

Level-1

Level-2

Level-3

Each level group has its

own resources and

activities.

The teacher sees all groupings, the participants only

see their own groupings.

3. LEVEL GROUPS

1. Create groups called Level 1 – 3.

2. Make participants member of the group that corresponds with their actual level.

3. Create 3 groupings as well (Level 1, 2, 3)

4. Populate grouping level 1 with group level 1 (etc.)

5. Specify for resources and activities which level applies.

Note: The settings for a resource and for an activity have the option to set the grouping that is applicable.

4. PHASES

To distinguish phases

(stages) that make

specific resources and

activities available to all

participants.

Part of the course page as seen by the teacher. The

participants only see the resources and activities for

the current phase.

4. PHASES

1. Create a single group (“All”)

2. Populate this group with all participants

3. Create groupings Phase-A, Phase-B, Phase-C.

4. Populate grouping Phase-A with group “All”.

5. Create resources / activities for each of the phases.

6. Change the phase by manually removing group “All” from grouping “Phase-A” and then adding it to grouping “Phase-B”.

• For each phase a separate grouping..

• All participants in one group.

• Teacher links group to one of the groupings.

5. PROCESSES

What (1/2)?

Participant executes activities 1, 2, 3 in sequence.

Participant selects between 4 and 5.

Participant executes activity 6.

Participant executes activities 7 and 8 in arbitrary sequence.

Hopscotch squares; foto BRC Krommenie

5. PROCESSES

What (2/2)?

Example of an individual learning path as seen by the teacher:

Participant executes activities 1, 2, 3 in sequence.

Participant selects between 4 and 5.

Participant executes activity 6.

Participant executes activities 7 and 8 in arbitrary sequence.

5. PROCESSES

How? (1/4)

Determine for each

resource and each

activity when it has to

be considered

“completed”.

On the settings page of every resource/activity you

can indicate whether the completeness has to be kept

or not. If so: should it be assessed by the participant or

by the system? In the latter case, which criteria apply?

5. PROCESSES

How? (2/4)

Set the completeness

criteria for every

resource and activity

The criteria for setting the completeness of a forum

contribution in an automatic way. Other activities come

with other criteria. For resources the only criteria is to

have opened the resource only for display.

5. PROCESSES Overview of the automatic completeness criteria as available for the various activities and resources Type Name Completed?

Activity Assignment advanced viewed and being rated (before possible deadline)

Activity Assignment offline viewed and being rated (before possible deadline)

Activity Assignment online viewed and being rated (before possible deadline)

Activity Assignment single upload viewed and being rated (before possible deadline)

Activity Chat viewed (before possible deadline)

Activity Choice viewed and/or submitted (before eventual deadline)

Activity Database viewed and/or rated (before eventual deadline)

Activity Feedback form viewed and/or submitted (before eventual deadline)

Activity Forum viewed, being rated, n times new discussion or reaction, n times new discussion only, n times

reaction only (before potential deadline)

Activity Glossary viewed, being rated, n times new entry (before possible deadline)

Activity Journal rated (before eventual deadline)

Activity Lesson viewed and/or rated (before eventual deadline)

Activity Quiz viewed and being rated (before possible deadline)

Activity Scorm viewed and/or rated (before eventual deadline)

Activity Survey viewed (before possible deadline)

Activity Wiki viewed (before possible deadline)

Activity Workshop viewed, being rated, n times new entry (before possible deadline)

Resource all viewed (before possible deadline)

5. PROCESSES

How? (3/4)

For each activity or resource: set its restricted access conditions (for the participants)

Implementation (see picture): a. Set via visible/hidden (eye

b. Set grouping

c. Set group modus

d. Set conditions on ratings and completion

Note that only the conditions labeled “d” are really individually and automatically set.

5. PROCESSES

How? (4/4)

For each activity or

resource: set its

restricted access

conditions (for the

participants)

6. COLLABORATIVE EXERCISES

Focus on

collaborative

learning

Source: ISAGA

Dharadam game-

session

1. Participants will work in groups; each group represents a certain role.

2. The role play passes various phases; the facilitator (teacher) determines the moment a new phase may start (and which one).

3. In each phase, each role will have access to role and phase specific resources and activities.

Planning board that may serve as basis for a role play:

the rows are roles, the columns are phases.

1. Use groupings to indicate the different phases.

2. Use opening a certain web page to let a participant select a role.

3. Be sure that all roles and activities: Only are available in a

specific phase

Only are available for a specific role, i.e. available as a certain role definition web page has been opened before.

Part of a course page as the teacher will see it. The participants only

see the resources/activities for the current phase, i.e. as far as they

regard their selected role.

7. CONCLUSION

Conclusions Groupings can be used creatively (sub-groups according to various criteria, level

groups, phases/stages/steps-of-play.

Restricted access offers new and extended options, but also new challenges: Less is more.

Structured learning paths, no spaghetti.

Wish list Logical constructions “NOT” and “OR” (and brackets) for restricted access (now only “AND” is

supported).

Iteration of activities (including automatic reset of “completed”); now only concatenation, selection and parallel are supported.

Migrations between individual level and group level and vice versa; populating groups via individual choice.

Variables to be set, changed, displayed and used in conditions (now, the only way is working via the grade book which is very clumsy).

Recommendation Study well-known offline collaborative exercises and analyze whether they can

be supported by Moodle or not.

Follow-up

THANK YOU!

Pieter van der Hijden MSc Sofos Consultancy, Amsterdam, The Netherlands

www.sofos.nl – pvdh@sofos.nl

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