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MOODLE – A pedagogical tool, or post and run?
Allyson Roberts FCSH, 2008
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Moodle in practice in Higher Education
• How can learning needs be supported by Moodle?
• How can learning tasks be designed to deepen learning - to avoid “post and run”?
Some examples of practice
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What is Moodle? - (Modular Object-Oriented Dynamic Learning Environment)
• a place for creating learning opportunities
• enabling learning through doing• in a virtual environment.
The design of Moodle is based on
socio constructivist theory;
an inquiry-based and discovery-based approach to learning.
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Blended learning
Methodology I on the Masters course is:
• face-to -face (f2f),• supported by Moodle.
Task/course design needs to account for both learning situations.
A move away from transmission and delivery to active engagement with materials and each other.
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What do learners need?
• a sense of community
• dialogue with others through meaningful co-operation
• active learning – with meaningful, relevant examples and problems
• flexibility of pathways – individual and group
• choices of activities to tap into their strengths and needs
• to do things at their own level and in own time
• clear objectives and assessment
• feedback
• to reflect on processes and product of learning
(adapted from Palloff and Pratt, 2003)
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What can Moodle offer the learner?
Different tools to support learning through:
• Socialisation• Individualised learning• Collaborative channels• Discipline related terminology• Opportunity for
collaborative/knowledge building tasks
• Reflective processes• Feedback, grading, comment
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Socialising: promoting a sense of community of learners
Care and share
Get dialogue going and growing
Establish good practice of engagement
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Individualised learning/varied approach
SCAFFOLDED TASKS DESIGN• Learning at own pace• Learning at own level• Getting personalised feedback• Repeating learning tasks• Approach learning task from different
orientations• Reflecting on product and process
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‘Lesson’ module in Moodle
Individualised learning pathway
• series of questions /quiz questions• multiple choice/true false format• giving scores and explaining responses to
students answers• opportunity for feedback from tutor• variety of learning tasks in the process possible
Let’s have a look ……………
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Engagement with:
Co-learners
Profession/Situated learning
self
Tasks
Teacher/tutor
Learning resources
Engagement
• Constructivist approaches to learning advocate allowing learners not only to interact directly with information to be learned, but also to add their own information and construct their own relationships. (Chun & Plass 2000).
How can Moodle support this flexibility?
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Engagement through Moodle tools
• Chat• Forum• Group spaces• Group writing tasks – wiki
THROUGH COLLABORATIVE – CO-OPERATIVE TASKS
• Planning• Sharing ideas and opinions• Making sense of learning
input• Small group setups 5/6• Collaborative text
productions
Chat session towards collaborative task
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Attend international
conferences online:
IATEFL
Join discussion forums in the Special Interest Groups (SIGs).
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Moodle supportThings Moodle!
1. Free Moodle download, supported by the Moodle community and hundreds of forums and examples of Moodle in practice.
http://moodle.org/2. A site for language teachers who want to play around using Moodle to get an
idea of how it works.http://moodleflair.com/moodle/index.php3. Introductory and Advanced courses in how to use Moodle, online with the E-
Consultants.http://www.theconsultants-e.com/courses/moodle/index.asp 4. Cole, J and Foster, H (2007) Using Moodle - Teaching with the Popular
Open Source Management System, O’Reilly Community Press.
Dra. Allyson Roberts, FCSH, Universidade Nova de Lisboa [email protected]