moodle moot 7_10
TRANSCRIPT
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Incorporating Web2.0, Pedagogy Incorporating Web2.0, Pedagogy 2.0 and Moodle 2.0 into your 2.0 and Moodle 2.0 into your learning and teaching agenda: learning and teaching agenda: But just wait one sec... But just wait one sec...
Dr Michael SankeyDr Michael Sankey
Some key cultural shiftsSome key cultural shiftsConceptual shift to collective intelligence & user participationConceptual shift to collective intelligence & user participationWeb is not just about communication, but also educationWeb is not just about communication, but also education
B t tl it f i tiB t tl it f i tiBut we mostly use it for communicationBut we mostly use it for communication
Moved from the Desktop to the Moved from the Desktop to the WebWebFrom the computer platform to the network platformFrom the computer platform to the network platformFrom the personal to the sharedFrom the personal to the sharedF h d dF h d dFrom hardware to dataFrom hardware to dataFrom fixity to From fixity to remixabilityremixabilitySo what this all mean? We need to realign our pedagogySo what this all mean? We need to realign our pedagogy
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Pedagogy 2.0Pedagogy 2.0
‘Pedagogy 2 0 integrates Web 2 0 tools that support‘Pedagogy 2 0 integrates Web 2 0 tools that support‘Pedagogy 2.0 integrates Web 2.0 tools that support ‘Pedagogy 2.0 integrates Web 2.0 tools that support knowledge sharing, peerknowledge sharing, peer--toto--peer networking, and peer networking, and access to a global audience with access to a global audience with socioconstructivistsocioconstructivistlearning approaches to facilitate greater learning learning approaches to facilitate greater learning autonomy agency and personalisation’autonomy agency and personalisation’autonomy, agency and personalisation autonomy, agency and personalisation
McLoughlin & Lee (2008)
Pedagogy 2.0 cont...Pedagogy 2.0 cont...
They identify the main challenge as enabling ‘selfThey identify the main challenge as enabling ‘self--di ti k l d b ildi d l t ldi ti k l d b ildi d l t ldirection, knowledge building, and learner control direction, knowledge building, and learner control by offering flexible options for students to engage by offering flexible options for students to engage in learning that is authentic and relevant to their in learning that is authentic and relevant to their needs and to those of the networked society while needs and to those of the networked society while till idi t t d ff ldi ’till idi t t d ff ldi ’still providing necessary structure and scaffolding’still providing necessary structure and scaffolding’
McLoughlin & Lee (2008)
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So So we are left to ask...we are left to ask...
Do we make it all open or keep it all walled?Do we make it all open or keep it all walled?O t id i id ?O t id i id ?Outside or inside?Outside or inside?But sometimes we need to be able to close But sometimes we need to be able to close the door the door –– as teaching is about trust as teaching is about trust So how has USQ done this?So how has USQ done this?So how has USQ done this?So how has USQ done this?And where are we goingAnd where are we going
MoodleMoodle Land USQLand USQ
dle
dle USQUSQdle
dleMyMydle
dle USQUSQ
Moo
MooCommunityCommunity
Moo
MooStaffDeskStaffDesk
Moo
MooStudyDeskStudyDesk
Test Test environmentsenvironments
Developers Community of Practice (Developers Community of Practice (CoPCoP))Developers Community of Practice (Developers Community of Practice (CoPCoP))
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USQ USQ –– minimum standardminimum standard
EveryEveryEvery Every course we course we offer has offer has an online an online presencepresence
Heaps of resourcesHeaps of resources
http://www.usq.edu.au/learnteach/topics/tel
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The systemsThe systemsWimba collaboration
suiteWimba collaboration
suiteWimba collaboration
suiteIntegrated Content Environment (ICE)Integrated Content Environment (ICE)Integrated Content Environment (ICE)
Moodle: StudyDesk
MyStaffDesk Community
PeopleSoft Student System
PeopleSoft Student System
PeopleSoft Student SystemOther 3rdparty open
source modulesOther 3rdparty open
source modulesOther 3rdparty open
source modules EQUELLA eReserveEQUELLA eReserveEQUELLA eReserve
Mahara ePortfolioMahara
ePortfolioMahara
ePortfolioEASE assignment
submissionEASE assignment
submissionEASE assignment
submission
Then Then came came
Web 2.0Web 2.0
Well over 130 Well over 130 socialsocialsocial social
networking sitesnetworking sites&&
Over 3000Over 3000Over 3000 Over 3000 Web2.0 Web2.0 appsapps
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For exampleFor example
How many of these have you visited?How many of these have you visited?
Just out of interest…Just out of interest…
FarkFark is a news aggregator and an is a news aggregator and an edited social networking news site.edited social networking news site.edited social networking news site. edited social networking news site.
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10 things to be careful of10 things to be careful of
1.1. Technical problemsTechnical problems 6.6. Loss of historyLoss of history
2.2. Clashing culturesClashing cultures
3.3. TechnophobiaTechnophobia
L f it iL f it i
7.7. Assessment woesAssessment woes
8.8. Overwhelming choiceOverwhelming choice
L f t tL f t t4.4. Loss of monitoringLoss of monitoring
5.5. Loss of controlLoss of controlDron & Bhattacharya (2007)
9.9. Loss of trustLoss of trust
10.10. InequalitiesInequalities Skip to 26
Technical problemsTechnical problems
Students accessing voice/video needing plugStudents accessing voice/video needing plug--ins ins ith d l d t t th t d t hith d l d t t th t d t hwith downloads quotas greater than students have. with downloads quotas greater than students have.
Most Most Uni’sUni’s have computing standards, but once have computing standards, but once outside the outside the UniUni there is little or no control over this. there is little or no control over this. Security issues for staff/students accessing sites Security issues for staff/students accessing sites y gy gthat use improper protocols for the infrastructure. that use improper protocols for the infrastructure.
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Clashing culturesClashing culturesTraditional ways of teaching exist in many courses, Traditional ways of teaching exist in many courses, tensions arise if a ‘whole of program approach’ is tensions arise if a ‘whole of program approach’ is p g ppp g ppnot adopted for new technologies.not adopted for new technologies.With a strong DE focus, staff come to USQ but only With a strong DE focus, staff come to USQ but only taught facetaught face--toto--face. Students become dissatisfied face. Students become dissatisfied and staff being frustrated.and staff being frustrated.and staff being frustrated. and staff being frustrated. Moving to a common web friendly platform for Moving to a common web friendly platform for producing teaching environments is essential.producing teaching environments is essential.
TechnophobiaTechnophobia
Technophobia looms large for students/staff, a Technophobia looms large for students/staff, a natural resistance to change. Some staff don’t even natural resistance to change. Some staff don’t even gguse online discussions, tricky when 76% study DE. use online discussions, tricky when 76% study DE. A high % nonA high % non--traditional students, adopting too traditional students, adopting too many new things too quickly (particularly with Web many new things too quickly (particularly with Web 2 0 technologies) can be off2 0 technologies) can be off--puttingputting2.0 technologies) can be off2.0 technologies) can be off putting. putting. If tools are integrated in ‘the walled garden’ then If tools are integrated in ‘the walled garden’ then some monitoring and support can be provided.some monitoring and support can be provided.
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Loss of monitoringLoss of monitoringWeb 2.0 tools byWeb 2.0 tools by--passes traditional ways of passes traditional ways of teaching, students operating outside the gaze. teaching, students operating outside the gaze. Same as students gathering in a café. Same as students gathering in a café. If strong DE, this becomes problematic, as tools If strong DE, this becomes problematic, as tools used for assessment, housed in the public domain used for assessment, housed in the public domain cannot be monitoredcannot be monitoredThis is addressed by the design, by limiting the This is addressed by the design, by limiting the dependence on this aspect for assessment.dependence on this aspect for assessment.
Loss of controlLoss of control
Similar to lack of monitoring, using tools outside Similar to lack of monitoring, using tools outside thethe UniUni domain who says those tools will endure.domain who says those tools will endure.the the UniUni domain who says those tools will endure. domain who says those tools will endure. important data could be lost affecting student important data could be lost affecting student outcomes. outcomes. If Web 2.0 type tools can be employed in the If Web 2.0 type tools can be employed in the uniuni
i t th i bl ii t th i bl ienvironment, there is a reasonable compromise, environment, there is a reasonable compromise, as will be demonstrated.as will be demonstrated.
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Loss of historyLoss of history
The main benefit of an LMS (The main benefit of an LMS (MoodleMoodle) to house ) to house and mediate Web 2.0 app’s is there is always a and mediate Web 2.0 app’s is there is always a pp ypp yrecord of practice that can be called upon. record of practice that can be called upon. Systems are usually backed up daily and less risk Systems are usually backed up daily and less risk of outsiders corrupting important data. of outsiders corrupting important data. Although not important to some staff there areAlthough not important to some staff there areAlthough not important to some staff, there are Although not important to some staff, there are legislative responsibilities for legislative responsibilities for uni’suni’s in Oz, requiring in Oz, requiring environments to be maintained for two years.environments to be maintained for two years.
Assessment woesAssessment woesStaff need to assess the veracity of student work. Staff need to assess the veracity of student work. Yes problems exist within ‘the wall’, but at least Yes problems exist within ‘the wall’, but at least p ,p ,there a track of who has been there. there a track of who has been there. A level of security for student too track submissions. A level of security for student too track submissions. PLEs allow RSS of external sources, partly bridging PLEs allow RSS of external sources, partly bridging the divide monitoring based on disclaimersthe divide monitoring based on disclaimersthe divide, monitoring based on disclaimers. the divide, monitoring based on disclaimers. We design assessment to minimize identity fraud We design assessment to minimize identity fraud but take full advantage of Web 2.0 affordances.but take full advantage of Web 2.0 affordances.
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Overwhelming choiceOverwhelming choice
There are so many environments that could be There are so many environments that could be used, it is impractical to be conversant with the lot. used, it is impractical to be conversant with the lot. , p, pOne uses One uses FacebookFacebook, another , another MySpaceMySpace, another , another wants the wants the uniuni PLE. PLE. When so much choice is offered the additional When so much choice is offered the additional cognitive load can be overwhelmingcognitive load can be overwhelmingcognitive load can be overwhelming.cognitive load can be overwhelming.If the If the UniUni provides syndication to a select number, provides syndication to a select number, the potential to reduce confusion is highly reduced.the potential to reduce confusion is highly reduced.
Loss of trustLoss of trust
Trust is a twoTrust is a two--way street; students & staff need to way street; students & staff need to be able to trust the environments they work inbe able to trust the environments they work inbe able to trust the environments they work in. be able to trust the environments they work in. Web 2.0 tools mediated through the PLE, or Web 2.0 tools mediated through the PLE, or housed within the LMS, there is more trust. housed within the LMS, there is more trust. Also a sense that the teacher, or Also a sense that the teacher, or uniuni, can monitor , can monitor the space, protecting students (& staff) from the space, protecting students (& staff) from misuse, hackers and unreliable transient spaces.misuse, hackers and unreliable transient spaces.
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InequalitiesInequalities
Large diversity of experience within the nonLarge diversity of experience within the non--traditional student base, it can be inequitable to traditional student base, it can be inequitable to , q, quse a wide variety of Web 2.0 tools that may use a wide variety of Web 2.0 tools that may simply be used for their novelty value. simply be used for their novelty value. Solid pedagogical advantage should be found first. Solid pedagogical advantage should be found first. So a Pedagogy 2 0 approach is preferredSo a Pedagogy 2 0 approach is preferredSo a Pedagogy 2.0 approach is preferred, So a Pedagogy 2.0 approach is preferred, including sufficient scaffolding to prevent including sufficient scaffolding to prevent advantaging one set of skills over another.advantaging one set of skills over another.
LMS
Management or FacilitationManagement or Facilitation
Traditional LMSWhat we have hadWhat we have had What is emergingWhat is emerging
PLE
Activity1
Activity2
Activity3
Activity1
Activity2
Activity3
Activity
4
Activity1
Activity2
Activity1
Activity2
EdCom
/OER
etc.
A
Activity4Activity4
R Activity
3
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The dream The dream ☺☺
MaharaRepository
Moodle 2Repository Repository
(PLE)Repository
(LMS)
Activity 3
Activity 4 USQOpen iTunesU
MITOCC
(OERs)Media repository
The walled garden The big bad world
U
Personal learning environmentArtefact 1
Artefact 2 View 1Outside
environmentsGroup 1
PLEPLE
Artefact 2
A t f t 6
For course assessments
View 2For potential employers
Flickr
YouTube
Group 1
Group 2
Individual 1
Skill 1
Artefact 5
Artefact 3
Artefact 6
Artefact 8
View 3For parents or friends
FacebookIndividual 2
Skill 2
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ePortfolio exampleePortfolio examplehttps://eportfolio.usq.edu.au/view/view.php?id=1
Virtual classroomsVirtual classrooms
5000 t t U d f5000 t t U d f5000 concurrent seats. Used for: 5000 concurrent seats. Used for: •• Staff Staff ◄►◄► StudentStudent•• Student Student ◄►◄► StudentStudent•• Staff Staff ◄►◄► StaffStaff
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Some basics statsSome basics stats
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Second Life and Legal Education on the USQ Island Second Life and Legal Education on the USQ Island --EolaEola Barnett (aka Barnett (aka AzaleeAzalee))
Moot courtMoot courtAdvocacy assessment (role play)Advocacy assessment (role play)
Student consultation and student Student consultation and student directed study groups. Included directed study groups. Included disability student. disability student.
II--Phone/Pad Vs ePhone/Pad Vs e--Book ReadersBook Readers
VS.VS.
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The advantages are roughly twoThe advantages are roughly two--fold:fold:
1.1. A staggered institution wide approach can provide A staggered institution wide approach can provide adequate support & PD along with safeguards adequate support & PD along with safeguards q pp g gq pp g gagainst ad hoc, inconsistent practices, thus against ad hoc, inconsistent practices, thus providing a benefit to both student & staff.providing a benefit to both student & staff.
2.2. Professionally most students will need to be comfy Professionally most students will need to be comfy &&with Web 2.0 upon graduation & have an ability to with Web 2.0 upon graduation & have an ability to
quickly adapt to changing opportunitiesquickly adapt to changing opportunities