Presentation given at NWeLC

1. Moving Beyond the Basics in Moodle Lisa Kidder

2. Play Along slidesha.re/kiddernwelearn2011 lckidder Beyond the Basics bit.ly/kmoodle bit.ly/kmoodle2 nwteacher NWteacher&1 Play with Moodle demo.moodle.net gnomio.com mdl2.com

3. A Little About Me

4. Overview Why and How would you use “____” Think about some possibilities Look at some little used tools Big picture first – then move to some of the “how to” Some resources at the end

5. Good Practices Universal Design for Learning (UDL) Quality Matters™ (QM™)

6. Universal Design for Learning Guidelines for creating content Underlying goal – turn novice learners into expert learners Creating curricula that meets the needs of all learners

7. Quality Matters™ Rubric designed to evaluate your overall course Alignment is key – activities support expected learning Incorporates technology appropriately

8. We are going to look at specific principles from both UDL and QM™

9. Navigation and Introduction UDL QM™ Vary the methods for response and navigation. (4.1) Instructions make clear how to get started and where to find various course components. (1.1)

10. Using Blocks & Resources for Introductions and Navigation

11. Navigation Activities Block HTML Block

12. Introduction Start Here

13. Navigation and Introduction UDL QM™ Vary the methods for response and navigation. (4.1) Instructions make clear how to get started and where to find various course components. (1.1)

14. Student Collaboration UDL QM™ Foster collaboration and community. (8.3) Learning activities provide opportunities for interaction that support active learning. (5.2)

15. Using Groups to Foster Collaboration and Community

16. How Can I Use Groups? Create groups for forums to increase student interaction and build community Provide a “place” for students to meet online Forums – asynchronous Chats – synchronous Individual groups for journals

17. Adding Groups to Activities and Resources Groups can be used on any resource or activity. Groups are assigned in the Common Module section Click ‘Show Advanced’ for the Grouping options

18. Create Groups Manually or Automatically

19. Do some planning before you begin creating and using groups.If you have a class of 12 and create 6 groups of 2 for a forum…

20. And then you create individual groups for a journaling activity…

21. Students end up in 2 separate groups!

22. The solution is groupings.

23. Groupings Allow You to Create Various Sets of Groups.

24. Now you can create various sizes and types of groups and assign the specific grouping to an activity.

25. Adding a Grouping to Activities and Resources You can assign a specific grouping for the activity You can restrict an activity for only the selected grouping Click ‘Show Advanced’ for the Grouping options

26. Student Collaboration UDL QM™ Foster collaboration and community. (8.3) Learning activities provide opportunities for interaction that support active learning. (5.2)

27. Student Engagement UDL QM™ Illustrate through multiplemedia. (2.5) Activate or supply background knowledge. (3.1) The tools and media support student engagement and guide the student to become an active learner. (6.2)

28. Using Glossaries to Foster Student Engagement

29. How is the Glossary Different? Teacher and/or the student created Ratings Commenting Categories, Alphabet, Search, Tags Easy to Import and Export Link entries throughout the course Random glossary entry block

30. Settings for a Glossary

31. How Can I Use a Glossary? Book Reports FAQ Collection of “___” Course Notes Course Resources Database of Articles List of Useful Websites Language Vocabulary w/Audio & Pictures! Mini Research Projects Moodle Tips Student Created Quiz Questions Quotes Weekly Lists of “___” Rateable “___” Archive Important Terms Encyclopedia

32. Random Glossary Entry Block

33. Vocabulary Words - Expanded

34. Student Engagement UDL QM™ Illustrate through multiplemedia. (2.5) Activate or supply background knowledge. (3.1) The tools and media support student engagement and guide the student to become an active learner. (6.2)

35. Universal Design for Learning Checkpoint 2.5: Illustrate through multiple media Checkpoint 3.1: Activate or supply background knowledge Checkpoint 4.1: Vary the methods for response and navigation. Checkpoint 8.3: Foster collaboration and community

36. Quality Matters™ 1.1: Instructions make clear how to get started and where to find various course components. 5.2:Learning activities provide opportunities for interaction that support active learning. 6.2: The tools and media support student engagement and guide the student to become an active learner.

37. Resources Universal Design for Learning: http://www.udlcenter.org Quality Matters – K12: http://www.qmprogram.org/files/QM_Standards_2011-2013.pdf ISU – Instructional Technology Resource Center http://isu.edu/itrc/handouts.shtml

38. Resources (continued) Moodle.org Support – Documentation Creative Glossary Ideas: http://moodle.org/mod/forum/discuss.php?d=54403&mode=3 Moodle.org Forums: http://moodle.org/course/view.php?id=5

39. Resources (continued some more) Places to play with Moodle demo.moodle.net gnomio.com mdl2.com