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5 ways moodle changes the classroom
- 1. 5 ways Moodle Changes the Classroom Richard Jones http://richardnz.net/ @richardnz
- 2. Assumptions • You want to change pedagogy • You don’t want to make this: • more efficient with technology:
- 3. The 5 Ways 1. Real-time or JIT Resources 2. Extended learning (time and place) 3. Social learning (eg peer to peer) 4. Student Autonomy 5. Activity Reports • There may well be more. • Moodle may not be REQUIRED but it helps greatly by providing a unified framework.
- 4. #1 Real-time resources • Example eBook/Page/Forum/Glossary • Can be edited right in the course – Just In Time • Timely information and speedy updating • Chat sessions and choices – real-time feedback.
- 5. Example
- 6. Audio clips – teacher voicesMr Graeme Barber Y9 English Easy to create eBook in Moodle Adding images, links, chapters Linked to quizzes to test knowledge Students decided the order in which they could complete tasks eBook used in place of Word docs or PowerPoints Was generated around the students knowledge generated in the classroom. Sense of ownership of the material for the boys Dr Jill Margerison English/History
- 7. #2 Extend the learning • Web-based – available 24/7 • Both time and place are extended • Reach students where they are when they are ready
- 8. Student Quotes “In subject x we were simply copying down what Sir wrote on the board” In English where narrated PowerPoints were being used in a self-directed class: “There was something I didn’t understand but I was able to watch the PowerPoint over and over again until I got it”
- 9. Not unique to Moodle • Neither of these first two examples require Moodle. Some teachers use Google docs. • However, Moodle is the place students know to go.
- 10. Unique to “Mahoodle” • Mahara is our ePortfolio • Quick Link from Moodle • Used for Page type assignments and also for reflective Journals in G&T classes.
- 11. Mahara in Mandarin – Year 8
- 12. Student Voices Mahara is easy to use – like a blog – interaction with the teacher Would rather work on the computer – neater product More comfortable Can show your understanding more easily Josh, Ethan and Ab on Mahara
- 13. Social learning • “They up their game” Said one of our teachers to me just last week as we were discussing forums. • The quality of the writing from Year 8 boys is outstanding – we knew forums helped here. • But drawing on others posts – that’s good to see.
- 14. Peer to Peer - authentic
- 15. Old vs New • Contrast this with the “traditional” classroom • Teacher sets writing task, student performs, receives task back with corrections. • These Y8 students are writing more, thinking and reflecting more.
- 16. What have we learnt about forums? • Onboarding needed – simple to start • Teacher interaction/intervention in the forum • Something about “respect” for others in the community
- 17. Student autonomy • The gradebook • Completion status • Self-access/self-directed courses • Ties in with our BYOD program – my device, my learning.
- 18. More Quotes from students Greg – self-directed course Patrick – BYOD & autonomy Greg liked the idea of boys working through the activities in their own way at their own pace. For him it was better. Patrick felt that having his own device was beneficial. “You can direct yourself by yourself” “You know [the device] better”
- 19. To do • We need to give parents the Mentor role to also view the gradebooks and completion reports for their boys. • Currently using a work- around:
- 20. Logs and Reports • May not be so student centred • But reports allow for early intervention • Stats can be useful to analyze course effectiveness too.
- 23. What students do
- 24. Mahara Stats – last 6 months Moodle stats – 3 years Stats Year on year BYOD introduced
- 25. Wrap – questions - discussion • Our biggest current problems: – Silos (Who sees the good work happening?) – Teacher time (perennial) – Teachers changing time allocations (intervention takes time and effort but less marking to do?) • Transition – Do we need an eLearning Specialist? – At what level in the organisation?