This document discusses implementing a self-directed learning model in Moodle using its tools and plugins. The model incorporates experiential and self-regulated learning theories. It presents four learning modes (thinking, reflecting, observing, experimenting) that students can choose between. Moodle's groups, groupings, and conditional activities are used to selectively provide content based on a student's mode choice. The goal is to allow students flexibility in customizing their learning path.

1. Self directed learning in MoodleHERDSA 2011 workshop Mark Drechsler Director, Consulting NetSpot Pty Ltd

2. Why this presentation? Lee, Kumar & Barker (2010) introduce a framework for an adaptive learner directed model for e-learning. Model incorporates Experiential Learning Theory (ELT) and Self Regulated Learning Theory (SRL). This presentation implements a potential delivery method for this model using Moodle. (c) 2011 NetSpot Pty Ltd

3. Moodle tools of the trade: A Moodle 2.0 course Groups & groupings Conditional activities Group self select module (third party plugin) (c) 2011 NetSpot Pty Ltd

4. The components (c) 2011 NetSpot Pty Ltd

5. The components (c) 2011 NetSpot Pty Ltd

6. The components (c) 2011 NetSpot Pty Ltd

7. The four learning modes: Thinking (understanding theoretical concepts) Reflecting (on past experiences) Observing (current experiences) Experimenting (trying out the theory in real time) (c) 2011 NetSpot Pty Ltd

8. Overall course structure (c) 2011 NetSpot Pty Ltd

9. Learning mode choice Resources and/or Activities Resources and/or Activities Resources and/or Activities Resources and/or Activities Choose learning mode Learning Mode 2 Learning Mode 1 Learning Mode 3 Learning Mode 4 Students presented with option to choose learning mode (c) 2011 NetSpot Pty Ltd

10. Learning mode choice Resources and/or Activities Choose learning mode Learning Mode 2 Selection of a learning mode hides all other content from the student (c) 2011 NetSpot Pty Ltd

11. Learning Mode 4 Learning Mode 3 Learning Mode 2 Learning Mode 1 A learning topic Resources and/or Activities Resources and/or Activities CheckpointActivity CheckpointActivity  Completion of any learning mode triggers completion of the learning topic (c) 2011 NetSpot Pty Ltd

12. Note ‘Checkpoint activities’ should not be considered as ‘blockers’, but as self-assessment guides for students (unless you want to make them blockers of course). In their model, Lee, Kumar & Barker suggest quizzes as self-test mechanisms – the model presented here provides more generic checkpoints. (c) 2011 NetSpot Pty Ltd

13. Combining learning paths Linear: Branching: (c) 2011 NetSpot Pty Ltd

14. What it looks like in practice (c) 2011 NetSpot Pty Ltd

15. Designer view (c) 2011 NetSpot Pty Ltd Note – all options are shown, as well as the learning modes.

16. Designer view (c) 2011 NetSpot Pty Ltd Information shown to all students about how to change learning mode.

17. Student view (initial) (c) 2011 NetSpot Pty Ltd No content shown to students until they have selected a learning mode.

18. Student view (choosing mode) (c) 2011 NetSpot Pty Ltd Students are guided to choose a learning mode.

19. Student view (post choice) (c) 2011 NetSpot Pty Ltd Student’s choice determines which learning activities they see.

20. Designer – gradebook view (c) 2011 NetSpot Pty Ltd Activities separated into the four learning modes in the gradebook.

21. Designer – grade calculation (c) 2011 NetSpot Pty Ltd Gradebook formative calculation takes maximum of the four learning modes prior to the final assessment

22. Course building process (c) 2011 NetSpot Pty Ltd

23. This exemplar has been: Simple – each learning path has had one or two activities and no checklist activities; Incomplete – has not included Lee, Barker & Kumar’s concepts of providing guidance to students based on self-assessment quizzes; Flexible – as it only requires students to complete one of the four learning modes (which may be a good or bad thing!) (c) 2011 NetSpot Pty Ltd

24. Summary Groups & Groupings allow for different content to be made available to different students (ELT). Conditional activities allow for sequencing and branching of events, as well as checkpoint events (SRL). (c) 2011 NetSpot Pty Ltd

25. Summary All of this possible in Moodle 2.0 Group selection module available at http://tracker.moodle.org/browse/CONTRIB-2868 (with thanks to Adam Olley for his work updating to 2.0) http://tracker.moodle.org/browse/MDL-24419 (Conditional Topics) would make this far easier – vote! (c) 2011 NetSpot Pty Ltd

26. References Lee, S., Kumar, V. & Barker, T. (2010). Design of an adaptive learner directed model for e-learning. In C.H. Steel, M.J. Keppell, P. Gerbic & S. Housego (Eds.), Curriculum, technology & transformation for an unknown future. Proceedings ascilite Sydney 2010 (pp.539-541). http://ascilite.org.au/conferences/sydney10/procs/Lee-poster.pdf (c) 2011 NetSpot Pty Ltd