Making my Moodle

Thank you for listening!

End Result

Chunking into assignments

PDF in 'Resources' folder

2 quizzes

Quizzes, databases, Forums

Embedded within the blocks

Let's recap...

• What is Moodle?
• An acronym for Modular Object-Oriented Dynamic Learning Environment
• Online learning management system
• first released in 2002

• My Moodle context
• Year 12 IPP (Information Processing & Publishing)
• Based on a 20 credit subject
• 8 assignments as per LAP

Thoughts & Ideas

Moodle Layout

• Introduction to course & to me

• 8 assignment 'blocks'
• Steps to follow
• Resources folder
• Online submission
• Activities & links
• image match assignment sheet

The Creation Process

Toilet roll effect & too messy

Too text heavy

WAY too time consuming

Limited variety

Too disjointed

Initial Ideas

• What is ?

• The layout of my Moodle

• The combined features that form my Moodle course

• The reasons behind my decisions (my pedagogy)

• Evaluation of Moodle and of my course design

• The AITSL standards reached

Chunking into topics

Topic details

HEAPS of quizzes

HEAPS of activities

All resources at bottom

Moodle 'Resources'

Graduate Teacher Standards

Purpose of this Prezi

• Links to pages within moodle

• Links to external sites

• Videos (YouTube, Screen Captures, Prezi)

• Images

• PDFs & Word documents

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

2.2 Content selection & organisation

2.6 Information and Communication Technology (ICT)

3.2 Plan, structure & sequence learning programs

3.4 Select & use resources

4.5 Use ICT safely, responsibly and ethically

5.2 Provide feedback to students on their learning

6.3 Engage with colleagues & improve practice

National Professional Standards for Teachers

Moodle 'Activities'

Creating my

Quiz question example

• Online Quizzes

• Upload of Assignments

• Discussion Forums

• Databases

My Moodle

Negatives

The Assignment

• I worked at my own pace
• I now understand the 'back end' of Moodle for the future

• Was a very LARGE assignment, very time consuming
• Not practically useful YET

• I feel I've met my objectives & assessment requirements
• Happy with the outcome
• If time permitted, I could have added more activities + more

Positives

Evaluation

Avoiding the 'Toilet Roll Effect'

• Moodle layout & creation process

• Activities & resources included

• Avoiding toilet roll effect

• Justified design & layout

• Blended learning

• Moodle advantages & disadvantages

• Evaluation

• AITSL graduate standards

• Chunked content into Assignments

• Use of the 'Show Only' button

• Numerous links

• Folders & 'Pages' of contents

• Clean & tidy layout

• Intuitive & logical

• Sounds great in theory

• VERY time consuming

• Not extremely user friendly or intuitive

• Limited activities

• Requires convoluted upgrades

• Maximum 10MB uploads

Reasons behind my Design

Limited meaningful

activities

Moodle Disadvantages

Pedagogical Strategies:

• Inclusion
• Differentiation
• Preferred learning styles
• Readiness
• Accessibility
• Discourse (virtual school bag)
• Prior knowledge

Students can't SAVE their ticks

Blended Learning

TPACK

• Grade Book

• Students can access content 24/7 from anywhere

• Everything all in one place

• Can reduce printing

• Breadcrumbs

• Assists blended learning

Aims in my design:

• Visually appealing CRAP principles
• Organised logically
• Easy to navigate
• Short pages (no toilet roll effect)
• Students to know where they are up to
• Meaningful & relative activities
• Engaging (not chunks of stagnant resources)

• VERY confusing term with numerous definition

• Many terms involved lack clarity (ie. e-learning)

• Technologies (such as Moodle) DON'T replace traditional teaching practice, but are to be used to complement traditional teaching practice

• My understanding

face to face + online + differentiation + varied

Moodle Advantages

• All three factors are in complex relationships, not in isolation

• Traditionally content drove decisions

• Now technology drives decisions on content & pedagogy

Blending

what we teach

+

how we teach

+

embedding technology

in meaningful ways

Content

Pedagogy

Technology

stimulation

NO Excuses!

TPCK, 2006