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Enhancing the Use of Advanced Moodle Modules in English Lit

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Jeff Clapp

on 7 June 2016

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Transcript of Enhancing the Use of Advanced Moodle Modules in English Lit

Enhancing the Use of Advanced Moodle Modules in English Literature Subject Courses
Dr. Jeffrey Clapp, with Dr. Bidisha Banerjee

Goals
-Learn more about Moodle’s question bank system and the many modules for posing questions to students, including quizzes, questionnaires, and similar features.

-Explore the use of Moodle both in the classroom for in-person, digitally-mediated teaching interactions, and for supplementary learning activities outside the classroom.

-Enhance subject and background knowledge in English literature subject areas and increase student involvement with rich domains of English-language literary culture.
Processes

September—December 2015
1) Work with two student assistants to write good questions
2) Create a spreadsheet containing all the questions and answers

January-February 2016
1) Finalize questions through multiple stages of drafting and editing
2) Input the questions into Moodle modules for future implementation

Semester 1, Fall 2016
1) Implement the modules in Literature in Context, and receive student feedback about the enhanced use of Moodle in this course.
Results
Database

-Approximately 200 finalized questions
-Covering six authors/topics
-Divided into three categories
questions about historical context (~10),
questions about comprehension of the texts (~15), and
open-ended discussion questions (~10).

Modules

-Pilot in Sem 1 2016 will be with comprehension questions
-Six Moodle Quizzes using these questions are ready to go
Motives
-Concerned about students’ familiarity with history and literary history

-Committed to ensuring that students read, reflect, and consider literary texts outside of class time

-Inspired by the use of low-stakes, computer-based quizzes in Wang Lixun’s Introduction to Linguistics

-Intrigued by the possibility that students will respond positively to an apparently “concrete” assessment item




Reflection
Even excellent students are not very good at writing factually-based quiz questions for their peers.

Even excellent students cannot write meaningful discussion questions for their peers. They can, however, draft such questions based on existing course material.

Importing multiple-choice questions into Moodle using a spreadsheet and a *.txt file is instant and simple.

Learning to manipulating Moodle quiz modules requires some time and effort.

IT-based pedagogy always represents a high front-end investment of resources which may or may not pay off in back-end utility during actual teaching and learning.

Full transcript