by Michael de Raadt, University of Southern Queensland
See Michael's abstract
Initiated by problem with paper-based marking
Wanted to do more teaching/ less marking, have more interaction and higher order thinking
Changed to more regular electronic assessment which resulted in higher retention
Created a peer assessment system (as a Moodle assignment type - available freely):
- organises peer review relationships
- double blind
- students input mark but teacher moderates
- can reduce marking levels
- can be a one week turnaround (no delay between submitting and reviewing)
- students said it was easy to use
- develops a sense of community and ensured anonymity
- reduced marking by about 50%
- progress bar for students and teachers
Messages of Michael's presentation:
- more regular assessment is better
- progress bar was motivating
- students liked it and wanted it in other courses
Final comment: This could be implemented in Moodle at Avondale
--------------------------------------------------------------------------More than one right, three false: enhancing multiple choice questions (11.30-12.00)
by Oliver Bayerlein, Nanzan University, Japan
See Oliver's abstract
Context: language teaching
Message: use of media can enhance the power of MC questions in Moodle, also combined different types of media including:
graphics
- audio - voice (not just your own voice)
- video (with all options included)
Audio questions - text or audio answers
Video and audio or text answers
More motivating for students if varied media were used in MC questions.
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Lightwork – A New Moodle-Compatible Application for the Management and Marking of Assignments
Eva Heinrich, Massey University
Application works in Moodle. Application created by Eva and her team. They are keen for others to trial it.
Everything is available via lightworkmarking.org (including software downloads, forums etc.).
Lightwork 2 is currently being developed
Makes distribution of feedback to students quicker (instead of clicking and attaching to each student in Moodle, does this by bulk)
Aims - improved quality and more formative feedback for students
Rubrics are set up in Lightwork
Manages the marking team
Can monitor marking of other tutors
Includes a built-in PDF annotator (linking in assignment module with rubric comments)
Can work offline
Can use Lightwork for own teaching, apart from Moodel
PDF is created and given to students
See Eva's abstract
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Let the students speak - Providing impetus for oral activities in Moodle environment (2.30-3.00pm)
Patricia Buchner, Nanzan University Nagoya, Japan
Ideas for speaking activities in Moodle without a teacher being present
Speaking is more challenging (compared to listening, reading and writing)
No add-ons needed
Students listen to audio recordings with text and translations
Listening and repeating exercise
Called the activity "text karaoke"
Allows students to compare own speech with the recording of a native speaker
Listen to audio impetus and reply to the audio
Students found these easy to complete and they were easy to create
Future plans:
- embed a recording tool
- online collaboration
- anynchronous story telling
- soundscapes
- use Skype
See Patricia's abstract
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Supporting students in a Learning Age - how Moodle is changing teaching and learning (4.00-4.30pm)
by Graham Taylor from Thebarton Senior College
School of 1400 - 1000 FTE
Blended learning environment
Started with a grant through Australian Flexible Learning Framework
0.6 person administers Moodle
Need access to PD budget
Uses book module in Moodle (set up in chapters)
atomiclearning. com (includes 1-2 minute video about $1-2 per student per year)
Geting to know you activity at the beginning
web.me.com/graham-taylor
See Graham's abstract
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