Tuesday, July 13, 2010

Moodle sessions on Monday 12 July 2010

Getting Structured and Timely in Moodle (11.00-11.30am)

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:
  • audio - voice (not just your own voice)
  • video (with all options included)
Cloze exercises were converted into Moodle as MC questions

Audio questions - text or audio answers

Video and audio or text answers

More motivating for students if varied media were used in MC questions.

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


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


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


See Graham's abstract


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