tag:blogger.com,1999:blog-11228667388569945572024-02-07T12:42:06.586-08:00Moodle in Melbourne by MariaThis is a blog that provides a summary of the Moodle Moot conference in Melbourne from Sunday 11 July - Wednesday 14 July.Mariahttp://www.blogger.com/profile/17642075483281050695noreply@blogger.comBlogger7125tag:blogger.com,1999:blog-1122866738856994557.post-65869344304773629802010-07-13T19:35:00.001-07:002010-07-13T23:30:10.221-07:00Moving to Moodle 2.0 workshop (Wed 14 July 2010)<span class="Apple-style-span" style="font-size:large;"><span class="Apple-style-span" style="color:#CC6600;"><b>Moving to Moodle 2.0 Workshop</b></span></span><div><br /></div><div><b><span class="Apple-style-span" style="color:#FFCC00;">Facilitated by Mark Dreschler</span></b></div><div><br /></div><div>Beginning of workshop, we logged into a practice <a href="http://workshops.moodlemoot.org.au/">Moodle workshop are</a>a. </div><div><br /></div><div><div>See Mark’s <a href="http://www.slideshare.net/mark.drechsler/moodle-workshop-20-a-simplified-explanation">presentation </a>about the Moodle workshop in Moodle 2.0</div><div><br /></div></div><div><br /></div><div><b>New features:</b></div><div><ul><li>navigation is different - based on the left</li><li>navigation block makes screen much cleaner</li><li>can click between sections within various courses, without having to go in and out of courses via the breadcrumbs bar</li><li>setting block, by default, sits under the navigation block</li><li>Navigation block can be collapsed</li><li>Switch user at bottom</li><li>Page settings includes the turn editing on functione</li><li>blocks on the right can be moved to be tabs on the left - these remain constant as you scroll down the page</li></ul><div><b>Workshop</b></div></div><div><ul><li>similar to other Moodle activities</li><li>requires a name and intro</li><li>different options include<br />1) providing examples of students' work;<br />2) whether or not you want this to be a peer review activity (generally workshops in Moodle are);<br />3) should I be able to assess my own work;<br />4) Grade for submission - what students get for their own work<br />5) Grade for assessment - based on how well they have assessed the work of their peers (assessed as being an assessor, based on a comparison with other grades given by others' assessment grades)<br />6) Grading strategy<br />7) instructions for submission</li><li>The assessment form can be edited as in rubrics. Editing form can be based on aspects such as 1) accuracy 2) originality 3) English skills</li><li>Light globes indicate what stage you are up to in the workshop process - for students and teachers. Teachers' options are more complex. Students only see what they are supposed to see.</li><li>Can use “random allocation” to get various people to mark other students’ work. Can nominate how many reviews per submission. Or you can manually allocate students to mark other students’ work.</li><li>Students can mark other's work with numeric grades and qualitative responses. As they mark, the description of the marking criteria was also provided.</li><li>Markers can be made anonymous or otherwise.</li><li>Quality of the students' review can also be given a mark - this can be rated as very lax, lax, fair, strict and very strict. This means that students get a mark for their work and for their marking. </li><li>Grades given by students can be overruled by the teacher</li><li>Peer review can be given a lesser rating than a teacher's.</li><li>Students cannot be given grades unless the students are asked to grade three or more examples.<br /><br /></li></ul></div><div><div><b>In general: </b></div><div><br /></div><div>"Mark as complete" ticks are shown against each item in Moodle.</div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><b>Enrolment in Moodle 2.0</b></div><div><br /></div><div>Most asked for new function was the ability to create sitewide cohorts (or groups)</div><div><br /></div><div>These cohorts are only seen in particular categories (e.g., to the physics faculty).</div><div><br /></div><div>Users can be assigned into a course manually.</div><div><br /></div><div>Types of enrolments can be turned on and off.</div><div><br /></div><div>E.g., self enrolment (with a password – in Moodle 2.0 – one enrolment key for students and one enrolment key for students), manual enrolment, Guest access, metacourse link</div><div><br /></div><div>A lot more options re enrolment (e.g., how long sts should be enrolled)</div><div><br /></div><div>Administrators can choose what the defaults are.</div></div><div><br /></div><div><div><b>File management in Moodle 2.0</b></div></div><div><b><br /></b></div><div>Main change is that files are not stored in course silos any more.</div><div><br /></div><div>There is no course files area any more.</div><div><br /></div><div>There is a files area that may be shared across courses.</div><div><br /></div><div>Files are attached to the resource or the activity in which they were first uploaded.</div><div><br /></div><div>Lists of recent files can also be listed.</div><div><br /></div><div>Activities in Moodle can be copied from one course to another.</div><div><br /></div><div>"Display a directory" has been changed to "folder" via Add a resource/ Folder</div><div><br /></div><div><b>Completion status</b></div><div><br /></div><div><div>Grades can be set to pass level (e.g., students must reach at least 10 marks for a pass).</div><div><br /></div><div>Resources and activities can be set so that students must complete to pass the course.</div><div><br /></div><div>Additional support quizzes can be shown if the students get a grade less than a certain score.</div><div><br /></div><div>Outcomes – assessment criteria which can go broader than assignment level. They can be allocated beyond the assignments. Same outcome can be measured across more than one course.</div><div><br /></div></div><div><br /></div>Mariahttp://www.blogger.com/profile/17642075483281050695noreply@blogger.com0tag:blogger.com,1999:blog-1122866738856994557.post-64966114205630281282010-07-13T19:34:00.001-07:002010-07-13T19:34:28.994-07:00Final words from Martin Dougiamas Wednesday 14 July 2010Moodle Moot will probably be in Sydney in 2011.<div><br /></div><div>Martin congratulated all involved on a well organised conference with just the right amount of structure, allowed a lot of talking and collaborating to happen</div>Mariahttp://www.blogger.com/profile/17642075483281050695noreply@blogger.com0tag:blogger.com,1999:blog-1122866738856994557.post-9915776209032841162010-07-13T19:21:00.000-07:002010-08-08T18:43:16.542-07:00Moodle sessions on Wednesday 14 July 2010<span class="Apple-style-span" style="font-size:large;"><span class="Apple-style-span" style="color:#ff9900;">Embedding media in Moodle (9.00-9.30 session)</span></span><br /><br /><br /><span class="Apple-style-span" style="color:#ffcc00;">by Francis Kneebone from Scripture Union, Queensland</span><br /><br /><br />Link to his <a href="http://moodlemoot.org.au/course/view.php?id=17">abstract</a><br /><br /><br />Francis described a few ways that media and plugins could be embedded as HTML code in Moodle items (especially labels). View needs to be changed to see the code using the HTML toggle button.<br /><br /><br />Here are a few tips from Francis about how to use media in courses:<br /><ul><li>ensure that the media engages but doesn't distract from the learning</li><li>work out where to build walls (where students don't need to go out to the internet) and where to build wells (encourage students to delve into internet resources)</li><li>ensure that there is a consistent structure within topics or modules so that students know where to find the media</li></ul><br /><br /><br />Here are some examples of embedding media into Moodle courses:<br /><ul><li>creating a Facebook page and linking to it from Moodle</li><li>embedding HTML from a Youtube video</li><li>create your own Youtube channel and use this to distribute videos to your students</li><li>include an introduction/ welcome video from the instructor as well as a video from an expert in each of the topics/modules in a course</li></ul><br /><br /><br /><b>Cautions:</b><br /><ul><li>some HTML code can wreck the rest of the course</li><li>widgets from widgetbox.com can be problematic as they can bring spam and advertising with them which shows up in your course</li><li>Flash files won't work on mobile devicessome plugins don't work with some browsers</li></ul><br /><br /><br />Trends:<br /><ul><li>students using more mobile devices to access course materials</li><li>Moodle 2.0 may not need embedding HTML coding to show media</li></ul><br /><br /><br />Here are a few places on the web that Francis shared with us from where you can find good media resources:<br /><ul><li><a href="http://neovet.blogspot.com/">neovet.blogspot.com</a> (this is Francis' blog)</li><li><a href="http://prezi.com/">prezi.com</a> (good presentations)</li><li><a href="http://www.widgetbox.com/">widgetbox.com</a> (but be warned about spam and advertising)</li><li><a href="http://www.slideshare.net/">slideshare.com</a> (good presentations)</li><li><a href="http://voicethread.com/#home">voicethread.com</a> (to share images, documents and videos)</li><li><a href="http://www.c4lpt.co.uk/Directory/Tools/instructional.html">c41pt.co.uk/Directory/Tools</a> (probably the best one of all that he recommended)</li></ul><br /><br /><br />----------------------------------------------<br /><br /><br /><span class="Apple-style-span" style="font-size:large;"><span class="Apple-style-span" style="color:#ff9900;">Glossaries and databases (9.30-10.00 session)</span></span><br /><br /><br /><span class="Apple-style-span" style="color:#ffcc00;">by Tabitha Roder from Unitec</span><br /><br /><br />Good way to encourage students to contribute to the Moodle course.<br /><br /><br />Link to her <a href="http://moodlemoot.org.au/course/view.php?id=47">abstract</a><br /><br /><br /><b>Glossaries</b><br /><br /><br />Think of glossaries as word lists – not as definition lists.<br /><br /><br />Main aim – get students to consider words in the context of their course.<br /><br /><br />See yourself as someone who points students in the right direction of finding the most appropriate words - not as the giver of definitions and key words.<br /><br /><br />In Moodle: Add an activity / glossary<br /><br /><br />Options to select:<br /><ul><li>Yes- duplicate entries are allowed (to enable the same word to be defined in different ways)</li><li>Yes to allow comments</li><li>Students can then print out the glossary later (can take it away from the course later)</li><li>Show “special” link so that the key words appeared linked in all sections of the course</li><li>No to approve by default if you aren’t sure of the students</li><li>Edit always – yes: so that the original author can rewrite the words after they have written it. They can also delete it.</li><li>Secondary glossary. Approved terms go to the main glossary. Or say that every entry has the right to be on the front page glossary.</li><li>Students can rate each others work or the teacher can rate them.</li><li>Restrict ratings – can happen at a later date, after students have edited and responded to comments.</li></ul><br /><b>Databases</b><br /><br /><br />Databases are the next level up from glossaries – use databases after you have created and used glossaries. Get familiar with glossaries first.<br /><br /><br />Some of the options on the database function in Moodle include:<br /><ul><li>Required entries – must contribute some before they see others.</li><li>Maximum entries - if you only want students to enter a certain amount of entries</li><li>Students can comment on each others entries if comments are turned on</li><li>Require approval if you are concerned about the content being added by your students - you will have to approve each one before they are published.</li><li>“Preset” – someone else made a database that you can use. Can also find some on Moodle.org</li><li>Fields – make your own fields, choose from a drop down list</li><li>Can export from Moodle</li><li>Templates – how you make the fields of the database look</li><li>Databases can be viewed as single entries or as a full list.</li></ul><br /><br /><br />See examples on <a href="http://moodle.org/">Moodle.org</a>. see the modules and plugins section on Moodle.<br /><br /><br />Martin encouraged us to use images in the glossaries as well. Can also embed videos and/or audio clips.Mariahttp://www.blogger.com/profile/17642075483281050695noreply@blogger.com0tag:blogger.com,1999:blog-1122866738856994557.post-38301585179691187252010-07-13T17:44:00.000-07:002010-07-13T19:38:49.373-07:00Keynote by David Parkin - Wed 14 July 2010<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgE4fQxa_kgWvuo9abCO-zbdnVMvkhgqAz1i47VLUsIfhJm8z3s3mpA6h5she6nknTAeKbclh47biVayXehh5-zy0cLJvEzM7pf1pNcwemAjt9-x2CdqjeQGOH-sti2oikg9hOp5Cv1uNCT/s1600/DavidParkin.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 250px; height: 196px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgE4fQxa_kgWvuo9abCO-zbdnVMvkhgqAz1i47VLUsIfhJm8z3s3mpA6h5she6nknTAeKbclh47biVayXehh5-zy0cLJvEzM7pf1pNcwemAjt9-x2CdqjeQGOH-sti2oikg9hOp5Cv1uNCT/s400/DavidParkin.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5493566200685127586" /></a><br /><div>This guy was a very inspiring speaker who spoke about the importance of a person's character and values first and foremost - teach them competencies and skills later.</div><div><br /></div><div>Here is some information about David Parkin:</div><div><a href="http://en.wikipedia.org/wiki/David_Parkin">http://en.wikipedia.org/wiki/David_Parkin</a></div><div><br /></div><div>David is a well known Australian Rules football coach, was a player, and is also a previous primary school teacher. He now teaches lecturer in Sports and Exercise Science at Deakin Uni. He is interested in teamwork and leadership. He is passionate about teaching, leadership and teamwork.</div><div><br /></div>The attitude that you bring with you determines what you get out of whatever you are doing.<div><br /></div><div>Here are some of David's ideas<br /><div><br /></div><div><p class="MsoNormal" style="margin:0cm;margin-bottom:.0001pt">As in all other fields of life, people want things faster, better and cheaper.</p> <p class="MsoNormal" style="margin:0cm;margin-bottom:.0001pt"><o:p> </o:p></p> <p class="MsoNormal" style="margin:0cm;margin-bottom:.0001pt">Education – crowded curriculum, national curriculum doesn’t include all the important things that it used to. Mainly teaching to the test.</p> <p class="MsoNormal" style="margin:0cm;margin-bottom:.0001pt"><o:p> </o:p></p> <p class="MsoNormal" style="margin:0cm;margin-bottom:.0001pt">Stress levels are up. Teachers are more stressed than the police – increased breakdowns and suicide. Reduced fun and fulfilment. How are we going to make it better?</p><p class="MsoNormal" style="margin:0cm;margin-bottom:.0001pt"><br /></p><p class="MsoNormal" style="margin:0cm;margin-bottom:.0001pt"></p><p class="MsoNormal" style="margin:0cm;margin-bottom:.0001pt">Ray McLean’s book on teams: <i style="mso-bidi-font-style:normal">Any given team</i></p><p class="MsoNormal" style="margin:0cm;margin-bottom:.0001pt"><i style="mso-bidi-font-style:normal"><br /></i></p> <p class="MsoNormal" style="margin:0cm;margin-bottom:.0001pt"><o:p> </o:p> </p> <p class="MsoNormal" style="margin:0cm;margin-bottom:.0001pt">Too much emphasis on competencies and skills. Focus on values and personal qualities. Commitment to do the job. Focus on character first, teach competencies later.</p><p></p><div>Get rid of people who cause problems in the institution. </div></div><div><br /></div><div>"If it aint broke, smash it" - always think about how we can do this better (opposite of "if it aint broke, don't fix it")</div><div><br /></div><div><b>Difference between leadership and management</b></div><div><br /></div><div>"Leadership is about getting the right things done."</div><div><br /></div><div>"Management is about making sure that the right things get done right."</div><div><br /></div><div>In the process of writing a book about teamwork and leadership recently, he found that good leaders really wanted to get the job done. The best leaders also cared about the team members beyond the capacity of what they were employed to achieve.</div><div><br /></div><div>Share the knowledge and the power.</div><div><br /></div><div><p class="MsoNormal" style="margin:0cm;margin-bottom:.0001pt">Give ownership whenever you can.</p> <p class="MsoNormal" style="margin:0cm;margin-bottom:.0001pt"> </p> <p class="MsoNormal" style="margin:0cm;margin-bottom:.0001pt">Despite your personality and preferred ways of doing things, you need to be flexible and don’t treat every situation and person the same way. Team needs to take ownership of what the team is doing.</p> <p class="MsoNormal" style="margin:0cm;margin-bottom:.0001pt"><o:p> </o:p></p> <p class="MsoNormal" style="margin:0cm;margin-bottom:.0001pt">Continually sell the vision. </p><p class="MsoNormal" style="margin:0cm;margin-bottom:.0001pt"><br /></p><p class="MsoNormal" style="margin:0cm;margin-bottom:.0001pt"><b>Ideal size</b> for a team is 5-12.</p><p class="MsoNormal" style="margin:0cm;margin-bottom:.0001pt"><br /></p><p class="MsoNormal" style="margin:0cm;margin-bottom:.0001pt">Mutual goal setting. Then work out how it will be measured and evaluated. "If it don't get measured, it don't get done."</p><p class="MsoNormal" style="margin:0cm;margin-bottom:.0001pt"><br /></p><p class="MsoNormal" style="margin:0cm;margin-bottom:.0001pt">Share the recognition and rewards - teams must do this. Acknowledge what people do well and their unique skills. Work out how to combine all as a team.</p><p class="MsoNormal" style="margin:0cm;margin-bottom:.0001pt"><br /></p><p class="MsoNormal" style="margin:0cm;margin-bottom:.0001pt">Encourage team members to have critical friends - must be open to feedback to improve.</p><p class="MsoNormal" style="margin:0cm;margin-bottom:.0001pt"><br /></p><p class="MsoNormal" style="margin:0cm;margin-bottom:.0001pt">Trust - essential within the team. Team players must be predicatable.</p><p class="MsoNormal" style="margin:0cm;margin-bottom:.0001pt"><br /></p><p class="MsoNormal" style="margin:0cm;margin-bottom:.0001pt">Sacrifice - working <b>for </b>others. Going beyond your own needs and assisting others in the team. Work hard for your mates.</p><p class="MsoNormal" style="margin:0cm;margin-bottom:.0001pt"><br /></p><p class="MsoNormal" style="margin:0cm;margin-bottom:.0001pt"></p><p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-left: 0cm; margin-bottom: 0.0001pt; ">Here are some ideas on working with a team:</p><p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-left: 0cm; margin-bottom: 0.0001pt; "></p><p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-left: 0cm; margin-bottom: 0.0001pt; "></p><ul><li>Do you hear the language of blame and excuses or the language of responsibility?</li><li>Ask your team what they want to achieve and then work out together how to achieve it.</li></ul><p></p><p></p><p></p><p class="MsoNormal" style="margin:0cm;margin-bottom:.0001pt"><br /></p><p class="MsoNormal" style="margin:0cm;margin-bottom:.0001pt">Finished with these questions:</p><p class="MsoNormal" style="margin:0cm;margin-bottom:.0001pt"></p><p class="MsoNormal" style="margin:0cm;margin-bottom:.0001pt"></p><ul><li>Can I still make a difference as I am in the role that I’m on – or do I have to reinvent myself to make a difference?</li><li>Do I still have the passion and the health to do what I need to do?</li><li>Am I still respected by those that I serve?</li><li>How’s your attitude?</li></ul></div><div><br /></div><div><br /></div></div>Mariahttp://www.blogger.com/profile/17642075483281050695noreply@blogger.com1tag:blogger.com,1999:blog-1122866738856994557.post-5787858500528200222010-07-13T16:38:00.003-07:002010-08-08T20:57:01.599-07:00Moodle sessions on Tuesday 13 July 2010<strong><span style="color:#ffcc66;">Keynote Presentation – Martin Dougiamas<br />Plenary Room</span></strong><br /><br /><br />Moodle being used in 215 countries, by 35M users in 85 languages<br /><br />Biggest users are from non-English speaking countries<br /><br />Huge development since 1999<br /><br /><strong>Moodle 2.0 functions:</strong><br /><ul><li>20 new themes</li><li>Blocks - docked and undocked:<br />1) navigation block<br />2) settings block</li><li>2 x homepagees:<br />1) my home (customisable)<br />2) courses/sites</li><li>All settings are listed together</li><li>Blocks can be added (like gadgets in Google)</li><li>privates files - block file repository (could also be available to students)</li><li>All files tagged with licence types</li><li>Much better file management/ saving changes</li><li>better messenging</li><li>blogs can be synchronised with other external blogs</li><li>comments can be added to each page</li><li>workshop much easier to use, for peer and self assessment, students can also mark examples</li><li>Hub - site for sharing courses or links to courses (see or download) e.g., mooch - open comm. hub qa.moodle.net (reset every hour)</li><li>Survey customisable in 2.1</li></ul><p>Now: release is still a working version - will be ready in a couple of weeks. </p><p>-----------------------------------------------------------------------<br /><br /><br /><strong><span style="color:#ff6600;">Academic Analytics: Indicators of Engagement (11-11.30am)</span></strong><br /><br /><span style="color:#ffcc00;">by Colin Beer, Ken Clark, David Jones from Central Queensland University</span><br /><br /><br />See the <a href="http://moodlemoot.org.au/course/view.php?id=32">abstract</a><br /><br />Colin gathered data from the LMS and student information systems.<br /><br /><strong>Main message of this presentation:</strong> number of hits correlated with grades. The higher the number of hits, the higher the student's grade.<br /><br />This was a large study: n=91284<br /><br />Mature-age students tended to use the LMS more frequently than younger students.<br /><br />Colin described the teaching of flexible students as being removed from the "pollution of face-to-face teaching"<br /><br />Students could be targeted for messages, depending on their click-count (less active students could be sent an encouragement message)<br /><br />Purdue Uni - signals project, 67% improvement<br /><br />There are many indicators of engagement but this study focused on one of these indicators (that is, the number of clicks students made online throughout the semester.<br /><br />Colin is looking for collaborators for future research - I spoke to him later and he said he'd be happy for Avondale to be involved.<br /><br />See Slideshow presentation on <a href="http://www.slideshare.net/clarkck/moodlemoot2010-4705129">Slideshare</a><br /><br /><br />-----------------------------------------------------------------------<br /><br /><strong><span style="color:#ff6600;">Suggestions for future Moodle analytics: conceptions of teaching, visibility and reflection (11.30-12)</span></strong><br /><br /><span style="color:#ffcc00;">by Ken Clark from Central Queensland University</span><br /><br />See Ken's <a href="http://moodlemoot.org.au/course/view.php?id=33">abstract</a> </p><p>Introduction ideas:</p><ul><li>Staff interaction with students in one of the key influences on students' engagement (Fresen, 2007)</li><li>Relationships with students in a key factor in a successful teaching-learning situation</li></ul>Results of the study:<br /><br /><br /><br /><ul><li>In the old LMS, 27% of units used forums, others didn't</li><li>When they changed to Moodle, there were only 11% who didn't use forums</li><li>also introduced "minimum standards" (compliance measures) during the move to Moodle - this didn't make much of a difference as it was a top-down strategy.</li><li>Result: greater use of interaction via forums one the uni moved to using Moodle</li></ul><p>Other comments by Ken:</p><ul><li>Malikowslei et al (2007) - showed that staff start using the LMS in stages, starting with content dissemination tools</li><li>More student interaction in forums - correlated with a higher grade</li><li>Quantity and quality of staff engagement (Dawson & McWilliam)</li></ul><p>Check out:</p><p>Presentation on <a href="http://www.slideshare.net/clarkck/moodlemoot2010-4705129">Slideshare</a></p><p>Project website: <a href="http://indicatorsproject.wordpress.com/">http://indicatorsproject.wordpress.com/</a></p>-----------------------------------------------------------------------<br /><br /><strong><span style="color:#ff9900;">Moodle and the Scholarship of Teaching (12.00-12.30pm)</span></strong><br /><br /><span style="color:#ffcc00;">by Philip Marriott from University of South Australia</span><br /><br />See Phil's <a href="http://moodlemoot.org.au/course/view.php?id=72">abstract</a><br /><br /><strong>Presentation based on these questions:</strong> How do we measure how good Moodle is? How can we measure effectiveness? Has teaching improved with the use of technology?<br /><br /><strong>Background:</strong> Focusing on teachers and changes in the Scholarship of Teaching (SOT)<br /><br />Phil's main points:<br /><br /><br /><br /><ul><li>Russell (2005) showed that there was no significant difference - students didn't necessarily learn better or more</li><li>Whelan and Plass (2002) - no significant difference</li><li>Clark - media is not important</li><li>Cuban (1986) - stages of using technology include: from excitement through to disappointment (and other stages in between)</li><li>Many teachers become marginalised as teachers but Moodle puts them back in the link</li><li>Aim of scholarly teaching: makde transparent how learning was made possible.</li></ul>-----------------------------------------------------------------------<br /><br /><strong><span style="color:#ff9900;">Keynote Presentation – Helen Carter (1.30-2.30)</span></strong><br /><br /><span style="color:#ffcc00;">University of Canberra<br /></span><br />Who manages the LMS?<br /><br />Centralisation/ decentralisation of support<br /><br />Presentation drew upon:<br /><br /><br /><br /><ul><li>Business Readiness Framework from the Open University (Sclater, 2006)</li><li>White Paper Ballarat Uni (Pallet & Wright, 2009)</li></ul>Moodle at the University of Canberra:<br /><br /><br /><br /><ul><li>May 2008 signed with Netspot</li><li>Second university in Australia to adopt Moodle</li><li>Students and teachers responded very positively</li><li>Educause 2009 - 10 tips for successful implementation of Moodle</li><li>Had excellent support from the university hierarchy</li><li>Had Moodle mentors</li><li>Use of terms was important - for example, "partnering" rather than "outsourcing"</li></ul>-----------------------------------------------------------------------<br /><br /><strong><span style="color:#ff9900;">Incorporating Web2.0, Pedagogy 2.0 and Moodle 2.0 into your learning and teaching agenda: But just wait one sec (3.00-3.30pm)</span></strong><br /><br /><span style="color:#ffcc66;">by Michael Sankey from University of Southern Queensland</span><br /><br />See Michael's <a href="http://moodlemoot.org.au/course/view.php?id=25">abstract</a><br /><br />76% study by distance<br />26 000 students<br /><br />Conceptual shift to user participation<br /><br />Mostly used for communication<br /><br />Move from personal to shared<br /><br />McLoughlin & Lee (2008) - "Pedagogy 2.0"<br /><br />USQ do have minimum standards<br /><br />Staff must add a welcome, be online at least 3 times a week, have a 48-hour response turnaround, must say how they plan to use the online environment<br /><br />Over 130 web 2.0 sites that could be used for education<br /><br />10 things to be careful of (Dufen & Bachytanya 2007)<br />-----------------------------------------------------------------------<br /><br /><strong><span style="color:#ff9900;">Translating Learning Outcomes in Moodle (4.00-4.30pm)</span></strong><br /><br /><span style="color:#ffcc66;">by Srinivas Chemboli, Lynette Johns-Boast, Lauren Kane from The Australian National University (Engineering)</span><br /><br />Based on John Biggs' constructive alignment<br /><br />Created a self-guided study tour using this process:<br /><br /><ul><li>select an outcome</li><li>identify characteristics</li><li>use online instrument</li><li>develop</li></ul><p>Activities were made up of flowcharts and online lessons<br /><br />See the <a href="http://moodlemoot.org.au/course/view.php?id=27">abstract</a><br /><br />-----------------------------------------------------------------------<br /><br /><strong><span style="color:#ff9900;">Limits in developing innovative pedagogy with Moodle: The story of BIM (4.30-5.00pm)</span></strong><br /><br /><span style="color:#ffcc66;">by David Jones from Central Queensland University</span><br /><br />BIM alllows students to create their own blog externally</p><p>Answer reflective questions</p><p>BIM creates a copy on Moodle</p><p>Integrates with gradebook on Moodle</p><p>Allows lecturer to see half-finished blog</p><p>"BIM" becomes an option in the "Dropdown menu" - add an activity<br /><br />See David's <a href="http://moodlemoot.org.au/course/view.php?id=23">abstract</a></p>Mariahttp://www.blogger.com/profile/17642075483281050695noreply@blogger.com0tag:blogger.com,1999:blog-1122866738856994557.post-64156411450164979252010-07-13T16:38:00.001-07:002010-08-08T20:49:37.329-07:00Moodle sessions on Monday 12 July 2010<b><span class="Apple-style-span" style="font-size:large;"><span class="Apple-style-span" style="color:#ff9900;">Getting Structured and Timely in Moodle (11.00-11.30am)</span></span></b><br /><br /><b><span class="Apple-style-span" style="color:#ffcc00;">by Michael de Raadt, </span></b><b><span class="Apple-style-span" style="color:#ffcc00;">University of Southern Queensland</span></b><br /><br />See Michael's <a href="http://moodlemoot.org.au/course/view.php?id=16">abstract</a><br /><br /><br />Initiated by problem with paper-based marking<br /><br />Wanted to do more teaching/ less marking, have more interaction and higher order thinking<br /><br />Changed to more regular electronic assessment which resulted in higher retention<br /><br />Created a peer assessment system (as a Moodle assignment type - available freely):<br /><ul><li>organises peer review relationships</li><li>double blind</li><li>students input mark but teacher moderates</li><li>can reduce marking levels</li><li>can be a one week turnaround (no delay between submitting and reviewing)</li><li>students said it was easy to use</li><li>develops a sense of community and ensured anonymity</li><li>reduced marking by about 50%</li><li>progress bar for students and teachers</li></ul><p>Messages of Michael's presentation:</p><ul><li>more regular assessment is better</li><li>progress bar was motivating</li><li>students liked it and wanted it in other courses</li></ul><p><strong>Final comment:</strong> This could be implemented in Moodle at Avondale</p>--------------------------------------------------------------------------<br /><b><span class="Apple-style-span" style="font-size:large;"><span class="Apple-style-span" style="color:#ff6600;">More than one right, three false: enhancing multiple choice questions (11.30-12.00)</span></span></b><br /><br /><br /><b><span class="Apple-style-span" style="color:#ffcc00;">by Oliver Bayerlein, Nanzan University, Japan</span></b><br /><br />See Oliver's <a href="http://moodlemoot.org.au/course/view.php?id=20">abstract</a><br /><br /><strong>Context:</strong> language teaching<br /><br /><strong>Message:</strong> use of media can enhance the power of MC questions in Moodle, also combined different types of media including:<br />graphics<br /><ul><li>audio - voice (not just your own voice)</li><li>video (with all options included)</li></ul>Cloze exercises were converted into Moodle as MC questions<br /><br />Audio questions - text or audio answers<br /><br />Video and audio or text answers<br /><br />More motivating for students if varied media were used in MC questions.<br /><br />--------------------------------<br /><strong><span style="color:#ff9900;">Lightwork – A New Moodle-Compatible Application for the Management and Marking of Assignments</span></strong><br /><br /><br /><span style="color:#ffcc66;">Eva Heinrich, Massey University</span><br /><br />Application works in Moodle. Application created by Eva and her team. They are keen for others to trial it.<br /><br />Everything is available via <a href="http://www.lightworkmarking.org/">lightworkmarking.org</a> (including software downloads, forums etc.).<br /><br />Lightwork 2 is currently being developed<br /><br />Makes distribution of feedback to students quicker (instead of clicking and attaching to each student in Moodle, does this by bulk)<br /><br /><strong>Aims -</strong> improved quality and more formative feedback for students<br /><br />Rubrics are set up in Lightwork<br /><br />Manages the marking team<br /><br />Can monitor marking of other tutors<br /><br />Includes a built-in PDF annotator (linking in assignment module with rubric comments)<br /><br />Can work offline<br /><br />Can use Lightwork for own teaching, apart from Moodel<br /><br />PDF is created and given to students<br /><br />See Eva's <a href="http://moodlemoot.org.au/course/view.php?id=29">abstract</a><br /><br />-----------------------------------------------<br /><br /><strong><span style="color:#ff9900;">Let the students speak - Providing impetus for oral activities in Moodle environment (2.30-3.00pm)</span></strong><br /><br /><br /><span style="color:#ffcc66;">Patricia Buchner, Nanzan University Nagoya, Japan</span><br /><br />Ideas for speaking activities in Moodle without a teacher being present<br /><br />Speaking is more challenging (compared to listening, reading and writing)<br /><br />No add-ons needed<br /><br />Students listen to audio recordings with text and translations<br /><br />Listening and repeating exercise<br /><br />Called the activity "text karaoke"<br /><br />Allows students to compare own speech with the recording of a native speaker<br /><br />Listen to audio impetus and reply to the audio<br /><br />Students found these easy to complete and they were easy to create<br /><br />Future plans:<br /><ul><li>embed a recording tool</li><li>online collaboration</li><li>anynchronous story telling</li><li>soundscapes</li><li>use Skype</li></ul><br />See Patricia's <a href="http://moodlemoot.org.au/course/view.php?id=19">abstract</a><br /><br />---------------------------------------------------------<br /><br /><strong><span style="color:#ff9900;">Supporting students in a Learning Age - how Moodle is changing teaching and learning (4.00-4.30pm)</span></strong><br /><br /><br /><span style="color:#ffcc66;">by Graham Taylor from Thebarton Senior College</span><br /><br />School of 1400 - 1000 FTE<br /><br />Blended learning environment<br /><br />Started with a grant through Australian Flexible Learning Framework<br /><br />0.6 person administers Moodle<br /><br />Need access to PD budget<br /><br />Uses book module in Moodle (set up in chapters)<br /><br />atomiclearning. com (includes 1-2 minute video about $1-2 per student per year)<br /><br />Geting to know you activity at the beginning<br /><br /><a href="http://www.web.me.com/graham-taylor">web.me.com/graham-taylor<br /></a><br />See Graham's <a href="http://moodlemoot.org.au/course/view.php?id=59">abstract</a><br /><br />-------------------------------------------------------------Mariahttp://www.blogger.com/profile/17642075483281050695noreply@blogger.com0tag:blogger.com,1999:blog-1122866738856994557.post-31372716056718178172010-07-10T19:09:00.000-07:002010-08-10T03:49:16.693-07:00Moodle Master Class Sunday 11 July 2010Today included a number of presentations by Curtis Bonk and Julian Ridden.<div><br /></div><div><div>See the schedule for today at <a href="http://moodlemoot.org.au/course/view.php?id=92">http://moodlemoot.org.au/course/view.php?id=92</a></div><div><br /></div><div><b><span class="Apple-style-span" style="font-size:large;"><span class="Apple-style-span" style="color:#FF9900;">Online motivation</span></span></b></div><div><br /></div><div>Curt Bonk's first presentation: <a href="http://moodlemoot.org.au/file.php/92/Curtis_Bonk/Online_Motivation_TEC-VARIETY.pdf">Masterclass Part 1: Online Motivation with the TEC-VARIETY Model</a></div><div><div><br /></div><div>He presented 10 ideas that should be considered in online learning and Moodle:</div><div><div><ol><li>Tone/Climate: Psych Safety, Comfort, Belonging</li><li>Encouragement, Feedback: Responsive, Supports</li><li>Curiosity: Fun, Fantasy, Control</li><li>Variety: Novelty, Intrigue, Unknowns</li><li>Autonomy: Choice: Flexibility, Opportunities</li><li>Relevance: Meaningful, Authentic, Interesting</li><li>Interactive: Collaborative, Team-Based, Community</li><li>Engagement: Effort, Involvement, Excitement</li><li>Tension: Challenge, Dissonance, Controversy</li><li>Yields Products: Goal Driven, Products, Success, Ownership</li></ol></div></div><div>For more information about this, see <a href="http://www.capnetwork.org/modules.php?op=modload&name=News&file=article&sid=82">http://www.capnetwork.org/modules.php?op=modload&name=News&file=article&sid=82</a></div><div><br /></div><div><b><span class="Apple-style-span" style="font-size:large;"><span class="Apple-style-span" style="color:#FF9900;">Hey there good looking</span></span></b></div><div><b><span class="Apple-style-span" style="font-size:large;"><span class="Apple-style-span" style="color:#FF9900;"><br /></span></span></b></div><div>Presentation by Julian: <a href="http://moodlemoot.org.au/file.php/92/Julian_Ridden/Hey_There_Good_Looking.pdf">Hey, there, good looking</a> by Julian Ridden.</div><div><br /><div>Main points from this presentation included:</div><div><ul><li>engaging students</li><li>encouraging online teachers to consider given students choice</li><li>use of various tools in Moodle (e.g., Choice, Dialogue)</li></ul><div><b><span class="Apple-style-span" style="color:#FF9900;"><span class="Apple-style-span" style="font-size:large;">Addressing learning styles and diverse learners</span></span></b></div></div><div><br /></div><div><a href="http://moodlemoot.org.au/file.php/92/Curtis_Bonk/Addressing_Learning_Styles_and_Diverse_Learners_with_R2D2.pdf">Presentation </a>by Curt Bonk</div><div><br /></div><div><b><span class="Apple-style-span" style="color:#FF9900;"><span class="Apple-style-span" style="font-size:large;">Best Practices 1 - Low-Risk, Low-Cost, Low Time</span></span></b></div><div><br /></div><div><a href="http://moodlemoot.org.au/file.php/92/Curtis_Bonk/Best_Practices_1.pdf">Presentation </a>by Dr Curtis Bonk</div><div><br /></div><div></div></div></div></div>Mariahttp://www.blogger.com/profile/17642075483281050695noreply@blogger.com0