Interaction With Moodle

Interactive Learning Using

Dr Liam Boyle

LIT Conversations on Learning

Moodle functions

Virtual Learning Environment (VLE) Allows creation of programme/module related

mini-sites:– Password protected– Stores programme resources (e.g Course notes)– Links to external resources– Communications – Chat & Forums– Assessment

Editing Off

Editing Off

To create a Moodle presence for your programme/module - Contact Willie Ward

Editing On

Editing On

Add a resource

Editing On

Add a Activity

Moodle resources

Moodle resources

Resources:- Label- Text page- Web page- Link to file- Link to web

Moodle activities

Moodle activities

Assignment

Chat

Forum

Wiki

Interactive use of Moodle

Interact with the material– Set tasks/activities to explore, reflect on and apply

ideas from the lectures and course materials

Interact with fellow students– Get learners to discuss, share and collaborate with

fellow students

Interact with teacher– Forum for learners to pose questions which may be

responded to by tutor

Knowledge and learning

What is knowledge?– Reasoned consensus– Tentative– Survives “public” scrutiny

Learn through discussion and debate (subject claims to scrutiny of peers)

Collaborative construction of knowledge

Online Communication: From VAXnotes to Bebo

People embrace online communication But…

– Course based communication not so easy to achieve

– Students reluctant to engageFear?Too busy?Don’t see value?

Online Communication: Chat versus Forum

Chat Synchronous Immediate Requires good

keyboard skills to participate

Little time for reflection Not needed by campus-

based students

Forum Asynchronous Participants can take

time to read, reflect and respond

Available afterwards Has value for campus

based students

Online Communication: Chat versus Forum

Chat Synchronous Immediate Requires good

keyboard skills to participate

Little time for reflection No need for campus-

based students

Forum Asynchronous Participants can take

time to read, reflect and respond

Available afterwards Has value for campus

based students

Forums for Interactive Learning

Why? Reinforces class group Learn from peers Discussion allows students

to sharpen understanding by subjecting ideas to scrutiny

Collective building of knowledge

Responses to one available to all

Why not? Fear of being exposed “Others may steal my ideas” Freeloaders

Forums: Community Building

Social dialogue Especially important at start Get to know one another Helps bonding Build trust and respect

Interact with topic

Task 1: In the Discussion forum for the Organisational Change and Renewal assignment, add a reply on why you think it is important for Operations Managers to understand Lewin’s Planned Change model. (Approximately 300 words)

Interact with fellow learners

Task 4: For this task, we would like to encourage online discussion of the nature of systemic intelligence and its value for an organisation. Write a brief note discussing one example of a problem caused by a lack of systemic intelligence, or a problem solved by systemic intelligence.

In addition to your initial note, you should also add later notes in which you comment on at least two postings by other students. (500 words approx for all your responses)

Share with fellow learners

Task 5:For this task, you are asked to produce a brief annotated web directory on the topic of Organisational Change and Renewal. – Locate at least five web resources – articles or web sites

– which contain useful supplementary information in relation to the material covered in this section.

– Indicate the web address and write a brief note (100 words, approx) on each resource indicating what it contains and why it should be valuable for students of this programme.

Tasks

Simple– Pose question– Require response from each

Use Q&A forum? – Student cannot see responses of others until after

they have posted their own Critique

– Pose question– Require contributions from all– Including constructive comment on each other’s

contributions

Tasks

Free flowing discussion– Questions can come from tutor or students– No specific mandate on number of

responses– Works well with a highly motivated group

of learners who are familiar with online discussion

– Difficult to achieve

Group Tasks

Collaborative construction– Form group– Allocate task

Formal Debate – Specify question– Form teams (three versus three)– Sequence determined in advance– Role for non-team members?

Collaborative construction

Collaborative building of a text resource

– Each student allocated to a group– Different topic/question allocated to

each group

– “Within your group, you are asked to collectively produce a document (4,000 word approx) on the allotted topic”

– Use forum to discuss process– Use wiki to construct report

Group tasks

– Group allocated task to work on collaboratively– Each group reports back on a different project

to whole group.

Jigsaw approach– Each person allocated a different

topic– Report back to others

Collaboration– Group members work together as a team

Combination

Online research with fellow students

Conduct empirical research on the concept of the “Online Gym”. – Use the Moodle forum to elicit the views of your

fellow students, and to respond to their views– Design your questions carefully, to elicit the

information you require– Post your questions early, to give your fellow

students an opportunity to respond– Respond to the questions of your fellow students

All Things in Moderation!

Fuller moderation - Respond to each

contribution Probe and encourage

participants

Minimal moderation - Set up forums and tasks Delete libellous

contributions or those which tend to harass or humiliate other participants

Load on Teacher/Moderator

Is this on the exam, sir?

Incorporate forum activity into Continuous Assessment

Assess individual contributions?– Heavy assessment load for teacher

Students compile portfolio responses– Place portfolio in Assignment Dropbox– One assignment exercise for teacher

Group assessment?

Questions?