Taking a Closer Look: Exploring the Details of Moodle Usage Stephanie Friedman Hampshire College, Instructional Technologist February 28, 2019 NERComp MUG @UMass Amherst
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Taking a Closer Look: Exploring the Details of
Moodle Usage
Stephanie FriedmanHampshire College, Instructional Technologist
February 28, 2019NERComp MUG @UMass Amherst
Hello!
Introduction
Inspiration and Approach
Findings and Adjustments
Engaging with Faculty
Conclusion
Hampshire College Context
➔ ~1100 students, ~150 faculty
➔ 250-300 total Moodle courses per semester (active + inactive)
➔ No letter grades, so gradebook support needs are minimal
➔ Very short (30min) yearly Moodle orientation for new faculty
➔ Mainly reactive Moodle support
The Project
View each Fall 2018 course in Moodle
For active courses, record:
● organizational style
● types of activities used
● other commonalities/trends/features
Use results to make format/theme adjustments, improve teaching &
engagement
Inspiration and Approach
Why this method?
Image by Jared Benedict via wikimedia commons; available under the
Creative Commons Attribution-Share Alike 2.0 Generic license.
Gathering all the data...
● Reports as a starting
point
● Questions/categories
developed throughout
the process
● ONLY 180+ courses…
Findings and Improvements
The BasicsHow many courses are
active?
In which schools?
The Basics
Course FormatsWhich are most popular?
Are faculty matching their style to
format?
Can we retire collapsed topics?
Format Used for Course
Organization
Strategy
class-by-date collapsed
topics
topics weekly Grand
Total
class-by-date 71% 2% 1% 0% 73%
topics 1% 7% 3% 1% 11%
weekly 4% 2% 0% 9% 16%
Grand Total 76% 10% 4% 10% 100%
Course Formats
Changes to Our Formats
- Collapsed Topics (3rd party format) not really desirable
- Replicates features and clashes with our theme
- Accessibility concerns
- Ways to address this in our theme:
- Quick-edit option for course titles
- Collapsible sections
PedagogyAre there trends in activity use?
How to summarize
recommendations in a simple and
substantial way?
Some Theory
➔ A Room Without Chairs: How to Help New Instructors Design in a Learning
Management System (blog post - Jenae Cohn, Stanford)
➔ Classification of the Features in Learning Management Systems (Jurado et
al)
Tiers of Interactivity
Create a shared digital work,
shaped significantly by its
being online
Submit work
electronically, receive
direct faculty feedback
Gather information from syllabus,
readings, videos, and more
Collaborate
Respond
Refer
Other observations...
Engaging Back with Faculty
A worksheet for faculty (still in draft form)
Find something to celebrate - Course Showcase
Conclusion
Garrote Jurado, R., Pettersson, T., Regueiro Gomez, A., & Scheja, M. (2014, November). Classification of the features in learning management
systems. XVII Scientific Convention on Engineering and Architecture, Havana City, Cuba, Nov 24th-28.
Cohn, J. (2018, September 8). A Room Without Chairs: How to Help New Instructors Design in a Learning Management System.
Retrieved February 28, 2019, from https://www.jenaecohn.net/2018/09/08/a-room-without-chairs-how-to-help-new-instructors-
design-in-a-learning-management-system/
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