A trip down Moodle lane - 10 years of Moodle at NMIT
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Transcript of A trip down Moodle lane - 10 years of Moodle at NMIT
A trip down Moodle lane
DAVID STURROCK ([email protected])FLEXIBLE LEARNING TEAM LEADER
Welcome
• Nelson – The Centre of New Zealand• Whakatū – to build, raise or establish• Nelson Marlborough Institute of Technology
(NMIT)• Old St Johns church• MoodleMoot
– Build resources– Raise knowledge– Establish relationships
Who am I?
• Hamilton, Westie, Auckland, Nelson• BSc (Auck) & PG Dip Librarianship (Victoria UoW)• NMIT Library 1998, Ed Tech since 2001• Flexible Learning Team Leader, 6.4 FTE staff (FLiT)• ITPNZ eLearning forum, TANZ, DEANZ, ASCILITE• eFest Conference, NTLT Conference, MoodleMoot
NZ• Moodle user since 2004
Summary
• A journey through some of NMIT’s Moodle experiences
• Some lessons learned• Current initiatives at NMIT• What the future holds?
NMIT 2004
• Flexible Learning Intent• No LMS - Liberty Course Notes • eCDF projects
– Blackboard proposal (CPIT, NMIT , Tai Poutini)
– OSVLE I & II (Open Polytechnic+) - selected Moodle
Title of the page
• This is bullet style one– This is bullet style two
• This is bullet style three
Lessons
• Be open to opportunities• Hook yourself to the right people• Power in being open• Community rules – Moodle.org• It always takes longer than you think• Just because you think it’s cool, doesn’t mean
others will• Need a hook for sense of urgency or relevancy
2007 Looping with local schools
• Learning on the Loop
Lessons
• Patience and the power of conversation• Partnerships• Simplification – speed, login, automation• The power of Moodle themes• Managing expectations• Feeder to NMIT experience• Good things come to an end
2008 Moodle Networking
Lessons
• MNet worked for multiple models• Updates to Moodle 1.9 enabled bulk enrolments• Collaboration is hard work – vision and
communication• myLearn is no more• But MNet still useful, although adds complexity
and Moodle 2 broke bulk enrolments capability– CPIT Nursing courses
2008 Authentication – a journey towards simplification
• Initially risk averse IT support (externally hosted Moodle)
• 2004 – 8: Manual accounts direct in Moodle • 2008 – 9: Windows Live @ EDU • 2009 – 2012: Active Directory (RADIUS) • 2013 – Single Sign On (SAML/ADFS)
– Desktop SSO– SSO across Office 365, Liberty and expanding– Login becomes IT support issues not FLiT
2010 Turnitin embedded in Moodle
• This is bullet style one– This is bullet style two
Lessons
• Plagiarism can be a matter of interpretation• Be transparent and involve students in decision
making• Strive for simplicity – embedding Turnitin within
Moodle• Don’t assume students understand – educate and be
positive during training sessions• Make sure you place responsibility where most
appropriate, but still need policy and procedure• New Turnitin supplied plugin has issues
2011 Blended learning definition & targets
Using a metaphor to engage teaching staff
2011 Learner Journey & Individual Learning Plans (ILP’s)
2012 Students' Online Virtual Learning Experience (SOLVE)
Impact of student feedback
• Great evidence for us to use to inform Moodle changes and teaching staff about key issues for students about visual design, navigation, priority content, general usability, teaching presence and other issues.
• Selected non-standard course formats (onetopic and grid), changed theme (responsive, 2 column, decaf-based)
• Added “course search” and progress bar blocks• Added styled content blocks and completion tracking within
course content for fully online courses• Student feedback on changes very positive for online
courses, challenge is to improve blended/campus courses
Grid format – visual learners
Onetopic format – online courses
Use labels and CSS to decorate content
Experimenting with collapsible content
Insert formatted snippets using text editor
Demo of using TinyMCE templates - https://www.youtube.com/watch?v=5FUPRVwgKmo&list=LL5wDJwkxMtA6RX6RmOR8IcQ&index=2 How to configure - https://www.youtube.com/watch?v=_gZVOlTaWUg&list=LL5wDJwkxMtA6RX6RmOR8IcQ&index=1 Moodle Tracker for adding to Atto editor - https://tracker.moodle.org/browse/MDL-44298
NMIT and Learning Design
• NMIT had strong representation in development of TANZ online quality standards and learning design framework, in conjunction with CPIT and Northtec
• Learning design framework has strong alignment with CPIT Diploma in Tertiary Learning and Teaching, taught by FLiT team members at NMIT
• Now utilising this in NMIT learning design framework project – a whole of institute change management project
NMIT Learning Design Framework Goals
1. Provide a flexible learning environment2. Provide supportive and inclusive learning opportunities3. Integrate learning and work 4. Promote excellence and success5. Embed core transferable skills
– Institute set defined
6. Create a sustainable model for the medium to long term– Reduce delivery costs & increase workplace learning (goals set
for levels)– Blended delivery models
NMIT LDF Project outline
• Updated learning and teaching policy with objectives and institute core skills
• Used TANZ Learning design framework (LDF) to focus on programme and course design using educational principles and core skill outcomes – compliance with LDF now a formal requirement
• Adopted Christensen Institute blended definition and models
• Management commitment & project manager for institute changes
• Programme areas to set priorities and accountable for change – New programmes – Aquaculture, Viticulture, Maritime, Health,
Social Work– Evolve existing – individual and team goals
FLiT contribution part of whole of organisation change
• Supporting toolkits (iterative development)• Quality standards and continuous improvement
integrated in • Staff capability framework and training plan• Learning design support• Course development responsibility for specific
projects• Technology and support service planning• PD events
Learning design focus
• Assessments authentic and consistent with outcomes and core transferable skills
• Activity based learning• Blended model to suit learners/content• Selective content development• Use of course and document templates• Training programme
Learning design toolkit for staff
Blended Learning is a formal education program in which a student learns:
Source: http://www.christenseninstitute.org/blended-learning-definitions-and-models
at least in part through online learning, with some element of student control over time, place, path, and/or paceat least in part in a supervised brick-and-mortar location away from homeand the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience
That has given us the following four models
#1 ROTATION#2 FLIPPED CLASSROOM#3 FLEX#4 ENRICHED VIRTUAL
#1 ROTATION MODELS
Station RotationStudents move as one group or in smaller groups between stations within the classroom/lab. One station is set up for online learning
Class
Lab RotationStudents move as one group or in smaller groups between different rooms, one of which is set up for online learning Clas
s
Class
#2 FLIPPED CLASSROOM MODEL
Students attend classes on campus, however they prepare for those classes by working online at home watching videoed lectures and doing readings, exercises and research
Home
Class
#3 FLEX MODEL
The majority of the course work is done online on campus, with the tutor taking small group instruction or moving about the class providing individual tutoring or support
Class
#4 ENRICHED VIRTUAL MODEL
Students do most of the course work online at home (or workplace), however come onto campus occasionally for workshops, block modules, facilities access, tutor meetings, peer networking opportunities and/or support
Home
Class
Future
• Supporting staff & student in LDF roll-out• Continued improvements to course
formats/navigation/content styling• Embedding a mobile device strategy• Disaggregating content authoring from Moodle• Explore options to enable commenting on content in context• Improving student collaboration and co-creation tools• Improvements to user dashboards – potential for
aggregation of cross-course Moodle and SMS data• Analytics tools for interventions and improving course
design