Getting it right for every child Getting it right for every child.
Getting moodle right
description
Transcript of Getting moodle right
If you build it…
…will they come?
In the beginning…
2009:
Moodle +
New Bachelor of Nursing curriculum
The ‘new’ Bachelor of Nursing curriculum:
Class Independent (Moodle)
Year 1: 60 hours 90 hoursYear 2: 40 hours 110 hoursYear 3: 20 hours 130 hours
The survey
The results
Frequency of student access of Moodle pages
According to the logs:• BN503: 91% • BN505: 40%• BN501: 21%
Key result #1
Online activities
Key result #2
More than 50% of students ‘seldom’ or ‘never’ took part in online activities such as quizzes and discussion forums.
Layout of Moodle
Key result #3
30% of students felt that lack of a standardisation was a problem
45% felt that finding resources on Moodle was ‘seldom’ or ‘never’ stress free
Lecturer feedback
Key result #4
80% of staff saw Moodle’s key function as that of ‘repository’
72% of staff seldom or never participated in dialogue (forums, chat)
53% of staff did not create session plans for online learning
Next steps
Changes to design and layout of Moodle
Change# 1
Use of a wider range of interactive Moodle functions
Change# 2
Use the random glossary block to have a changing display of facts
Change# 2
Use of a wider range of interactive Moodle functions
Use the quiz results function to display ‘best scores’
Change# 2
Use of a wider range of interactive Moodle functions
Create a searchable site index using a glossary
Overt assessment of online learning components
Change# 3
Development of session plans with identified learning outcomes and time
allocations for online learning components
Change# 4
Development of self-directed learning support programme
Change# 3
Where are we now?I enjoyed SDL. I found online group work beneficial i.e. comparing ideas and interpretations.
I do enjoy the SDL’s this year, they are well thought out and informative.
I enjoyed the independent learning and the quizzes to test my knowledge.
The SDL really suits me. I like to be able to work through the material in my own time and place
Having marks allocated to the independent learning gives me a reason for doing it.
I really like the way Moodle is set out
Posting comments to the forums has really helped me improve my communication skills
I don’t like it when the online learning isn’t included in the assessment.
Key recommendations• Develop a Moodle style guide and stick with it
• Know why you are using online learning
• Embed it into the curriculum and the assessment
• Recognise that the requirements and potential of face-to-face and online environments are different
• Help students to come to terms with the requirements
If you build it…
…will they come?
Moodle logs show that 100% of students
actively enrolled at the 700-level access Moodle on a regular /daily
basis.
ReferencesAxmann, M (2007) Project student rescue: Online learning facilitation in higher education to improve retention rates for students. In E. McKay (Ed.), Enhancing learning through human computer interaction (pp.43-56). IDEA Group: Hershey Blin, F. & Munro, M. (2008). Why hasn’t technology disrupted academics’ teaching practices? Understanding resistance to change through the lens of activity theory. Computers & Education 50 (2), (pp.475-490) Dougiamas, M. (n.d.). Pedagogy. Retrieved November 24, 2009, from Moodle.org: www.moodle.org Gilbert, C. (2009). The annual report of Her Majesty’s Chief Inspector of Education, Children’s services and skills 2008/09. Ofsted: London Dougiamas, M. (2002). Interpretive analysis of an internet-based course. Research and Development in Higher Education: Quality Conversations. Perth: HERDSA. Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. Washington: U.S. Department of Education. Rice, W. (2010). Moodle 1.9 Teaching Techniques. Birmingham: Packt. Rogers, Carl R. (1986). Carl Rogers on the Development of the Person-Centered Approach. Person-Centered Review, 1 (3), 257-259 Singh, H. (2003). Building Effective Blended Learning Programs. Educational Technology, 51-54. Slater, N. (2008). A learning environment needs to be flexible and adaptable, so that it can quickly respond to the needs of the participants within it. Educause, 9-12. UCOL. (2009). Bachelor of Nursing 2009.