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Moodle in the Classroom: An “in the trenches” perspective - Mark Bailye at Moodlemoot AU 2014
Citation preview
Moodle in the Classroom: An “in the
trenches” perspective Mark Bailye, Senior Consultant, NetSpot
Overview
Background
The current practice
The key question
Key findings
What was achieved
Background
Education degree at Flinders University
Final year placement undertaken at
Heathfield High School – Great emphasis on the use ICT
– A 1:1 wireless laptop program
– An e-learning program, use Moodle
So what did I teach?
Robotics Adv. Tech
Digital Photography
What did I find?
E-learning coaches
Issues with using Moodle − No defined support structure
Local network drive used as a repository
Work submitted as hardcopy, email or USB
Excel spreadsheet used to track grades
Key question
How well can Moodle be used to support,
enhance and extend student learning? − Six weeks to find out!
First impressions – make them count
Look & feel must be visually appealing − Vanilla Moodle
− “Wasn’t user friendly … must be simplified”
Tailored to the user – must be relevant − “See old courses and courses I can’t access”
− Old dates
Easy to locate content − “Confusing at times like a giant maze”
Course design – it is important
Better experience & increases enjoyment − “Things that made me enjoy Moodle was the
user friendly interface”
− Course layout changed to avoid confusion
Perceived usefulness – a big motivator (Arteaga Sanchez & Duarte Hueros 2010)
Don’t use the same course design all the time “Students may get bored”
Pedagogy – tailor accordingly
Keep asking yourself, why & how
Adapt learning resources & activities to
different learning styles to improve results (Despotović-Zrakić et al. 2012)
Closely monitor progress and be prepared to
change & tailor approach − Confusion over release of activities & resources
Engagement – a must have
Must be more than just “dump & pump”
Interactivity & autonomous learning can
influence learning (Drennan, Kennedy & Pisarski 2005)
− “I have never seen Moodle used in that way”
Most tools were well received
Reward engagement
What was achieved?
3x courses = ↑ student-centred learning,
↑ engagement & ↑ time spent with students
Site reconfigured & restructure in progress
Top-down support from Principal − Moodle working group created (1 day workshop)
− Moodle administrator (part time) employed
− Staff development sessions undertaken
Questions
References
Arteaga Sánchez, R. & Duarte Hueros, A. (2010), Motivational factors
that influence the acceptance of Moodle using TAM. Computers in
Human Behavior, vol. 26, iss. 6, pp. 1632-1640.
Despotović-Zrakić, M., Marković, A., Bogdanović, Z., Barać, D., & Krčo,
S. (2012). Providing Adaptivity in Moodle LMS Courses. Educational
Technology & Society, vol. 15, iss. 1, pp. 326–338.
Drennan, J., & Kennedy, J., Pisarski, A. (2005), Factors affecting
student attitudes toward flexible online learning in management
education. The Journal of Educational Research, vol. 98, iss. 6, pp.
331-338.