Refreshing is the word that comes to mind for summing up my reflection after watching the video produced by the University of Manitoba on Michael Wesch and The Future of Education. Michael Wesch provided relevant examples of how he harnessed Web 2.0 tools to create a participatory and collaborative learning environment for his students at Kansas State University. Kudos to him.
He began his presentation by disqualifying the myths about authority in the classroom and access to information. He provided evidence of why lecture halls are ineffective for the culture we live in today. When he surveyed his students, he found that over half of them did not like school, but they all enjoyed learning. The students felt that the lectures and assignments were not very relevant to real life situations. They were spending hundreds of dollars on books for each course and not reading the content, much less learning or building knowledge. A sad commentary on institutional education.
Thankfully, instructors such as Wesch are open to changing the academic dilemma. His willingness to explore the integration of Web 2.0 tools is magnificent. He established his classroom using NetVibes and then incorporated further Web 2.0 tools such as a Wiki, Twitter, Blog feeds, RSS, and Diigo discussions and tagging. He created a wealth of value in that information center. His courses became collaborative and he designed challenges for the students so that they had to formalize connections which became significant and built their knowledge. Through the learning environment that he designed, students could participate and network, and exponentially knowledge flowed in the collaborative creations.
His example is exemplary and his presentation exhibited excellent use of the Web 2.0 tools currently at our disposal for integration into classrooms around the globe through the www.
I hope to design a course similar to his one day in the not too distant future.
Katrina Way, MBA
Thursday, September 16, 2010
Sunday, September 12, 2010
Book Review: Moodle Teaching Techniques
Book Review by RetSam & Katrina
Moodle Teaching Techniques:
Author: William H. Rice, IV
Copyright © 2007
Packt Publishing Ltd.
ISBN 978-1-847192-84-4
Pages 193
This book was published in 2007. There is a newer version of the book by William H Rice & Susan Smith Nash, but the books are not that different in the information provided. The most recent book is titled "Moodle 1.9: Teaching Techniques." Neither book will reflect the most current updates nor will they reflect what will be in Moodle 2.0.
William H Rice provides insight into techniques for creating effective learning environments in the MOODLE LMS. Within each module discussed, directions were provided on how to establish various configurations of a module, however, the directions were helpful if a module had not been significantly altered in an upgrade. As well, occasionally, the author provided screenshots of a module that were outdated in comparison to the features actually found in version 1.9. When considering how the flexible Moodle software works, it is important to reflect on the development approach of the software: Moodle is an enjoyable tinkering that often leads to insight and creativity (www.moodle.org).
Chapter 1: Introduction, pg 7-19
The author begins by informing the reader about Moodle and how it is based on social contructivist pedagogy. The chapter provides a preview of what is to come in each chapter following and reviews effective teaching techniques such as big ideas, distributed practice, and guided notes.
Chapter 2: Forum Solutions, pages 21-46
A solid overview of the Forum module is provided, stating that a Forum allows for facilitators and learners to create meaningful involvement in regards to course content. The author points out that learners generally thrive on interaction, whether individually from the facilitator or with a group. Forums can be a powerful source for a facilitator to relay knowledge and to probe for learner's knowledge.
A Forum can be created with each individual learner (workaround), with a group of learners, or with an entire course of learners. When creating a Forum, consider the intent: Is the intent to foster discussion or to collaborate? Forums are best used to inspire conversation and record the discussion. If learners desire private interaction with the facilitator, then use of a wiki is suggested (see Chapter 6). Detailed instructions, with screenshots, are provided for establishing a Forum of whatever size and type is needed, as well as tips on managing a Forum and obtaining Reports regarding Forum participation.
Chapter 3: Chat Solutions, pages 47-62
The author suggests using Chat to reduce isolation, as well as for review and test preparation. Participants in a course can be separated into groups, however, those groups are then established consistently throughout any other divided activity in the course. As with a Forum, a Chat can be established between just a facilitator and a student for one-on-one interaction. Be sure to Plan Accordingly!
Detailed instructions, with screenshots, are provided for establishing a Chat of whatever configuration you plan, as well as tips on managing a Chat for success. Suggestions for success include limiting the number of participants, preparing a welcome greeting as a learner enters a chat, limiting the Chat topic, and responding to off-topic chats.
Chapter 4: Quiz Solutions, pages 63-84
A Quiz can become a learning environment and not just a tool for assessment when Quizzes are strategically located within a course for distributed practice of skills and knowledge. This design can maintain motivation and reduce fatigue, while allowing for retention and processing. Ungraded Quizzes can be used for self-monitoring of skills, increased confidence, and can provide for immediate error correction. Also discussed is the choice of to time or not to time a Quiz. Timing a Quiz is relevant if there is a need to obtain initial competence and end of topic skill and knowledge mastery, or to build confidence. Detailed instructions, with screenshots, are provided for establishing a Quiz of the facilitator's choice, and there are many choices.
Chapter 5: Lesson Solutions, pages 85-104
Both instruction and assessment are available in the Lesson module which offers flexibility, interaction, and branching features. At a minimum, the Lesson should be an outline providing a visual map of what the expected learning outcome will be for the learner. This highlights what the learner should be focusing on and content integration.
Lessons can provide complete reading material, charts, and a concluding summary. The author suggests the use of charts with examples and non-examples relative to the specific topic. As well, Lessons can be brief introductions to a topic and there would then be resources and activities listed in sequential order to guide the learning. Resource examples include links to web sites and videos, and Activity examples include Forums and Quizzes.
Lessons can be quite complex in their configuration. For example, a flashcard experience can be created by having multiple Lessons in a Topic or multiple pages can be created in a Lesson. As well, Lessons can be configured with sequential resources and activities or be viewed as slide shows. All of the choices can control access to further learning.
Whatever it is that you plan to provide in your course in terms of resources and activities, organize the material to provide an adequate pace and flow for maximizing a learner's potential within the learning environment. Consider options of design using, for example, a combination of visual and audio resources, Chats, Forums, and Quizzes.
Chapter 6: Wiki Solutions, pages 105-122
The Wiki module is amazingly versatile. The first suggestion the author provides in the use of Wikis is to introduce Big Ideas, ie, the focal point of the course. The Big Idea should allow a learner to form connections with the material presented throughout a course.
Wikis can be created for an individual, a group, or all participants. If a Wiki is created for an individual, it provides for a differential learning environment. In contrast, if a Wiki is created for a group, it is best used as a collaborative learning environment. Either way, it is important to adapt a Wiki for Guided Notes that allow a learner to populate an outline with knowledge.
A particular advantage, pointed out by the author, is to use a Wiki for learners to reflect and share their understanding of the Big Idea. As a course progresses, learners can edit their reflection as their knowledge
shifts. The author promotes the use of the Wiki for reflection in lieu of the Journal or the Blog modules because a Journal cannot be accessed by other learners and a Blog is not attached to a course.
Chapter 7: Glossary Solutions, pages 123-130
The author points out that a glossary should be used in a creative way and not just viewed as a place to store information as though it's a nominal necessity. A facilitator can allow learners to populate a glossary, which creates a collaborative learning environment. It is suggested that not only terms appear in a glossary, but creations such as mnemonics for content recall. Learners can be given access to rate, as well as comment on, a glossary entry's effectiveness.
Instructions, with screenshots, are provided for the more complex tasks of establishing a Glossary and allowing learner access to provide entries.
Chapter 8: The Choice Activity, pages 131-140
This module is the simplest, yet flexible, module in the MOODLE LMS. The Choice activity module provides for the creation of a simple inquiry and then the learner's selection of one of the given choices for response. A good example of a Choice activity is a simple poll for determining learner preferences or understandings. Responses can be assigned a response card to provide learner feedback based on their choice of response to an inquiry.
Chapter 9: Course Solutions, pages 141-154
This chapter focuses on how to create a course that is user-friendly for the learner and the facilitator. In terms of how to best use Topic 0, the author suggests moving blocks from the sides and placing them there. That allows for a larger content area. Appropriate information contained in Topic 0 would include information that a facilitator wants a learner to notice upon entering the course. For example, Topic 0 would be titled with the course name and could even include a brief description of the course. As well, Topic 0 content would include a Syllabus and critical announcements. Blocks that normally appear on the side but could be added to Topic 0, without using a significant amount of space, include Latest News, Administration, People/Participants, Section Links, Activities, Search Forums, and Random Glossary Entry. Always consider whether making a change allows for better navigation through the course. Whatever blocks, if any, are chosen for addition to Topic 0, be sure to test them after linking.
Chapter 10: Workshop Solution, pages 155-168
The Workshop module is the most dynamic learning environment in the MOODLE LMS if used in its full capacity. As such, it is complex to design. A Workshop is centered on an assignment and can be a
collaborative learning experience with learners assessing each others' work based on a sample. The author does a good job of walking through the many aspects and choices to consider in the design of a Workshop. The feature of allowing learners to assess each others' work is what makes this module dynamic since the level of a learner's participation reaches beyond that of just assignment submission.
Summary
This book provides in-depth coverage of several modules in the MOODLE LMS. The author consistently provided teaching techniques reflecting constructionist pedagogy and adequately explained how the MOODLE modules created an engaging learning environment. Further, the author provided teaching techniques to create rich and dynamic interactions for learners. As well, not only did the teaching techniques reflect constructionist pedagogy but also accepted instructional principles and activities.
The book is a worthwhile read for a user new to MOODLE or a user that is searching for a creative idea on how to use several modules to create a guided, interactive learning environment. There are instructions, with screenshots, provided for the creation of each module and its varying available attributes. As well, the book complements the many videos available on the Internet that, while able to communicate the basics about a module's functionality, may not provide in-depth alternatives available in a particular module. A favorite chapter was about Course Solutions.
Further comment on issues, discussed throughout the book, that should always be attended to for any course creation:
• Always provide etiquette expectations at the beginning of a course.
• Provide guidance when providing resources and activities, for example, Labels for each Topic are effective for communicating steps to be followed through a given section of material.
• Guided notes are effective for a learner's focus & retention.
• Be proactive by attempting to assess material relative to a learner's ability.
• Test, from a student's perspective, whatever modules are designed and created.
• There are many choices to consider in the design of a course, fortunately, MOODLE is well-equipp
ed to handle the many variables within different modules that a facilitator may choose to use.
• As a MOODLE administrator, consider the need for using a 3rd party plug-in due to the plug-in's potential incompatibility with future versions of MOODLE.
Happy Moodling!
Team SKoodle
Sam & Katrina
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