Download - DYNAMIC COURSES: INDIVIDUAL LEARNING PATHS AND ONLINE COLLABORATIVE EXERCISES IN MOODLE 2
DYNAMIC COURSES: INDIVIDUAL LEARNING
PATHS AND ONLINE COLLABORATIVE
EXERCISES IN MOODLE 2
Pieter van der Hijden MSc Sofos Consultancy, Amsterdam, The Netherlands
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2012 – Sofos Consultancy / Pieter van der Hijden ([email protected]) - This work is licensed under
a Creative Commons Attribution- Noncommercial-Share Alike 3.0 Unported License.
1. DIGITAL DIDACTICS
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A course is visualised as a necklace of learning activities (the perls)
1. DIGITAL DIDACTICS
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A learning activity
can be
implemented by a
variety of Moodle
modules
1. DIGITAL DIDACTICS
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8 The perls of the necklace have to be replaced by selected Moodle modules.
1. DIGITAL DIDACTICS
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From now, life can be even more complex. No longer a sequence alone, but also
selections, iterations and parallel actions.
1. DIGITAL DIDACTICS
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Type Example Description
Parallel groups 5 groups of 7
students,
or 7 groups of 5
students
All resources are
shared, some
activities are in
group mode
Level groups Level-1, Level-2,
Level-3
Each student is
allocated to a
certain level; a
level has its own
resources and
activities
Stages or phases Stage-A, Stage-B,
Stage-C
All students are
allocated to a
certain stage; a
stage has its own
resources and
activities
2. PARALLEL GROUPS
What?
Set-up groups (example):
7 groups of 5
participants
5 groups of 7
participants
Occasionally using the first
or the second grouping.
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The visible result, a
block for 7S group
work and a block for
5D group work.
2. PARALLEL GROUPS
How (1/2)?
1. Create various groups
2. Populate the groups
with participants
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Manage groups via
the Settings block
2. PARALLEL GROUPS
How (2/2)?
3. Create facilities for
groups from this
grouping, e.g. forum,
wiki, chat-room
4. Place them in an
orphaned section
5. Create an HTML block
to navigate to these
facilities easily
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Grouping 7S uses separated group activities.
3. LEVEL GROUPS
What?
Create level groups, e.g.:
Level-1
Level-2
Level-3
Each level group has its
own resources and
activities.
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The teacher sees all groupings, the participants only
see their own groupings.
3. LEVEL GROUPS
How?
1. Create groups called Level 1 – 3.
2. Make participants member of the group that corresponds with their actual level.
3. Create 3 groupings as well (Level 1, 2, 3)
4. Populate grouping level 1 with group level 1 (etc.)
5. Specify for resources and activities which level applies.
Note: The settings for a resource and for an activity have the option to set the grouping that is applicable.
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4. PHASES
What?
To distinguish phases
(stages) that make
specific resources and
activities available to all
participants.
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Part of the course page as seen by the teacher. The
participants only see the resources and activities for
the current phase.
4. PHASES
How?
1. Create a single group (“All”)
2. Populate this group with all participants
3. Create groupings Phase-A, Phase-B, Phase-C.
4. Populate grouping Phase-A with group “All”.
5. Create resources / activities for each of the phases.
6. Change the phase by manually removing group “All” from grouping “Phase-A” and then adding it to grouping “Phase-B”.
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• For each phase a separate grouping..
• All participants in one group.
• Teacher links group to one of the groupings.
5. PROCESSES
What (1/2)?
Participant executes activities 1, 2, 3 in sequence.
Participant selects between 4 and 5.
Participant executes activity 6.
Participant executes activities 7 and 8 in arbitrary sequence.
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Hopscotch squares; foto BRC Krommenie
5. PROCESSES
What (2/2)?
Example of an individual learning path as seen by the teacher:
Participant executes activities 1, 2, 3 in sequence.
Participant selects between 4 and 5.
Participant executes activity 6.
Participant executes activities 7 and 8 in arbitrary sequence.
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5. PROCESSES
How? (1/4)
Determine for each
resource and each
activity when it has to
be considered
“completed”.
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On the settings page of every resource/activity you
can indicate whether the completeness has to be kept
or not. If so: should it be assessed by the participant or
by the system? In the latter case, which criteria apply?
5. PROCESSES
How? (2/4)
Set the completeness
criteria for every
resource and activity
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The criteria for setting the completeness of a forum
contribution in an automatic way. Other activities come
with other criteria. For resources the only criteria is to
have opened the resource only for display.
5. PROCESSES Overview of the automatic completeness criteria as available for the various activities and resources Type Name Completed?
Activity Assignment advanced viewed and being rated (before possible deadline)
Activity Assignment offline viewed and being rated (before possible deadline)
Activity Assignment online viewed and being rated (before possible deadline)
Activity Assignment single upload viewed and being rated (before possible deadline)
Activity Chat viewed (before possible deadline)
Activity Choice viewed and/or submitted (before eventual deadline)
Activity Database viewed and/or rated (before eventual deadline)
Activity Feedback form viewed and/or submitted (before eventual deadline)
Activity Forum viewed, being rated, n times new discussion or reaction, n times new discussion only, n times
reaction only (before potential deadline)
Activity Glossary viewed, being rated, n times new entry (before possible deadline)
Activity Journal rated (before eventual deadline)
Activity Lesson viewed and/or rated (before eventual deadline)
Activity Quiz viewed and being rated (before possible deadline)
Activity Scorm viewed and/or rated (before eventual deadline)
Activity Survey viewed (before possible deadline)
Activity Wiki viewed (before possible deadline)
Activity Workshop viewed, being rated, n times new entry (before possible deadline)
Resource all viewed (before possible deadline)
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5. PROCESSES
How? (3/4)
For each activity or resource: set its restricted access conditions (for the participants)
Implementation (see picture): a. Set via visible/hidden (eye
icon)
b. Set grouping
c. Set group modus
d. Set conditions on ratings and completion
Note that only the conditions labeled “d” are really individually and automatically set.
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5. PROCESSES
How? (4/4)
For each activity or
resource: set its
restricted access
conditions (for the
participants)
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6. COLLABORATIVE EXERCISES
Focus on
collaborative
learning
Source: ISAGA
Dharadam game-
session
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6. COLLABORATIVE EXERCISES
What?
1. Participants will work in groups; each group represents a certain role.
2. The role play passes various phases; the facilitator (teacher) determines the moment a new phase may start (and which one).
3. In each phase, each role will have access to role and phase specific resources and activities.
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Planning board that may serve as basis for a role play:
the rows are roles, the columns are phases.
6. COLLABORATIVE EXERCISES
How?
1. Use groupings to indicate the different phases.
2. Use opening a certain web page to let a participant select a role.
3. Be sure that all roles and activities: Only are available in a
specific phase
Only are available for a specific role, i.e. available as a certain role definition web page has been opened before.
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Part of a course page as the teacher will see it. The participants only
see the resources/activities for the current phase, i.e. as far as they
regard their selected role.
7. CONCLUSION
Conclusions Groupings can be used creatively (sub-groups according to various criteria, level
groups, phases/stages/steps-of-play.
Restricted access offers new and extended options, but also new challenges: Less is more.
Structured learning paths, no spaghetti.
Wish list Logical constructions “NOT” and “OR” (and brackets) for restricted access (now only “AND” is
supported).
Iteration of activities (including automatic reset of “completed”); now only concatenation, selection and parallel are supported.
Migrations between individual level and group level and vice versa; populating groups via individual choice.
Variables to be set, changed, displayed and used in conditions (now, the only way is working via the grade book which is very clumsy).
Recommendation Study well-known offline collaborative exercises and analyze whether they can
be supported by Moodle or not.
Follow-up
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THANK YOU!
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Pieter van der Hijden MSc Sofos Consultancy, Amsterdam, The Netherlands
www.sofos.nl – [email protected]