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Moodle in the Classroom: An “in the
trenches” perspective Mark Bailye, Senior Consultant, NetSpot
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Overview
Background
The current practice
The key question
Key findings
What was achieved
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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
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So what did I teach?
Robotics Adv. Tech
Digital Photography
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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
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Key question
How well can Moodle be used to support,
enhance and extend student learning? − Six weeks to find out!
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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”
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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”
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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
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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
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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
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Questions
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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.