Session 4: myeLearning

Practical

John A. Gedeon, EdDApril 6, 2011

• Missing Journal• database

4 Ways to Use an Online Classroom

Web - Supported

Web -Enhanced

Web - Enabled

Web -Delivered

• Used to post or distribute materials in a f2f course

• Provides administrative convenience

• Does not enhance learning

• No teacher presence online

• Enriched f2f course with posted &Internet resources

• May have some teacher-ledasynchronous activities

• Student use of supplemental materials usually optional

• f2f course with integrated online learning activitiesthat may replace f2f activities

• Teacher/tutor provides feedback online

• Student participation is mandatory

• “100%” online course delivery with little or no f2f sessions

• f2f used for orientations, lab work, or proctored exams

• 100% teacher presence online

VOLUNTARY MANDATORY

Weak < BLENDED > Strong

Home Page

User Role Hierarchy• Administrators can usually do anything on the site, in all

courses. • Course Creators can create new courses “shells” (and

design/teach in them). • Teachers can do anything within a course, including modifying

activities and grading students. • Editing Teaching Assistant can perform most teacher functions• Non-editing Teachers can teach in courses and grade students,

but may not alter activities. • Students can utilize but not change activities/resources.• Guests are like ghosts, can see everything but cannot

participate.

Categories of Functions

1. Administrative (Set-up)2. Communications3. Resources (Content)4. Learning Activities

Administration

• Configure major course Settings• Assign status roles• Form Groups in class• View student activity Reports • View Course Grades spreadsheet

myeLearning Side Blocks

INTERACTIVE SIDE BLOCKS: – “People” - class roster & group email– “Messages” - inbox & individual email sending– “Latest News” – from your “News Forum”– “Calendar” - Quiz & Assignments, etc.

• AUTOMATIC SIDE BLOCKS– “Upcoming Events” - Calendar Generated– “Recent Activity” - your past activity– “Activities” - clustered lists for the course

• See Handout on Side Blocks

myeLearning E-mailINDIVIDUAL MESSAGES:• Use the “Messages” side block:• Click “Messages” > Search > Type name > Search > Click on

correct name > type & send message

GROUP MESSAGES: • Use the “People” side block:• Tick target names > “with selected users” > write & “send

message”

Note: All messages also automatically go to the person’s UWI OUTLOOK inbox at: https://mysta.uwi.edu/myEmail.asp

Word Doc.PowerPointExcelPDF FileText/Web PageWebsiteDirectory

ImageFlash fileWindow MediaMp3 (Audio)RSS FeedLearning ObjectBook

myeLearning Resources

Resource Handouts

• Setting-Up myeLearning -Procedures

• Resource Management – Procedures

• Learning Activity Tools – Pedagogical Uses

• Need-Tool Chart

LEARNINGACTIVITY

TOOLS

myeLearning Activities

Chat ForumAssignmentQuizHot PotatoChoice Glossary

JournalWikiWorkshopDatabaseLessonSurveyQuestionnaire

Content• This PowerPoint examines e-learning activities in

the following ways:– What is the tool for?– What are the benefits?– What are the limitations?– When should it be used?– How do I design a e-learning activity?– Conducting e-learning activities:

• Live: Opening-During-Closing• Asynchronous: How to manage the tool

ASSIGNMENTS

e-Tool: “Assignment”What is it?

Alerts the student that an assignment, project, or paper is required with instructions

Benefits?• Is visible to the student in the

current content block• Shows type of assignment• Allows place for instructions

& window

Limitations?

• Online vs. Offline assignments = Digital vs. Non-Digital submissions

• There is no structured rubric information area

e-Tool: “Assignment”When to use it?

• When you want alert students that an assignment is due

• When assignment is complex and needs detailed instructions

• Explain an off-line assignment

How to Prepare?1. Write assignment

objective2. Write student

instructions3. Peer reviews?4. Create grading rubric5. Set deadlines and time

window6. Tell them where and

how to submit7. Configure the e-Tool

Assignment TypesOffline activity• This is useful when the assignment is performed outside of

Moodle• Students can see a description of the assignment, but can't

upload files or anything. Online text• This assignment type asks users to edit a text, using the

normal editing tools. Teachers can grade them online and provide feedback

• Case studiesUpload a single file• Allows each participant to upload a single file, of any type.• This might be a Word document, or any digital file

Managing: “Assignments”

• Download student files (except HTML)• Save in a folder• Correct all in one bunch (not piecemeal) add

your initials to filename• Enter grade & Feedback in Moodle

• Offline vs. Online Assignments• Second submissions

QUIZ

e-Tool: “Quiz”What is it?

Permits several types of online tests that are automatically graded

Benefits?• Save instructor time

correcting tests• Allows for retesting and

accepts the highest score• Can mix order of items for

each student with same quiz

Limitations?• Can only score “fixed

answer” questions• Sometimes trouble with

test window time (closes prematurely)

• Not designed to be 100% of your assessment strategy

e-Tool: “Quiz”When to use it?

• For minor graded assessments

• Enforce readings• Check on event (chat) or

chapter understanding• For practice tests leading up

to a graded test• As an “attention grabbing”

device (not graded) or survey tool

How to Prepare?1. Create course Assm’t

Structure2. Review test item design

pointer3. Create items4. Write instructions5. Set time window6. Configure e-Tool

settings (dates, etc.)7. Insert notice on the

Calendar

Quiz TypesFREQUENT

• True-False• Multiple Choice• Short Answer (enter word or phrase)• Numerical (enter correct value)• Matching (two columns of items) • Description (allows you to insert instructions)

INFREQUENT

• Random Question (pulls from a pre-set pool on in a certain category)

• Random Short-Answer Matching (mixture of both)

• CLOZE Embedded Answers (a question with multiple questions embedded)

• Note: “Workshop” can also count toward a student’s grade

Managing: “Quizzes”

• Monitor quiz submission dates• Click on “Attempt Summary”• Delete non-final attempts after deadline• Click on date & time to see individual

responses

• See what items students are having problems with “Item Response Analysis”

• “Re-grade Attempts” (changing max points)

WORKSHOP

e-Tool: “Workshop”What is it?

A forum for peer review of submitted work which can be automatically graded

Benefits?• Evaluation is the highest form

of knowledge (Bloom)• Can catch misconceptions

early in a project• Provides powerful peer

feedback

Limitations?

• Can be a burden if too many reviews per student are assigned

• A lot of reading for the instructor as they review the reviews

e-Tool: “Workshop”When to use it?

• To review a final submission• To review a presentation• To review work-in-progress:

– Topic proposals– An outline or plan– Early drafts of final

work• To show an exemplar/

example model for critique

How to Prepare?1. Determine total course

workshops to be used in course

2. ID number of reviews each student must do

3. ID evaluation criteria4. Counts toward grades?5. Set evaluation time

window6. Write instructions7. Configure e-Tool

Managing: “Workshops”

• Phase-1: Set up• Phase-2: upload; instructor &

student assessment• Phase-3: P-2 + peer review• Phase-4: self & peer review only• Phase-5: Final grade calculation• Phase-6: Display final grades

GLOSSARY

e-Tool: “Glossary”What is it?

A searchable list of course-specific specialized terminology

Benefits?• Provides instant access via

hyperlinking anywhere in course

• Can be student constructed as a learning tool

• Glossaries can be exported & imported

Limitations?• I can be tedious for the

instructor to type in a large volume of definitions

• May vary from their textbook definitions

• Many terms have multiple definitions (“curriculum”)

e-Tool: “Glossary”When to use it?

• As a main glossary (teach edit only)

• A weekly or topic-specific glossary

• Student constructed:– Team per week– Definition per student– Peer critiques– Multiple submissions

contest

How to Prepare?1. Decide on glossary

usage2. ID terms that need

definition3. Create/collect

definitions4. Configure the e-Tool

Managing: “Glossaries”

• If student generated:– Peer reviewed– Review student submissions & peer

comments/rating– Assign a score

• Using terms in a Forum:– Utilize autolink feature to pick up word usage– Review usage & assign points

CHOICE

e-Tool: “Choice”What is it?

Permits poll of students’ view on a given question

Benefits?• Allows instructor to assess

class mindsets on issues• They are interesting to

students—they see the feedback

Limitations?• Only limited by your

answer options you provide

Sample Web Poll

Many people wanted the U.S. to give the United Nations more time to conduct inspections in Iraq, in the hopes the conflict may have been resolved peacefully instead of resulting in military action. Did you want the U.N. to have more time and if so, how much more?

[ ] Yes, 6 months or less[ ] Yes, 6 months to a year[ ] Yes, a year or more[ ] No, I didn't feel any more time would have been beneficial

e-Tool: “Choice”When to use it?

• Early on see where “their heads are at”

• Uncover common misconceptions of the content/concepts

• Attitude change device—”outliers” see there position is not mainstream

• To keep students engaged and motivated

How to Prepare?1. Determine how many

times you will use Choice over the course

2. Write an objective for use of Choice

3. Create question & responses

4. Define response time window

5. Configure e-Tool

Managing: “Choice”

• Review responses• Share with class• Ask for student

interpretation• Teacher’s

Interpretation and discussion

WIKI

e-Tool: “Wikis”What is it?

A tool that allows students to create individual or group web pages

Benefits?• Promotes web design skills• Promotes online collaboration

skills• Allows finished product to be

viewed/critiqued by others• Can educate others

Limitations?• As with any team efforts,

some may not participate• Hence, hard to give

individual scores, unless not done in teams

e-Tool: “Wikis”When to use it?

• When an assignment is sharable with the class

• To split the topic & have each student/group research & create an educational product

• Group lecture notes• Brainstorming• Summarizing semester

material

How to Prepare?1. Write Wiki objective2. Write student

instructions3. Peer reviews?4. Create grading rubric5. Set deadlines6. Configure the e-Tool

Managing: “Wiki’s”

• Teacher only review:– Review group/student submissions– Score by rubric

• Peer Review:– Provide rubric– Have them score target wikis– Review scores– Create final grade

LESSON

e-Tool: “Lesson”What is it?

A self-contained programmed unit of instruction with questions & branches that is page-based

Benefits?• Allows student to study on

their own• Can be used for a variety of

learning activities

Limitations?• Is time consuming to

design and configure

e-Tool: “Lesson”When to use it?

• For stand-alone basic lessons• Branching Quizzes• Case Studies• Flash Card lessons• Simulations (what would you

do next) • Decision-making process

(diagnosis)

How to Prepare?1. Define Lesson objective2. Define pages and

questions3. Define branching map &

rules4. Collect/Create

resources to be used5. Write instructions &

rubrics6. Set time window7. Configure e-Tool

Managing: “Lessons”

• There is not much management here for the teacher as the unit is self-contained

• Check student grades

SURVEY

e-Tool: “Survey”What is it?

A pre-designed survey to get feedback from students on learning dynamics

Benefits?• Gets their expectations for

the class• Measure actual satisfaction

with class in progress

Limitations?

• Do not over use as it can be tedious

• May be used after a stressful section of the course and get exaggerated readings

e-Tool: “Survey”When to use it?

• When class first starts to get expectations

• During class to check the pulse and make mid-course corrections

How to Prepare?1. Define your Survey

strategy for the whole course

2. Select appropriate instrument

3. Define time window4. Configure e-Tool

Managing: “Surveys”• Review the results • Share results with class• Recommend modifications

to your approach where appropriate

• Get student consensus• Implement

recommendations

JOURNAL

e-Tool: “Journal”What is it?

A tool that allows students to critically reflect on their learning process.

Benefits?• Promotes critical thinking• Creates conceptual linkages

constructively• Is safe way for users to

express themselves

Limitations?• Student often view it as a

report and not reflection• May use it mechanically• Students may be afraid to

share feelings• Student may provide only

“correct” responses

e-Tool: “Journal”When to use it?

• Before/During/After: An Event/ Experience/Process/ Project/ Course….To elicit:

• Subject conceptual changes• Theory-to-Practice linkages• Meta-cognition (Thinking about

thinking)• Attitudinal changes (subject or

self)• Achievement/Progress• ID problems, applications,

solutions• Observations/Insights on

systems, others, the team…

How to Prepare?1. Define the topic2. Write an objective3. Define questions4. Create instructions5. Define protocols6. Set time & duration7. Configure Journal

settings

Conducting: “Journal”OPENING• Provide purpose & benefits• Stress confidentialityCLOSING• Provide summarized feedback• Thank student for contributions

DURING• Monitor conversation• Provide feedback on questions in to clarify, bring back on

track, correct, emphasize, elaborate, etc. • Ask secondary questions if helpful• Provide resources links or objects at times

DATABASE

e-Tool: “Database”What is it?

A tool that allows principles to emerge from data sets

Benefits?• Uses discovery method of

learning (instead of telling)• Good for providing examples

to support conceptual learnning

• Improves students research skills

• Is fun

Limitations?• Can be confusing if

students are not connecting data with theories

• Data may be fudged by student

e-Tool: “Database”When to use it?

• You can upload your database and instruct students to do exercises with it

• Students can research and construct a (gradable) database by submitting:– A file– An image– An URL (website address)– A numerical value– Text response– A date– Latitude/Longitude– Checkbox (select one or more

options)

How to Prepare?1. Define the topic2. Write an objective3. Create instructions4. Set time & duration5. Configure Database

settings

Managing: “Database”

Instructor Provided• Review the students

conclusions• Provide feedback

Student Researched• Make sure all contribute• Have them draw

conclusions or principles from data set

• Discuss

QUESTIONNAIRE

e-Tool: “Questionnaire”What is it?

A tool that allows data to be collected from students

Benefits?• Software automatically

collates data into Excel• Constructivist learning of

different perspectives• Can be repeated over

different semesters

Limitations?• Students may try to

provide the “correct” responses

• Students may not respond at all

• Limited to the quality of the questions

e-Tool: “Questionnaire”When to use it?

• Student opinions on a complex topic or issue

• Conduct research with students as subjects

• Student evaluation of course delivery

How to Prepare?1. Define the topic2. Write an objectives3. Create questions4. Create instructions

5. Set time & duration6. Configure

Questionnaire settings

Managing: “Questionnaire”• Review the results• Create table or graphs

of critical data• Review/provide

results to students• Have them interpret• Discuss

interpretations

Where Moodle Falls Short• In other virtual classrooms there is usually a way for groups of students

to collaborate in an online meeting where they can:– Chat– Work on/edit documents live– File exchange (which you can do with email)– Use a whiteboard– Do group surfing

• An example is Microsoft’s Live Meeting (see Demo)• In lieu of that, we can use Moodle’s:

– Chat & Forum (with document attachments) specially set up for groups

– Use Wiki for working together– Use MSN Messenger for chat & whiteboard– Glossary & Workshop can also be used for limited forms of

collaboration

DIALOGUEE-TOOLS

e-Tool: “Chat”What is it?

A tool that allows multiple users to send instant typed messages that all can see

Benefits?• Brings a sense of emotional or

social contact• Is “safe” way for users to

express themselves• Can instantly respond to or

“correct” users

Limitations?• Slow typists suffer• No visuals• Synchronous activity

(getting everyone online @ same time)

• Can be hard to follow threads

e-Tool: “Chat”When to use it?

• Replacement for classroom discussion

• To explain difficult concepts• To share points of view• Student presentations

How to Prepare?1. Define the topic2. Write an objective3. Create instructions4. Define protocols5. Set time & duration

(may have 2 sessions for convenience)

6. Configure Chat settings

Exercise: “Chat”

1. Pick any situation from the “When to use it?” section of the previous slide

2. Write up how you would prepare for a chat session using the previous slide’s “How to Prepare?” section.

3. Share with class

Conducting: “Chats”

OPENING• Greet everyone• Provide some small talk• Provide orientationCLOSING• Summarize• Thank everyone• Next step is…

DURING• Monitor conversation• Jump in to clarify, bring back on track, correct,

emphasize, elaborate, etc.• Ask secondary questions• Provide resource links or objects at times

e-Tool: “Forum” (Discussion Boards)What is it?

Allows multiple users to post messages anytime that all can see

Benefits?• Brings a sense of emotional or

social contact• Users have to reflect and to

express themselves• Assesses where students are

“at”

Limitations?• Threads can be hard to

follow• Time to open each

comment• Some comments are just

small talk

e-Tool: “Forum” (Discussion Boards)When to use it?

• Replacement for classroom discussion

• To share points of view• To answer a question• Share information with

attachments• Solve a problem• Student presentations/

critiques

How to Prepare?1. Define the topic2. Write an objective3. Create instructions4. Are attachments OK?5. Define protocols6. Set time & duration7. Configure Forum

settings

Exercise: “Forum” (Discussion Board)

1. Pick any situation from the “When to use it?” section of the previous slide

2. Write up how you would prepare for a Forum (discussion board) session using the previous slide’s “How to Prepare?” section.

3. Share with class

Conducting: “Forums”OPENING• Post question(s)• Make it visible

CLOSING• Summarize important points (use student’s contributions)• Thank everyone• Next step is…

DURING• Monitor conversation• Jump in to clarify, bring back on track, correct, emphasize,

elaborate, etc. (but not too soon)• Ask secondary questions if the main question was “beaten to

death”• Provide resource links or objects at times

DO’S &DON’T’S

General Points to Remember• Made for all types of institutions (many

options)• Default settings are OK 95% of the time• Navigating the Course (Breadcrumbs)• Switching User Roles• Turn Editing “ON”• Refreshing Moodle (F5)• Timing Out (30 minutes automatic)• Saving work (it doesn’t stick until you click the

bottom icon)

Netiquette

• See Netiquette handout• Create your own rules • Review rules after each semester

SUPPLEMENTALSLIDES

Keyboard ShortcutsCTRL + A

Highlights the whole document

CTRL + C

Copies what is highlighted

CTRL + V

Pastes what you just copied

CTRL + Z

Undo your last step

CTRL + P

Print current window

ALT + TAB

Jump back to last program

F5 Refresh (update) myeLearning

CTRL+Home

Jump to beginning of document

CTRL+End

Jump to end of document

SHIFT+ F5

Jump to previous spot in the same document

HiLite + Drag

Move text or image to a new location

HiLite+CTRL+Drag

Make a copy of and then move text image to new place

PRT SCR

Creates a image of the screen you can paste anywhere