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The Move to

The Move to. Kelly Wainwright Lewis & Clark College April 15, 2009. Introduction. Lewis & Clark College in Portland, Oregon Small, Liberal Arts Students 2000 Undergrad 600 Grad 650 Law Faculty Approximately 375 Full- and Part-time. The Moodle Choice. The legacy of WebCT

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The Move to

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  1. The Move to Kelly Wainwright Lewis & Clark College April 15, 2009

  2. Introduction • Lewis & Clark College in Portland, Oregon • Small, Liberal Arts • Students • 2000 Undergrad • 600 Grad • 650 Law • Faculty • Approximately 375 Full- and Part-time

  3. The Moodle Choice • The legacy of WebCT • How about WebDisk? • Along came Jim! • Well, maybe Moodle would be the best tool for this project. • OK, it we are supporting it for this, why not support it for the campus as a whole?

  4. The Moodle Choice • Pros • Open Source • Cost • Faculty Evangelist in place • Cons • Open Source • No company on the hook if something goes wrong • Development?

  5. Moodle Rollout • Decisions to be Made • Front Page Organization • Course Naming Structure • Long Name IA 211: International Organization (Spring 2009, Smith) • Short NameIA211/SP09 • Backup and Archiving Strategy • Maintenance Schedule • Module Support Plan • LDAP Integration

  6. Moodle Rollout • Theme • ThemeGurus – www.themegurus.com

  7. Moodle Rollout • How to migrate courses from WebCT • Script migrates courses from WebCT to Moodle 1.6 or later • Developed by Dan Stowell of Queen Mary University of London • Approximately 20-24 courses migrated • Training and Support • Demonstrations • WebCT to Moodle comparisons • General Demonstrations • Faculty Technology Institute • Moodle Jumpstart • Moodle Clinics • Documentation

  8. Where Do We Stand Now? • We currently have approximately 250 courses running on Moodle • Unique uses of Moodle • Voting for CAS Faculty Standing committees • Coordination of Music scholoarship materials • French and Spanish placement exams • Moodle Mondays and Moodle User Groups for Training • Moodle Track for Faculty Technology Institute again planned.

  9. Student’s View of Moodle 81 Responses

  10. Which items have you used or accessed in Moodle?

  11. Do you believe that using Moodle enhances your classes?

  12. Would you like to see more Faculty incorporating Moodle into classes?

  13. Comments • I love Moodle. It makes it very simple to access assignments and grades, as well as check the syllabus or see due dates, all of which is wonderful to have at your fingertips in case you don't have your syllabus on hand but can get to a computer. I wish all my classes posted readings and other information through Moodle. • I appreciate the ease of getting articles and classroom material off of an online source so that I can download, print or simply view my readings for the week.

  14. I don't like Moodle. Discussing readings on-line seem to stifle conversation in the classroom. We sit and stare at our note without anything to say. I'm mystified at the attraction it holds for professors, because many lc students hate it. • Putting things online is one thing, but Moodle is sort of a step too far. The non-negotiable deadlines are a pain (I mean, e-mail has a timestamp, but at least you can send an e-mail 2 minutes after the assignment is "due" and still have it reach the prof. Moodle doesn't have something like that. If you miss the upload deadline, you're screwed. The obligatory blog posts are a hassle,and professors don't know how to cohesively work them into the lesson plan.

  15. The move away from direct person to person interaction (such as is found in classrooms themselves) which Moodle and similar websites encourage would perhaps be appropriate for agoraphobics and lone employees at fire watch outposts, but not for students at a purportedly intimate liberal arts college. • It's a love/hate.

  16. “While the students were clearly enthusiastic users of technology, only just over half wanted information technology (IT) used in their courses. By far they saw convenience as the single most important benefit of IT in their university experience, but most also agreed that IT in courses improved their learning.” Gail Salaway, Richard N. Katz and Judith Borreson Caruso with Robert B Kvavik and Mark R. Nelson, The ECAR Study of Undergratuate Students and Information Technology, 2006

  17. Faculty’s View of Moodle 38 Responses

  18. For what purposes have you used Moodle this semester?

  19. What obstacles have you encountered in using Moodle?

  20. In what Moodle training opportunities have you participated?

  21. On average, how much time do you spend in Moodle each week?

  22. Do you believe that using Moodle enhances your classes?

  23. Faculty Comments • Moodle is essential for distributing syllabi and course materials conveniently and at low cost for our graduate courses. • I'm basically quite happy with it for pedagogical purposes. One apparent limitation, however, is that one's teaching materials are not as readily available to the professional community. In comparison to standard web-pages, they are more difficult for one's professional peers to find and access. This is not optimal. Having a web-presence (with impressive pedagogical materials) is one way of making a mark in one's discipline.

  24. I like it; I'm sure I'm not getting the most out of it, just hard to figure out how to get more training with limited time. • Students are still relatively inexperienced with Moodle interactivity. Once they embrace its use as "typical" (not eccentric) in coursework, I believe THEY will start to encourage faculty to integrate Moodle into most coursework. • I also found it useful for uploading student presentations - both as powerpoint docs and digital photos of full whiteboards! Students claimed they liked having this.

  25. Next Steps • Moodle Advisory Committee Charge: The Moodle Advisory Committee shall provide advice and guidance to Information Technology in regards to the implementation and development of the Lewis & Clark Moodle installation. This will include the following responsibilities: • Setting policy and procedures for the campus in regards to Moodle • Evaluating and approving desired modules for Moodle installation the following semester. • Assisting in setting Moodle User Group meeting agendas. • Assisting with decisions regarding the Moodle configuration. These decisions may be in regards to either the “look and feel” of Moodle or global settings. • Assisting in understanding and setting the service expectations of Moodle clients.

  26. The Moodle Advisory Committee will meet at least once a month, and more often as necessary. Membership: Chair: • Director of Client Services. General Membership: • Two faculty using Moodle from each school using Moodle • One student representative, • One staff member from a administrative department using Moodle • Moodle System Administrator Terms for faculty and students on the MAC will be no less than one year. Members will be replaced by individuals recommended by the remaining committee members.

  27. Explore Moodle structure • Automatic Course Creation • Explore hosted vs non-hosted options • Better training on pedagogical application • Repeat of the Moodle student and faculty surveys

  28. Coming in Moodle 2.0 • File Handling Improvements • Better access to files through a repostitory scheme, some allowances towards a Portfolio. • Improvements to the Organization of Courses • Improvement to the Navigation in courses • Addition of Conditional activities • Student Progress Tracking

  29.  Changes to activity modules • Improvements to the wiki, quiz and feedback modules •  Improvements to other parts of Moodle • Gradebook development • Better HTML editor • Blog 2.0, with commenting • Moodle Voice • Turnitin Integration • And Much More! • docs.moodle.org/en/Roadmap

  30. Thank you Kelly Wainwright Lewis & Clark College kelly@lclark.edu moodle.lclark.edu

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