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Moodling along

Moodling along. with libraries. Moodling along with libraries. Libraries supporting particular course requirements Libraries embedded in the ‘online teaching world’. How are teachers delivering flexible training?. ENTER LCMS.... (Moodle, Blackboard, Sakai, SharePoint etc).

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Moodling along

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  1. Moodling along with libraries

  2. Moodling along with libraries • Libraries supporting particular course requirements • Libraries embedded in the ‘online teaching world’

  3. How are teachers delivering flexible training? ENTER LCMS.... (Moodle, Blackboard, Sakai, SharePoint etc)

  4. 2010 Sydney Institute Moodle Statistics • Number of courses: 1,400 • Number of Teachers: 1,300 • Number of Students: 17,000 • 600-800 teachers access Moodle per week • 7000-8000 students access Moodle per week Moodle is used to support delivery of content online and in the workplace. Moodle is used as a one stop shop for teaching and learning

  5. The project..... • Students start with their Moodle

  6. Moodles • Diploma of Occupational Health and Safety • Finding Information - Mechanical Engineering • BSBADM502B Manage Meetings (Business administration) • Sustainability in the Office (Business administration) • SITHFAB021A Careers and Job seeking in the Hospitality Industry (Hospitality) • SITXADM0023A/005A/306A Business Electives - Stage 3 (Hospitality) • Tourism & Hospitality Computing 1(Hospitality) • SIRRMER013A Design & Produce Store Plans and Floor Layouts (Visual merchandising) • BSBWRK509A Manage Industrial Relations (Industrial Relations) • BSBWRK410A Implement Industrial Relations Procedures (Industrial Relations) • Advanced Diploma of Occupational Health and Safety

  7. Customised Subject Guides

  8. Added Value • Customisation • Providing relevant and quality information for the course • Assisting with the teaching and learning process • Range of resources - RSS feeds, databases etc • Teachers are time poor • More control over library content

  9. Feedback • “Awesome program” • “It’s really helpful, thank you so much” • “I guess not everything can be found on Google” • “It’s great to know that students can still access the library’s resources from the workplace” – teacher

  10. Step 1 – what do I need? Do you have: • a) Online subject guides? • b) Learning content management system (Moodle, Sakai, Blackboard, SharePoint etc)

  11. Step 2 – where do I start? • Have an example ready? • Create a template

  12. Step 3 PROMOTION!!! Email teachers, handouts, liaison librarians, attend staff meetings, staff newsletters, staff Intranet

  13. The project begins... Set Up a Meeting! Understand their Course contents/needs All teacher needs are Different All teaching Styles are Different – Need to customise content Student abilities/capacities – skill, language level, TVET Course Level... Degree? Cert II? Diploma? Teacher Expectations? What are your limitations? (time, staffing, skill..)

  14. Resources • Access to student Learning Content Management System • Have assignments, quizzes, assessments • Course content – ppt, reading lists, websites • http://training.gov.au • What are the Units of Competency? • Training Packages

  15. Hints and Tips • Request editorial rights to their Learning Content Management System • Seek student and staff feedback • Ask teachers for ‘keywords’ • Initially, have regular liaison meetings

  16. Exercise: Case Study : TVET Animal Studies • Content – resources • Look up the units of competency on http://training.gov.au

  17. Exercise: Case Study : TVET Animal Studies • How could the library ‘add value’ to the Moodle content and teacher delivery • What questions would you ask the teacher • Outline a plan to execute this projectEg. Steps for promotion, cost etc

  18. How could the library ‘add value’ to the Moodle content and teacher delivery A) Moodle Content: • Customised content: add library link under each weekly topic, relevant to topic • Type of content: websites, links, e-books, databases, prescribed/recommended reading list, articles, videos, podcasts, vodcasts, RSS feeds • QR codes: allowing students to access via smartphones B) Teacher Delivery • Customised content so teachers use to teach class • Educate teachers of relevant and library resources

  19. What questions would you ask the teacher • What is the balance between practical and theory • Student capabilities and capacities (literacy and numeracy level) • Demographic – age? • Course delivery: face to face or online • Content: keyword, terminology • Are they using case studies? • What are the assessment tasks? • What resources are they currently using? • Expectations of the library, what do you like about the library? • Any additional skills the library can provide? • Who uploads the content? Who is the e-learning person

  20. Outline a plan to execute this project • Purpose / concept • Permissions – access, content (parameters) • P.R. : face to face meetings, emails, launch • Maintenance – time management • Validation: staff, students (monkey survey)

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