Mira Vogel, Goldsmiths, University of London

1. Mira Vogel, Goldsmiths, University of London Using VLEs effectively Goldsmiths’ experience

2. 25 minutes of you choose what… • VLEs from different perspectives • Distinctive Moodle features (15-20 min) • Overview and specific examples • Examples of how we use the VLE at Goldsmiths • General to specific • Ideas for achieving most effective use of VLE • 5 mins ideas from me, for discussion • Discuss and present your fantasy VLE • Listen to my presentation on Moodle features • In groups: your fantasy VLE – what features would it include, and how would they help teaching and learning? • Jot your ideas on a Wiki and present them • Anything else?

3. VLEs from different perspectives

4.       Q&A One-stop shop for different media, interactivity and communication       VLEs – the student view     helps to make the most of the face-to-face-time     

5. VLE mustn’t threaten f2f time Access Accessibility Usability Bandwidth Communication Lack of non-verbal social cues - unnerving or liberating? Typing – new communication difficulties / strengths? Longevity of a statement Feeling of being watched Inhibiting / motivating? Expectations low and high Multimedia not a priority Demands for flexibility Many different platforms Difficulties accessing material Reliability As advertised, when promised. Any others? Student concerns

6. VLEs – the tutor/author view  Managing learning   Helps make the most of the face-to-face time   Producing learning    Q&A  Designing learning            

7. How to drive a VLE Configuring, uploading, different perspectives &tc Web design requires new skills and knowledge Different platforms Perception – eg line length, placing elements &tc Intuitive navigation Orientation Learning design requires new skills When and how to use the tools Communication E-moderating is very different from f2f facilitation Providing the medium does not mean it will be well used Lack of time to prepare Also remember to make available Reservations about making stuff available online theft VLE mustn’t threaten f2f time Any more? Tutor concerns

8. A systems administrator view of moodle • As the user group grows,  stability,  features • Eg LDAP authentication now built in • Burden of flagging bugs is widely spread – quickly fixed • Light workload – last month only 1½ hours critical jobs • More if you take advantage of changing the source code • Installing a new release takes 2-3 hours – as and when • “..don’t need a great deal of specialised knowledge” • Server administration an important skill – can be picked up • Uh-oh – what’s going on…? • The forums are incredibly useful – OS ethos • Compare commercial systems which do not support access to developers and other users Contents

9. Overview of Moodle

10. Pedagogic aspects Emphasis on activities and interaction Social constructivist model emphasises connectedness as a stimulus for learning Flexible – we can change it Straightforward for most -  cognitive load Return to global perspective of an institution – interdisciplinary insights Open source aspects Transparency User-group - lively, friendly, supportive, sharing Support – timely but requires initiative. Ownership self-efficacy Faith in the face of inadequacies Nimble responses to bugs, wishlists & new approaches Documentation – variable currency, completeness & relevance. What’s distinctive about Moodle?

11. Features of Moodle • Four roles in moodle • Administrator, course creator, lecturer, student • Those higher in the hierarchy can assume lower roles • Three course types • Topic view, weekly view and social view • Integration of different file types • Scheduling and organising • Strong on activities in groups or individually: • Assignment, Chat, Choice, Dialogue, Forum, Glossary, Journals, Lesson, Wiki, Workshop • Coming soon (among other things): • Blog tool; greater configurability of groups; full accessibility

12. Ideas for the future At Goldsmiths

13. Worst use Files, files and more files Information graveyard Imbalance – no activities Fragmented course areas Lack of context or hierarchies of importance Empty forums and chat sessions Missed opportunities for communication Expectation that students can comfortably read from a screen Best use The vibrant PGCE forums Mutual support for remote students – meets a real need Self assessment - EFL Embedded fill-in-the-blank questions with feedback Wiki as a gallery space for Art & Design students Workshop for Peer-reviewing journal articles at a distance Reviewing online Creole language resources Goldsmiths’ experience with Moodle

14. Our teaching and learning challenge • Move on from naïve usage • Our teaching and learning challenge: • Tutors preparing / gathering / pointing to content AND designing activities which promote the higher forms of learning • Flexible design for diverse learners • Trustworthiness - currency, completeness, accuracy, attribution, adherence to schedule, housekeeping • Usability, accessibility, affective responses • Our fellowship scheme - £££ for buying out time, buying equipment &tc • Workshops – 2 hours on a variety of topics We spent a while watching our birdbox

15. Ideas for the future Distinctive Moodle Features

16. Moodle - the less intuitive activities • Choice • Glossary • Journal • Lesson • Quizzes • Wiki • (Scorm) • Workshop

17. Strengths Promotes involvement Allows consultation Configurable - eg how respondents see results Drawbacks Once choice only – can’t use it for eg rating or matching Single question only – not a questionnaire Applications Icebreaking Straw polls Enticing learners into a course space Quick consultation in advance of session Specific feedback Examples in practice Contact celt@gold.ac.uk for access to light pollution legislation Moodle choice – polling tool

18. Strengths: Can be activity or resource Useful for acquainting learners with basic terms and concepts – a grounding Builds research and communication skills Drawbacks: Needs a validation method Application Defining frequently used jargon or difficult concepts Trigger for discussion and debate Use in practice Contact celt@gold.ac.uk for access to Astronomy 101 Moodle glossary – shared reference

19. Strengths A self-contained record for future reference Can flag progress or difficulties Configurable – can be shown to or hidden from other students Drawbacks Tutor initiated – not a blog Depends on the trigger question Tutor must check – or  motivation, and  cynical checking boxes Can be a drag to complete Application Personally keeping in touch with students Gauging and comparing attitudes Examples in practice PGCE students on placements – confidential so unable to show. Moodle journal – reflective dialogue

20. Strengths: Gated progress Branched navigation – can be very responsive Feedback Drawbacks: Easy to swamp student with information A little too “programmed” for some… Application Good for grounding in procedures, mechanisms &tc Good for clearing up frequent misunderstandings Examples in practice Contact celt@gold.ac.uk for access to Renewable energy Moodle lessons – guided learning

21. Strengths Feedback Configurable Drawbacks A bit clunky to set up Some formats involve (simple) hand-coding Simple interface – eg no drag-and-drop (SCORM a solution here) Application Consolidate knowledge Identify gaps in knowledge Benchmark knowledge Revision Examples in practice Contact celt@gold.ac.uk for access to Revise solar water heating and Astronomy quiz Moodle quiz – self-test and assessment

22. Moodle wikis – web sites edited by users • Strengths • Quick and easy to publish and revise • No need for expertise, client software • Remote collaboration on shared resource • Drawbacks • Vulnerable to inexperienced users, or even abuse • Needs ground rules • Eg risk of conflict when saving – lost work • Application • Many – eg showcase, regular website… • Planning, sharing examples • Examples in practice • Contact celt@gold.ac.uk for access to Our homes

23. Strengths Supports complexity eg criteria, weighting Supports scales, yes/no, numerical and free text Various ways to disseminate results Drawbacks Designing good ones takes time and thought Requires manually enabling the different stages Application Peer review Groups reviewing external resources Examples in practice Contact celt@gold.ac.uk for access to Metaphysics workshop Contents Moodle workshop – peer review

24. Ideas for the future Ideas for the future

25. “Hypothecated” fellowships for use of specific tools, or adoption of specific criteria? Eg use of a feature like peer-review (Workshop) or Wiki Eg Integration of VLE and f2f Stop shielding tutors from the technicalities Staff development Raising awareness Opportunistic piggy-backing Outreach work Ratification in the strategy Develop guidelines or even protocols and request adherence by VLE users? Eg Housekeeping Eg Balance of information and activities Embed e-learning into Staff-development courses? Student feedback criteria? More incentives for best use? Value it – prizes with cred Also support for poor use *Mira’s, not necessarily Goldsmiths’. Contents Ideas* for the future

26. Ideas for the future Discussion / poll

27. Discuss: the best thing about VLEs? • A Virtual Learning Environment is a way to unite content creation and management, activities, communication, and organising students. • Go to http://moodledev.gold.ac.uk (contact celt@gold.ac.uk for access if necessary) and take the poll there (Choice) • Question • Out of the choices below, what do you think is the most useful aspect of a Virtual Learning Environment? • Added communication channels. • Monitoring how students use a course. • Easy creation of content for online delivery. • Availability of material any time, any place, anywhere. • Coordinating activities at a distance. • Freeing up face-to-face time.

28. References / bibliography • Course management systems comparison:http://www.edutools.info/course/compare/byproduct/http://www.cmsmatrix.org • The story of Moodle at Dublin City Universityhttp://odtl.dcu.ie/wp/2004/odtl-2004-01.html • Moodle forum: Comparisons and Advocacyhttp://moodle.org/mod/forum/view.php?id=2784