Moodle 2.4 + Technology Integration Tools

1. Moodle 2.4 + Technology Integration Tools Eric Therrien, ICT Mathematics and Sciences Consultant https://ourcloud.nspes.ca/~therrem.gov.ns.ca http://goo.gl/StqV7r

2. Engagement The extent to which students identify with and value schooling outcomes, have a sense of belonging at school, participate in academic and non-academic activities, strive to meet the formal requirements of schooling, and make a serious personal investment in learning (Willms, Friesen & Milton, 2009) What did you do in school today?

3. Dimensions of Engagement • School – behaviour/process/academic • Heart – social/belonging/connection/emotional • Mind – intellectual/cognitive

4. Current Engagement Levels

5. I Have a Question. Why 21st Century Learning? http://www.youtube.com/watch?v=LoYdJYd8SoU

6. Many digital tools and resources to support educators and students

7. Have you seen this sign in Nova Scotia?

8. It could be in your neighborhood.

9. I have never seen it in the city.

10. In rural and suburban area.

11. Why sanding and not salt on those roads?

12. Road 3 in Hubley, near Tantallon, NS.

13. Why just sand and not salt?

14. The 5E Learning Cycle

16. Ontario Teachers! How Students Learn is Changing • http://www.youtube.com/watch?v=GqHKiWewaBM

17. My Moodle vision • Moodle is designed in particular to support constructivist pedagogy, which supports collaboration, communication, interaction, and project-based learning and is suitable for both P-12 and higher educations. • The included tools can help teachers create a sense of online community learning, where they foster active learning and offer immediate feedback.

18. Agenda • I will be focusing on collaboration, interaction and engagement (C.I.E.) activities with practical example on how to use them for your classroom practice.

19. Blended Learning • A shift from lecture- to student-centered instruction in which students become active and interactive learners (this shift should apply to the entire course, including face-to-face contact sessions); • Increases in interaction between student-instructor, student-student, student-content, and student-outside resources; • Integrated formative (assessment FOR) and summative (of) assessment mechanisms for students and instructor. • Dziuban, Hartman and Moskal (2004) in a research brief for EDUCAUSE titled “Blended Learning”

20. What does it look like? • Combination of online and F2F • Hybrid • Flipped • Incorporates inquiry, collaborative learning • Shift in focus of instruction • Personalizes learning • Constructivist

21. What is ? • Modular • Object • Oriented • Dynamic • Learning • Environment

22. Who is using Moodle in NS? • Every teacher and student has access to Moodle by using their IMP web mail username and password. • http://nsvs.ednet.ns.ca • Talk to your technology representative at your board level go to NSVS and look for NSVS contact information (school board online coordinator) to get your own course or to join a professional community of practice

23. Who can help in your board?

24. Why use Moodle? • Students in a blended learning classroom use a variety of online tools, collaborate with their peers, engage in inquiry and have ready access to materials no matter where they are! • By using Moodle can increase the level of engagement and interaction of classroom. • In a Moodle environment students control the learning process. • Students communicate, collaborate, inquire and solve problems in groups, pair and individually.

25. Guerra Scale http://muppetmasteruk.blogspot.com/2010/06/effective-use-of-guerra-scale-in-moodle.html

30. As a classroom teacher:My Top 5 1) Link to files (doc. ppt. pdf. video, simulation, hyperlinks, etc.) Post answers of homework previously corrected 2) Submit assignments (project, articles, lab report...) 3) Choices (Are you in favor of nuclear energy?) 4) Feedback (assessment for learning, end of unit reflection, teacher) 5) Quiz (assessment of learning)

31. Students stay engaged when learning is: • relevant • meaningful • collaborative • successful • active • reflective Leverage technology to assist you in engaging your learners!

32. C.I.E. with Students using Moodle • Effective learning requires participation and collaboration. Simply deploying software tools does not increase interaction. “effective learning is community-centered, knowledge-centered, learner-centered, and assessment-centered” (Anderson p.27). • Teachers need to see technology as a tool they use to support their objectives, and it’s up to them to otherwise create an environment conductivity to learning. • Anderson, Terry. “Theory and practices of Online Learning” AU Press. (2004). Web

33. C.I.E. with Students using Moodle • Moodle advances these principles by providing tools that promotes active learning, interaction, and community. • Collaboration is realized when students create wikis, discussion groups, group assignments and blogs together. • Interaction with teachers occurs through chat, forums, emails, and discussion boards. • Prompt feedback leads to active participation, enhanced motivation, and increased drive to learn, not to mention making assessment process more effective for students and enabling data-driven instruction.

34. C.I.E. Agenda Blocks:Calendar / Navigation / Messages • Practice and exploration time Activities: • Practice and Exploration Time • Practice and Exploration Time • Practice and Exploration Time

35. Blocks: Calendar and Upcoming events • **Upcoming events default will only display the last 21 days.

36. Block: Navigation… site pages • You will find… • List of participants • Create notes • Searching with Tags • Calendar • Logs and live reports, activity report, course participation and statistics

37. Block: Navigation… my profile • View profile • Forum posts • Blogs • Messages • Private files • Notes • Activity reports

38. Practice and Explore Time (calendar, navigation, message) • Add the Calendar block and Upcoming events to your course and create and event such as Assignment #1, due July 15, 2013 for your course user only. • Add the Navigation block to your course and edit your profile. • Add the Message block to your course, search for someone in this room and send them a message.

39. Moodle Activities / Resources Focus We will not focus on resources during this presentation.

40. Feature activities in Moodle 2.4 • duplicate, hide, group, assign role • edit title, move right, move, configuration, delete

41. Activities: Chat • Chat: hold real text chat discussions with class. • The chat activity module enables participants to have text-based, real-time synchronous discussions. • The chat may be a one-time activity or it may be repeated at the same time each day or each week. Chat sessions are saved and can be made available for everyone to view or restricted to users with the capability to view chat session logs.

42. Activities: Chat • Chats are especially useful when the group chatting is not able to meet face-to-face, such as • regular meetings of students participating in online courses to enable them to share experiences with others in the same course but in a different location. • A student temporarily unable to attend in person chatting with their teacher to catch up with work. • Students out on work experience getting together to discuss their experiences with each other and their teacher. • Younger children using chat at home in the evenings as a controlled (monitored) introduction to the world of social networking. • A question and answer session with an invited speaker in a different location. • Sessions to help students prepare for tests where the teacher, or other students, would pose sample questions.

43. Activities: Glossary • Glossary: use for learning activities that gather resources or present info. • The glossary activity module enables participants to create and maintain a list of definitions, like a dictionary, or to collect and organise resources or information. • A teacher can allow files to be attached to glossary entries. Attached images are displayed in the entry. Entries can be searched or browsed alphabetically or by category, date or author. Entries can be approved by default or require approval by a teacher before they are viewable by everyone.

44. Activities: Glossary • If the glossary auto-linking filter is enabled, entries will be automatically linked where the concept words and/or phrases appear within the course. • A teacher can allow comments on entries. Entries can also be rated by teachers or students (peer evaluation). Ratings can be aggregated to form a final grade which is recorded in the gradebook.

45. Activities: Glossary • Glossaries have many uses, such as: • A collaborative bank of key terms • A ‘getting to know you’ space where new students add their name and personal details • A ‘handy tips’ resource of best practice in a practical subject • A sharing area of useful videos, images or sound files • A revision resource of facts to remember

46. Practice and Explore Time(chat and glossary) • Create a chat that starts July 5, 2013 18h00, that repeat at the same time every week and never deletes messages, in addition everyone can view past sessions. • Create a glossary with unit 1 terminology and add a new entry.

47. Activities: Assignment • Assignment: use to collect, assess & provide feedback on assignments. • The assignment activity module enables a teacher to communicate tasks, collect work and provide grades and feedback. • Students can submit any digital content (files), such as word-processed documents, spreadsheets, images, or audio and video clips. Alternatively, or in addition, the assignment may require students to type text directly into the text editor. An assignment can also be used to remind students of 'real-world' assignments they need to complete offline, such as art work, and thus not require any digital content. Students can submit work individually or as a member of a group.

48. Activities: Assignment • When reviewing assignments, teachers can leave feedback comments and upload files, such as marked-up student submissions, documents with comments or spoken audio feedback. Assignments can be graded using a numerical or custom scale or an advanced grading method such as a rubric. Final grades are recorded in the gradebook.

49. Activities: Assignment (notes) • All assignments are all combined form the activity and resources menu. • Do NOT cut and paste from word. • Cut-off date: If set, the assignment will not accept submissions after this date without an extension. • You can submit online text or files. • Submission settings: allows students to comment on their submissions. • Provide video feedback using Cametasia or Jing and encourage students to do this as well.

50. Activities: Assignment (notes) • Feedback settings if you want to provide feedback to students with their uploaded files please select: Feedback settings: Feedback Files: YES • Grading method: Rubric once selected you must click on save and display to create your rubric.