Teaching in secondary school with Moodle

1. Teaching in secondary school with Moodle Magdalena De Stefani Sandra Garcia Maria José Delgado

2. Aim of the presentation • Describe and reflect on the process of introducing a VLE for secondary school students (2007 to date) www.cardonasecondaryschool.com

3. Presentation outline • Educational affordances in the early stages • Parent project: Anglo Continuous Development Programme • Learning from the learners: the evolving design • Impact

4. Back in ‘08… technology-wise • VLEs known world-wide • No Moodle experiences in state education • One Laptop Per Child scheme • Moodle institutionalisation (e.g. Anglo) • Broadband connection still limited

5. Teaching 21st century learners

6. Back in ’08… in TESOL • Student motivation a major concern • Geographical divide • Theoretical vs practical dichotomy

7. Project genesis: the Anglo Continuous Development Programme • Teaching methodology for provinces • Attempt to end geographical divide • Action research, reflection and collaboration • Moodle space for reflection

9. The creation process • Pragmatic view of technology • Experiential learning leading to teaching innovations • The Student Centre for provinces

10. A stepping stone: The Student Centre

11. Communities of Practice? Lave and Wenger (1991)

12. Thecreationprocess ACDP forteacherdevelopment ACDP Student Centre Cardona SecondarySchool

13. Observing and planning • Failure of portfolios • Need to motivate learners • Few contact hours • Experience of ACDP • Successful collaboration

14. Why introduce Moodle? PROBLEMS • Portfolios • Student motivation • Few contact hours POTENTIAL SOLUTIONS • New 21st century portfolios? • Youthspeak • Extension of classroom time

15. Initial actions • Student questionnaires • Internet research • Experimenting with different tasks

16. How did we design it? • One space for each form • Discussion forums • Links to external websites • Hot potatoes and site quizzes • Assignments

17. Student support • XO’s during classroom time • School facilities • Handouts (based on ACDP experience)

18. From voluntary to assessed participation • Site work initially voluntary • Regular meetings to check students’ progress • 2011: Some compulsory tasks to guarantee engagement

19. Our roles and responsibilities • Guidance • Assessment and feedback (correction and uploading of ss’ work) • Clarification of doubts

20. Challenges • Technological affordances (broadband) • Dedication • Demands of syllabus

21. Results to date • Student motivation on the increase • Perception of usefulness • Enthusiasm of existing and new cohorts • Students becoming Moodle teachers

22. Final reflections • Parallel teaching and learning experiences • Need for learner-centred course design • ‘Guide on the side’ pedagogy

23. Change forces…

24. National impact • Introduction of web 2.0 technologies in state secondary education • Working against digital and geographical divides

25. Institutional impact • Paving the way for change • Becoming change agents • Bottom-up efforts

26. Personal impact • Learning with and from the learners • Power of collaboration and action research

27. “Life is change. Growth is optional. Choose wisely.”

28. Thank you! magdalenadestefani@gmail.com majodeca@gmail.com acjmbmsv@gmail.com