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Moving to Moodle

Moving to Moodle. Ingrid Mostert. Institute for Mathematics and Science Teaching University of Stellenbosch South Africa. South African Context. Under qualified teachers. - Advanced Certificate in Education. Limited access to further training. - Blended learning model. face-to-face.

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Moving to Moodle

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  1. Moving to Moodle Ingrid Mostert Institute for Mathematics and Science Teaching University of StellenboschSouth Africa

  2. South African Context • Under qualified teachers - Advanced Certificate in Education • Limited access to further training - Blended learning model

  3. face-to-face face-to-paper COMMUNITY face-to-screen Center visits ResidentialCourse InteractiveTelematicSessions Assignments Discussionson LMS Administration Readings Blended Learning Model for the ACE in Mathematics

  4. long-distance travel face-to-face fax email bulk & personal SMS’s COMMUNITY post internet & computer face-to-screen face-to-paper Discussionson LMS

  5. Specific Outcomes • Critical engagement with content • Establish long term network Barrier • Lack of convenient internet access

  6. Available tools • All students have a cell phone • SMS’s are very effective Proposed Solution Mobile LMS = Moodle + Mobile Interface = WebStudies + Opera Mini

  7. long-distance travel face-to-face fax email bulk & personal SMS’s COMMUNITY post face-to-screen face-to-paper Discussionson LMS internet & CELLPHONE internet & computer

  8. Mobile Learning • Extension of eLearning • Increased access • Provision of support

  9. 2010 • Move to Moodle • Increased access?

  10. Increased access (based on 33 teachers who continued with second year)

  11. Increased access (based on 33 teachers who continued with second year) No. of “hits” Students

  12. Contributing Factors • New LMS • Additional Functionality • Added incentives for involvement • More clarity regarding schedule • Second year of study

  13. Have you ever used your cell phone to access Moodle? (all 76 students enrolled in 2010) YES22 No response21 NO31

  14. If NO, why not? (students who didn’t use a cell phone)

  15. Benefits • Anywhere, Anytime Limitations • Small keyboard & screen • No chat function • No faces

  16. Future Focus • Specialised mobile training • Simplify structure • Ensure mobile internet access • Greater focus on pedagogy • Effective monitoring & evaluation

  17. Acknowledgements • Embassy of the Kingdom of the Netherlands • FINLO • WebStudies team • Pondering Panda (Mobile Surveys)

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