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Moodle@UCE Automation or Transformation

Moodle@UCE Automation or Transformation. Alan Staley, LTDU, SSDD. Moore’s Chasm. Phase One Innovation. Feb 2004 to Aug 2004. @. Learning Technology Development: The Road Map. Timescale.

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Moodle@UCE Automation or Transformation

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  1. Moodle@UCE Automation or Transformation Alan Staley, LTDU, SSDD

  2. Moore’s Chasm

  3. Phase OneInnovation Feb 2004 to Aug 2004 @ Learning Technology Development: The Road Map Timescale Small Scale Pilot: ‘Enhancing the Quality of Academic Programmes in HE’ (SSDD module on MA Education)Active Experimentation by staff.Test integration with Library and Student Records Systems. Key Activities

  4. Phase OneInnovation Phase TwoEarly adoption Feb 2004 to Aug 2004 Sep 2004 to Aug 2005 @ Learning Technology Development: The Road Map IT standard Timescale Extended Pilots: Up to 10 live Modules with students per Faculty and Central Services in the first semester and an additional 15 in the second semester. Active Experimentation by Staff. Key Activities

  5. Phase OneInnovation Phase TwoEarly adoption Phase ThreeMainstream activity Feb 2004 to Aug 2004 Sep 2004 to Aug 2005 Sep 2005 to Aug 2007 @ Learning Technology Development: The Road Map Systems evaluation Student experience evaluation IT standard Timescale Modules to exist within Moodle as required by staff. Key Activities

  6. Phase OneInnovation Phase TwoEarly adoption Phase ThreeMainstream activity Phase FourMandatory activity Feb 2004 to Aug 2004 Sep 2004 to Aug 2005 Sep 2005 to Aug 2007 Sep 2007 onwards @ Learning Technology Development: The Road Map Systems evaluation Student experience evaluation Senior management decisions IT standard Timescale All modules on all courses to exist within Moodle and to comply with Moodle @ UCE Code of Practice points 1,2,3 and 10 as a minimum. Key Activities

  7. Learning Technology Development Unit Moodle @ UCE: Code of Practice My Module

  8. November 2006 Update • 60%+ of academic staff actively using Moodle • 2000+ modules now Moodle enabled • 8000+ logins to Moodle per day • 20,000+ students enrolled on Moodle modules • 100,000+ transactions each day

  9. Module guides, lecture notes and PowerPoint presentations uploaded into Moodle to provide flexible access. • Course management improved by the use of Calendars, Events, News forums etc. USE OF MOODLE In addition to previous uses there is some use of discussion forums, to improve communication and quizzes, journals to improve formative assessment and feedback. USE OF MOODLE Multimedia content uploaded into Moodle to engage learner activity – case studies, simulations, gaming technologies Considerable use of discussion forums and groups to enable problem solving, collaboration and the linking of theory and practise, perhaps linking education with work place. Use of workshops to enable students to share work and peer review Wikis to enable collaboration Regular use of learning journals/blogs. USE OF MOODLE Staff start here? Staff start here? Staff start here? Transforming university education through the use of Moodle TRANSFORMATION AUGMENTATION Transition Transition AUTOMATION • Impact on face to face teaching methods: Much more focus on engaging learner activity, group facilitation and individual mentoring. • Impact on curriculum design: More of the curriculum changed to Problem-based Learning, Experiential Learning. Independent Learning time fully designed and integrated with face to face contact. • Change in underpinning pedagogy: More focus on constructionist pedagogies. IMPACT • Impact on face to face teaching methods: Some change as a reaction to the technology e.g. less didactive teaching because students have already accessed a video lecture • Impact on curriculum design: Major focus is still on what happens in class – little planning of independent learning time. Use of Moodle and face to face teaching not fully integrated • Change in underpinning pedagogy: None IMPACT • Impact on face to face teaching methods: None • Impact on curriculum design: None • Change in underpinning pedagogy: None. Instructivism remains the dominant model. IMPACT

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