Moodle@uce automation or transformation
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[email protected] 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

[email protected] Automation or Transformation

Alan Staley, LTDU, SSDD


Moore s chasm

Moore’s Chasm


Moodle uce automation or transformation

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


Moodle uce automation or transformation

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 Servicesin the first semester and an additional 15 in the second semester.

Active Experimentation by Staff.

Key Activities


Moodle uce automation or transformation

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


Moodle uce automation or transformation

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


Moodle uce automation or transformation

Learning Technology Development Unit

Moodle @ UCE: Code of Practice

My Module


November 2006 update

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


Moodle uce automation or transformation

  • 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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