a trip down moodle lane - 10 years of moodle at nmit

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A trip down Moodle lane DAVID STURROCK ([email protected]) FLEXIBLE LEARNING TEAM LEADER

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A presentation at the MoodleMoot NZ 2014, Nelson Marlborough Institute of Technology, Nelson. NMIT has been using Moodle since 2004 and this presentation covers the highlights, including adoption strategies, collaborative projects and using a selection of non-standard plugins.

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Page 1: A trip down Moodle lane - 10 years of Moodle at NMIT

A trip down Moodle lane

DAVID STURROCK ([email protected])FLEXIBLE LEARNING TEAM LEADER

Page 2: A trip down Moodle lane - 10 years of Moodle at NMIT

Welcome

• Nelson – The Centre of New Zealand• Whakatū – to build, raise or establish• Nelson Marlborough Institute of Technology

(NMIT)• Old St Johns church• MoodleMoot

– Build resources– Raise knowledge– Establish relationships

Page 3: A trip down Moodle lane - 10 years of Moodle at NMIT

Who am I?

• Hamilton, Westie, Auckland, Nelson• BSc (Auck) & PG Dip Librarianship (Victoria UoW)• NMIT Library 1998, Ed Tech since 2001• Flexible Learning Team Leader, 6.4 FTE staff (FLiT)• ITPNZ eLearning forum, TANZ, DEANZ, ASCILITE• eFest Conference, NTLT Conference, MoodleMoot

NZ• Moodle user since 2004

Page 4: A trip down Moodle lane - 10 years of Moodle at NMIT

Summary

• A journey through some of NMIT’s Moodle experiences

• Some lessons learned• Current initiatives at NMIT• What the future holds?

Page 5: A trip down Moodle lane - 10 years of Moodle at NMIT

NMIT 2004

• Flexible Learning Intent• No LMS - Liberty Course Notes • eCDF projects

– Blackboard proposal (CPIT, NMIT , Tai Poutini)

– OSVLE I & II (Open Polytechnic+) - selected Moodle

Page 6: A trip down Moodle lane - 10 years of Moodle at NMIT

Title of the page

• This is bullet style one– This is bullet style two

• This is bullet style three

Page 7: A trip down Moodle lane - 10 years of Moodle at NMIT
Page 8: A trip down Moodle lane - 10 years of Moodle at NMIT

Lessons

• Be open to opportunities• Hook yourself to the right people• Power in being open• Community rules – Moodle.org• It always takes longer than you think• Just because you think it’s cool, doesn’t mean

others will• Need a hook for sense of urgency or relevancy

Page 9: A trip down Moodle lane - 10 years of Moodle at NMIT

2007 Looping with local schools

• Learning on the Loop

Page 10: A trip down Moodle lane - 10 years of Moodle at NMIT
Page 11: A trip down Moodle lane - 10 years of Moodle at NMIT
Page 12: A trip down Moodle lane - 10 years of Moodle at NMIT

Lessons

• Patience and the power of conversation• Partnerships• Simplification – speed, login, automation• The power of Moodle themes• Managing expectations• Feeder to NMIT experience• Good things come to an end

Page 13: A trip down Moodle lane - 10 years of Moodle at NMIT

2008 Moodle Networking

Page 14: A trip down Moodle lane - 10 years of Moodle at NMIT

Lessons

• MNet worked for multiple models• Updates to Moodle 1.9 enabled bulk enrolments• Collaboration is hard work – vision and

communication• myLearn is no more• But MNet still useful, although adds complexity

and Moodle 2 broke bulk enrolments capability– CPIT Nursing courses

Page 15: A trip down Moodle lane - 10 years of Moodle at NMIT

2008 Authentication – a journey towards simplification

• Initially risk averse IT support (externally hosted Moodle)

• 2004 – 8: Manual accounts direct in Moodle • 2008 – 9: Windows Live @ EDU • 2009 – 2012: Active Directory (RADIUS) • 2013 – Single Sign On (SAML/ADFS)

– Desktop SSO– SSO across Office 365, Liberty and expanding– Login becomes IT support issues not FLiT

Page 16: A trip down Moodle lane - 10 years of Moodle at NMIT

2010 Turnitin embedded in Moodle

• This is bullet style one– This is bullet style two

Page 17: A trip down Moodle lane - 10 years of Moodle at NMIT

Lessons

• Plagiarism can be a matter of interpretation• Be transparent and involve students in decision

making• Strive for simplicity – embedding Turnitin within

Moodle• Don’t assume students understand – educate and be

positive during training sessions• Make sure you place responsibility where most

appropriate, but still need policy and procedure• New Turnitin supplied plugin has issues

Page 18: A trip down Moodle lane - 10 years of Moodle at NMIT

2011 Blended learning definition & targets

Page 19: A trip down Moodle lane - 10 years of Moodle at NMIT

Using a metaphor to engage teaching staff

Page 20: A trip down Moodle lane - 10 years of Moodle at NMIT
Page 21: A trip down Moodle lane - 10 years of Moodle at NMIT

2011 Learner Journey & Individual Learning Plans (ILP’s)

Page 22: A trip down Moodle lane - 10 years of Moodle at NMIT
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2012 Students' Online Virtual Learning Experience (SOLVE)

Page 24: A trip down Moodle lane - 10 years of Moodle at NMIT

Impact of student feedback

• Great evidence for us to use to inform Moodle changes and teaching staff about key issues for students about visual design, navigation, priority content, general usability, teaching presence and other issues.

• Selected non-standard course formats (onetopic and grid), changed theme (responsive, 2 column, decaf-based)

• Added “course search” and progress bar blocks• Added styled content blocks and completion tracking within

course content for fully online courses• Student feedback on changes very positive for online

courses, challenge is to improve blended/campus courses

Page 25: A trip down Moodle lane - 10 years of Moodle at NMIT

Grid format – visual learners

Page 26: A trip down Moodle lane - 10 years of Moodle at NMIT

Onetopic format – online courses

Page 27: A trip down Moodle lane - 10 years of Moodle at NMIT

Use labels and CSS to decorate content

Page 28: A trip down Moodle lane - 10 years of Moodle at NMIT

Experimenting with collapsible content

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NMIT and Learning Design

• NMIT had strong representation in development of TANZ online quality standards and learning design framework, in conjunction with CPIT and Northtec

• Learning design framework has strong alignment with CPIT Diploma in Tertiary Learning and Teaching, taught by FLiT team members at NMIT

• Now utilising this in NMIT learning design framework project – a whole of institute change management project

Page 33: A trip down Moodle lane - 10 years of Moodle at NMIT

NMIT Learning Design Framework Goals

1. Provide a flexible learning environment2. Provide supportive and inclusive learning opportunities3. Integrate learning and work 4. Promote excellence and success5. Embed core transferable skills

– Institute set defined

6. Create a sustainable model for the medium to long term– Reduce delivery costs & increase workplace learning (goals set

for levels)– Blended delivery models

Page 34: A trip down Moodle lane - 10 years of Moodle at NMIT

NMIT LDF Project outline

• Updated learning and teaching policy with objectives and institute core skills

• Used TANZ Learning design framework (LDF) to focus on programme and course design using educational principles and core skill outcomes – compliance with LDF now a formal requirement

• Adopted Christensen Institute blended definition and models

• Management commitment & project manager for institute changes

• Programme areas to set priorities and accountable for change – New programmes – Aquaculture, Viticulture, Maritime, Health,

Social Work– Evolve existing – individual and team goals

Page 35: A trip down Moodle lane - 10 years of Moodle at NMIT

FLiT contribution part of whole of organisation change

• Supporting toolkits (iterative development)• Quality standards and continuous improvement

integrated in • Staff capability framework and training plan• Learning design support• Course development responsibility for specific

projects• Technology and support service planning• PD events

Page 36: A trip down Moodle lane - 10 years of Moodle at NMIT

Learning design focus

• Assessments authentic and consistent with outcomes and core transferable skills

• Activity based learning• Blended model to suit learners/content• Selective content development• Use of course and document templates• Training programme

Page 37: A trip down Moodle lane - 10 years of Moodle at NMIT

Learning design toolkit for staff

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Blended Learning is a formal education program in which a student learns:

Source: http://www.christenseninstitute.org/blended-learning-definitions-and-models

at least in part through online learning, with some element of student control over time, place, path, and/or paceat least in part in a supervised brick-and-mortar location away from homeand the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience

Page 39: A trip down Moodle lane - 10 years of Moodle at NMIT

That has given us the following four models

#1 ROTATION#2 FLIPPED CLASSROOM#3 FLEX#4 ENRICHED VIRTUAL

Page 40: A trip down Moodle lane - 10 years of Moodle at NMIT

#1 ROTATION MODELS

Station RotationStudents move as one group or in smaller groups between stations within the classroom/lab. One station is set up for online learning

Class

Page 41: A trip down Moodle lane - 10 years of Moodle at NMIT

Lab RotationStudents move as one group or in smaller groups between different rooms, one of which is set up for online learning Clas

s

Class

Page 42: A trip down Moodle lane - 10 years of Moodle at NMIT

#2 FLIPPED CLASSROOM MODEL

Students attend classes on campus, however they prepare for those classes by working online at home watching videoed lectures and doing readings, exercises and research

Home

Class

Page 43: A trip down Moodle lane - 10 years of Moodle at NMIT

#3 FLEX MODEL

The majority of the course work is done online on campus, with the tutor taking small group instruction or moving about the class providing individual tutoring or support

Class

Page 44: A trip down Moodle lane - 10 years of Moodle at NMIT

#4 ENRICHED VIRTUAL MODEL

Students do most of the course work online at home (or workplace), however come onto campus occasionally for workshops, block modules, facilities access, tutor meetings, peer networking opportunities and/or support

Home

Class

Page 45: A trip down Moodle lane - 10 years of Moodle at NMIT

Future

• Supporting staff & student in LDF roll-out• Continued improvements to course

formats/navigation/content styling• Embedding a mobile device strategy• Disaggregating content authoring from Moodle• Explore options to enable commenting on content in context• Improving student collaboration and co-creation tools• Improvements to user dashboards – potential for

aggregation of cross-course Moodle and SMS data• Analytics tools for interventions and improving course

design

Page 46: A trip down Moodle lane - 10 years of Moodle at NMIT