E Learning in Higher Education

S ArulselvanAssociate Professor

Dept of Electronic Media and Mass Communication, Pondicherry University

Ice Breaker

1. Coursera

2. Sakshat

3. MOODLE Abbreviation.

4. Google Form

5. Hot Potatoes

6. Xerte

7. Mark Prensky

8. Digital Natives, Digital Migrants

9. Learn, Unlearn, and Relearn

10.Prezi

Ice Breaker

11. Khan Academy

12. MERLOT

13. MIT Open Courseware

14 BRIHASPATI

15. OpenLearn

16. Heymath

1. Coursera

It's a social entrepreneurship company that partners with the top universities in the world to offer courses online for anyone to take, for free. Coursera envisions a future where the top universities are educating not only thousands of students, but millions. Their technology enables the best professors to teach tens or hundreds of thousands of students.

Through this, Coursera hopes to give everyone access to the world-class education that has so far been available only to a select few. It wants to empower people with education that will improve their lives, the lives of their families, and the communities they live in.

https://class.coursera.org/gamification-2012-001/lecture/21

2. Sakshat

Sakshat is One Stop Education Portal dedicated to the nation for enhancing teaching and learning for citizens of the country. It envisages to reach hitherto deprived sections and rural/under-devoloped areas and help in raising the GER in higher education.

http://www.sakshat.ac.in/aspx/frmFAQ.aspx

3. Moodle

Moodle - Modular Object Oriented Dynamic Learning Environment, is a software package for producing Internet-based courses and web sites. It is a global development project designed to support a social constructionist framework of education.

Moodle is provided freely as Open Source software (under the GNU General Public License). Basically this means Moodle is copyrighted, but that you have additional freedoms. You are allowed to copy, use and modify Moodle provided that you agree to: provide the source to others; not modify or remove the original license and copyrights, and apply this same license to any derivative work.

https://moodle.org/

4. Google Forms

A product of Google, used to collect online data

https://docs.google.com/spreadsheet/viewform?formkey=dGx1SlM3U1JRN1EyRGtReXVic2psVkE6MQ

5. Hot Potatoes

The Hot Potatoes suite includes six applications, enabling you to create interactive multiple-choice, short-answer, jumbled-sentence, crossword, matching/ordering and gap-fill exercises for the World Wide Web. Hot Potatoes is freeware, and you may use it for any purpose or project you like. It is not open-source. A product of Humanities Computing and Media Centre, of University of Victoria, Canada.

http://hotpot.uvic.ca/

6. Xerte

The Xerte Project provides a suite of award-winning open-source tools for elearning developers and content authors producing interactive learning materials. The tools are in use in institutions and organisations all over the world, with an enthusiastic community of users, and an active team of developers working to bring new features and enhancements to the software.

http://www.nottingham.ac.uk/xerte/index.aspx

7. Marc Prensky

Today's children have spent their entire lives surrounded by and using computers, videogames, digital music players, video cams, cell phones, and all the other toys and tools of the digital age. Today‟s average college grads have spent less than 5,000 hours of their lives reading, but over 10,000 hours playing video games (not to mention 20,000 hours watching TV). Computer games, email, the Internet, cell phones and instant messaging are integral parts of their lives.

http://www.marcprensky.com/

8. Digital Natives, Digital Immigrants

A digital native is a person who was born during or after the general introduction of digital technologies and through interacting with digital technology from an early age, has a greater understanding of its concepts. Alternatively, this term can describe people born during or after the latter 1960s, as the Digital Age began at that time; but in most cases, the term focuses on people who grew up with the technology that became prevalent in the latter part of the 20th century and continues to evolve today.

8. Digital Natives, Digital Immigrants

There are hundreds of examples of the digital immigrant accent. They include printing out your email (or having your secretary print it out for you – an even “thicker” accent); needing to print out a document written on the computer in order to edit it (rather than just editing on the screen); and bringing people physically into your office to see an interesting web site (rather than just sending them the URL).

Marc's favorite example is the “Did you get my email?” phone call. Those of us who are Digital Immigrants can, and should, laugh at ourselves and our “accent.”

“The illiterates of the 21st century will not be those who cannot read and write but those who cannot learn, unlearn, and relearn”-

Alvin Toffler

Alvin Toffler is an American writer and futurist, known for his works discussing the digital revolution, communication revolution, corporate revolution and technological singularity

9. Learn, Unlearn and Relearn

10. Prezi

Prezi is a presentation tool that helps you organize and share your ideas.

http://prezi.com/kdpymtr6x4lp/the-rational-persons-guide-to-the-mayan-apocalypse/

11. Khan Academy

The Khan Academy is an organization on a mission, [a not-for-profit] with the goal of changing education for the better by providing a free world-class education for anyone anywhere.

All of the site's resources are available to anyone. It doesn't matter if you are a student, teacher, home-schooler, principal, adult returning to the classroom after 20 years, or a friendly alien just trying to get a leg up in earthly biology. The Khan Academy's materials and resources are available to you free of charge.

https://www.khanacademy.org/

12. MERLOT

MERLOT Multimedia Educational Resource for Learning and Online Teaching, is a free and open online community of resources designed primarily for faculty, staff and students of higher education from around the world to share their learning materials and pedagogy. MERLOT is a leading edge, user-centered, collection of peer reviewed higher education, online learning materials, catalogued by registered members and a set of faculty development support services.

Listen to the video to know further about MERLOT

13. MIT OPEN COURSEWARE

MIT OpenCourseWare (OCW) is a web-based publication of virtually all MIT course content. OCW is open and available to the world and is a permanent MIT activity.

Through OCW, educators improve courses and curricula, making their institutions more effective; students find additional resources to help them succeed; and independent learners enrich their lives and use the content to tackle some of our world’s most difficult challenges, including sustainable development, climate change, and cancer eradication.

http://ocw.mit.edu/index.htm

14. BRIHASPATI

A platform independent, highly scalable content-delivery tool for web based e-learning system !!

An Opensource component development supported by Elearning Division, MCIT, IIT Kanpur, and NMEICT, MHRDhttp://202.141.40.215:8080/brihaspati/servlet/brihaspati

15. OpenLearn

OpenLearn aims to break the barriers to education by reaching millions of learners around the world, providing free educational resources and inviting all to sample courses that its registered students take – for free! http://www.open.edu/openlearn/

16 Heymath

HeyMath! was founded in May 2000 on a worldview that there is no perfect education system. It's based in Chennai, India, and are privately funded. The mission is to create a flat world curriculum by diligently seeking out proven best practices from great teachers and discerning parents around the world. HeyMath! lessons are developed with advice from the University of Cambridge. Highly capable Math editors then blend this collective wisdom into bite-sized animated and interactive explanations that provide concept clarification visually and help remove the fear of Math.http://www.heymath.com/index_in.jsp

Sample E Content Courses

DC Fundamentals: The Role of Electrons by eLearnerEngaged. This engaging, educational Storyline course takes advantage of many great features, including click-and-reveal interactions, drag-and-drop activities, imported video, and embedded YouTube video.http://articulate.demos.s3.amazonaws.com/dc_fundamentals/story.html

Sample E Content Courses

Articulate 2010 Guru Award Gold winner e-Mersion created this Diabesity course , which leverages a number of features in Articulate Studio ’09, including intuitive navigation and branching, precision-synched animations, seamless integration of Articulate Engage interactions, and tailored quiz slides.

http://elearning-examples.s3.amazonaws.com/Diabesity/player.htmlDiabesity Course by e-Mersio

Information Age

Technological innovations have radically changed the society in six ways that are vital to recognize and understand (Wiley, 2006):

1. from analog to digital ,

2. from tethered to mobile,

3. from isolated to connected,

4. from generic to personal,

5. from consumers to creators,

6. from closed to open

“New media forms have altered how youth socialize and learn

“Today's digital natives (our students) expect to communicate, learn and explore their world using technology 24/7. To keep up with them, to meet their learning preferences and to engage them in the learning process, we need to make schools/colleges relevant to them. We cannot do that without keeping up with technology and Web 2.0.”

The educator’s role is changing from being a provider of information to a facilitator or moderator.

changing role of educator:

The learner plays a central role in the learning process – not as a passive recipient of information, but as an active author, co-creator, evaluator and critical commentator.

The seven highest-ranking priorities for the E-Learning programmes would be :

1. Keep students interested and engaged

2. Meet the needs of different kinds of learners

3. Develop critical thinking skills

4. Develop capabilities in students that can't be acquired through traditional methods

5. Provide alternative learning environments for students

6. Extend learning beyond the college day

7. Prepare students to be lifelong learners

young people belonging to this generation tend to exhibit :

1. Well developed multitasking capabilities

2. Active preference toward knowledge construction, rather than following instructional pedagogical designs

3. Little tolerance for delays: technology taught them to expect immediacy

4. Easiness in interactive settings, were they are not just viewers, but also actors.

The processes of engaging with Web 2.0 technologies develop a skill set that matches both to views on 21st- century learning skills and to those on 21st-century employability skills – communication, collaboration, creativity, leadership and technology proficiency

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• What is Moodle ?

• Modular Object-Oriented Dynamic Learning Environment

• Moodle is an open source Course Management System (CMS) used by universities, community colleges, K-12 Schools, business and even individual instructors to add web technology to their courses.

Open Source• Freedom from vendor lock-in• Customizable• World-wide support• Continual development• Platform independent

• It’s

http://www.opensource.org/docs/definition.php

• Moodle is used by more than 20000 educational organisations around the world to deliver online courses and to supplement traditional face-to-face courses. Moodle is available for free on the Web, so anyone can download and install it (http://www.moodle.org ), so any one can download and install it.

Moodle was created by Martin Dougiamas, a computer scientist and educator, who spent time supporting a CMS at a university in Perth, Australia. A community of dedicated open source developers from around the world works with him in a collaborative effort to make Moodle the best CMS available.

Martin DougiamasCreator & Lead Developer

• Moodle started out as a hobby for Martin and evolved into the topic of his Ph.D. thesis:

“The use of Open Source software to support a social constructionist epistomology of teaching and learning within Internet-based communities of reflective inquiry.”

Martin Dougiamas

Founder

Martin Dougiamasdesigned Moodle based on the social constructivist pedagogy.Built-in social networking and collaboration toolsMost students will already know how to use these tools.

Philosophy of Online Learning

Activities are at the heart of a course management system.

The concept of social constructivism extends the above ideas into a social group constructing things for one another, collaboratively creating a small culture of shared artifacts with shared meanings. When one is immersed within a culture like this, one is learning all the time about how to be a part of that culture, on many levels.

Social Constructivism

Social constructivists view learning as a social process. It does not take place only internally, nor is it a passive development of behaviors that are shaped by external forces. Meaningful learning occurs when individuals are engaged in social activities.

• In Moodle you can CREATE

• In Moodle you can CONTRIBUTE

• In Moodle you can LEARN

What can you do?

Discussions – live and forum

Assessments/Surveys/Quizzes

Shared, community-created glossaries

Wiki Document sharing

Online classrooms Web page creator/editor

Embed multimedia

Display feeds from other sitesCreate a shared calendar

Assignment submission

Integration withSecond Life

Bulk email

What tools are available?

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Allows “Hybrid” courses

• Meet student demand• Meet student schedules• Deliver better courses

OnlineLearning

Face-to-face CMSCMS

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What makes Moodle special?

• Free

• Open-source

• Simple intuitive user interface

• Focus is on sharing ideas and engaging in the construction of knowledge

• Built around a “Social Constructionism”“Social Constructionism” educational philosophy

Who Will Help You Use Moodle?

Hundreds of knowledgeable open-source users have joined with Moodle developers in a community of learners.

Instructor’s ‘Administration’ menu

Course specific teacher/developer

discussions

View or download students’ grades

View learners’ activity report for all modules

Change course name, details, enrolment key,

participant lables, assign groups, etc.

View instructors

Add/remove learners

Backup course or restore from a previous backup

Customize grading scales (ex. Good/Fair/Poor)

Manage uploaded class resource files

Instructor’s manual

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Basic Modules

• People– Participants

• Profile• Activity reports

As a course creator, you can invite others as teachers in your course

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Basic Modules• Administering Your Class• Turn editing on • Settings • Edit profile • Teachers • Students • Groups • Backup • Restore • Import course data • Scales • Grades • Logs • Files • Help • Teacher forum

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Basic Modules• Adding Content

– Adding a Resource• Compose a text page • Compose a web page• Link to a file or web site• Display a directory• Insert a label

– Adding an Activity• Assignment• Chat• Choice• Forum• Glossary• Hot Potatoes Quiz• Journal• Lesson• Quiz• SCROM• Survey• Wiki• Workshop

Navigating moodle- editing

Common symbols when editing

Move right or left

Move up or down

Edit text

Delete

Show/Hide

Navigation Editing tools

Editing content

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Calendar

• A calendar event allows a user to post significant events, relative to their account permissions

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Chat

• The chat module allows participants to have a real-time synchronous discussion via the web

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Forum

• A Forum is basically a posting area where participants can create or contribute to a theme with their own comments

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Lesson

• A lesson module delivers content in an interesting and flexible way

• Consists of a number of pages

• Each page normally ends with a question and a number of possible answers

• Student progresses onto next page depending on choice of answer

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Quiz

• A quiz module consists of multiple choice, true-false, short answer questions

• Questions are kept in a categorized database, and can be reused within and between courses

• Can allow multiple attempts• Teacher can provide feedback• Includes grading facility

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Glossary

• The Glossary feature in Moodle acts as a definition resource

• Can be presented in a number of formats

• Glossary entries can be linked to key phrases throughout system

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Assignments

• Assignments can be delivered to students through Moodle, their responses posted back with online feedback

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Logs

• Logs show the activity in a class for different days or times

• Check the time students spend on activities

Pedagogical Considerations• Advantages

– 24/7 Access– Expanded

Collaborative Opportunities

– Variety of Online Activities available

• Limitations– Not all Students have

Internet Access– Student artifacts are

locked up in Moodle where outside users cannot view them

Applications of Moodle• Virtual Classroom

• Blended Learning/Hybrid

• Freestyle Course – Self Motivated Learning

• Forum-based Discussion Course

• Single Activity Focused Courses (portfolios, semester projects, etc).

Content RepositoryContent Repository

Today it takes about 15 minutes for the world to churn out an equivalent amount of new digital information. It does so about 100 times every day, for a grand total of five exabytes annually. An exabyte is a Quintillion or billion gigabytes.

According to Roy Williams, who heads the Center for Advanced Computing Research at the California Institute of Technology, in Pasadena. That's an amount equal to all the words ever spoken by humans!!!

It took two centuries to fill the U.S. Library of Congress in Washington, D.C. with:-29 million books and periodicals, 2.7 million recordings, 12 million photographs, 4.8 million maps,

57 million manuscripts.

Students:

Forums

Chat

Glossaries

Online resources

Staff:

ResourcesAssignmentsMessagesGradesFeedbackSchemes

Presentation & EngagementPresentation & Engagement Staff & StudentsStaff & Students

Moodle’s Help System and Documentation

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Throughout Moodle, you will see a question mark in a yellow circle (or another colour if you not used standard theme).

This is a link to Moodle’s very extensive help system (the community has worked hard to provide you with a help system that is tied to what you are doing at that moment).

When you click the question mark icon, a new window pops up with the help file for the item you are asking about

Creating an Account

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•Right above the language selection list, you’ll find a hyperlink that says “Login.” Click the link and Moodle will present you with the login to the site page,

Creating an Account

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Your username and password will depend on how your system administratorset up the system.

Moodle has a number of options for user authentication,including email-based self-registration, where you create your own account.

If you are logging in to a server run by your university or department, check with the Moodle administrator to see if you need to create an account.

More institutions are automatically creating accounts for all of their users.

Creating an Account

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•You now have a verified account. Your account isn’t automatically associated with the courses you’re teaching. Most likely, your system administrator will assign you the role of teacher in the courses you’re teaching.

Editing Your User Profile

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•Once you have successfully confirmed your account and logged in, you will find yourself back at the main page.

•If you look at the upper-right corner, you’ll see that the Login link has changed. It now says “You are logged in as” and whatever your name is, highlighted as a clickable word. Click on your name.

•Moodle will then present you with your personal profile page.

Editing Your User Profile

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You’ll see your profile summary and the last time you logged in. Across thetop of your profile summary you will see a number of tabs.

•If this is a new account, you’ll see three tabs: Profile, Edit profile, and Blog. As you begin to participate in forums and other activities, other tabs will appear here that will give you access to your contributions on the site.

•Below your profile summary are buttons to change your password and to open the messages window. (We’ll cover messaging later).

Editing Your User Profile

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To edit your profile:

1. Select the “Edit profile” tab in your personal profile page. The edit profile page will look like Figure in next page. The profile options with a red star next to them are required fields.

On the right side of the profile form, you’ll see a Show Advanced button. Thereare a number of profile options that are hidden by default. These are not changed very often and can be a bit confusing for a new user. In the description of the options below, we’ve marked the advanced options with an asterisk.

Editing Your User Profile

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A First Look at a Course

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•On the left side of the front page, you’ll see the My Courses block, which includes a list of all the courses you are teaching or taking as a student.

•You can access your courses by clicking on the course name in the block.

A First Look at a Course

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•Let’s start with the upper-left corner of the course page, you’ll see the name of your course as entered when the course was created.

•The far-left and far-right columns contain tool blocks, while the center column contains your course content and activities.

Tools Blocks:

People block:From here, you and your students can view the individual profiles of other participants in the course.

A First Look at a Course

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Activities block:As you add forums, quizzes, assignments, and other activities to your course, the activity types will be listed here. By clicking on the activity type, students can view all activities of that type that are currently available to them.

A First Look at a Course

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Search Forums block:

Administration block:Assuming you’ve been assigned the role ofteacher, you’ll find links to set your course options, assign roles, perform backups of the course, and manage student grades inthe Administration block.

A First Look at a Course

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Latest News block:lists the latest items added to the News forum, such as important news stories that pertain to the subject you’re teaching.

Upcoming Events block:lists events you’ve created in the calendar,such as exams and holidays, together withassignment and quiz deadlines.

A First Look at a Course

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Recent Activity block:lists recent course activity, such as forum postings and uploads.

course content and activities:This is where you add all of your content and activities, such as forums, quizzes, and lessons for students to access. Before we get to that, however, you need to make a choice about the format in which to present your course.

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Course Short Name

Tool BlocksTool Blocks

Course Content and Activities

People Block

Activities block

Search Forums block

Administration block

Latest News block

Upcoming Events block

Recent Activity block,

Time to play …

Presentations

Quizzes

Assignments

Exercises

Wiki

Discussion

Course Formats

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Unlike some CMSs that force you into one format, Moodle provides you with a number of options for the general format of your course.

LAMS format:

•The Learning Activity Management System (LAMS) is an open source Learning Management System (LMS) that allows teachers to use a Flash-based authoring environment for developing learning sequences.

•LAMS has been integrated with Moodle to allow teachers to develop LAMS activities within a Moodle course.

•If you are interested in using LAMS, check with your system administrator to see if he has installed and configured LAMS.

•Very few institutions use LAMS, as it duplicates much of the Moodle functionality.

Course Formats

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SCORM format:

•The Sharable Content Object Reference Model (SCORM) is a content packaging standard.

•SCORM packages are self-contained bundles of content and JavaScriptactivities that can send data to Moodle about the students’ scores and currentlocations.

Moodle can use SCORM packages as an activity type or as a courseformat. If you have a large SCORM object you want to use as an entire course, you can select this course format.

Course Formats

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Social format:

This format is oriented around one main forum, the Social forum, which appears on the course home page.

It’s useful for less formal courses or for noncourse uses such as maintainingdepartmental sites.

Topics format:

The course is organised into topic sections. Each topic section consists of activities.

Course Formats

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Weekly format :

The course is organised week by week, with a clear start date and a finish date. Each week consists of activities .

Weekly format - CSS/No tables:

The course is organised week by week without using tables for layout.

Course Settings

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The settings page, where you set the course format, also gives you access to a number of important course options.

You’ll find it is important to take a moment to review the settings for your course to ensure that it behaves the way you want it to.

To change your course settings:

1. Click Settings in the Administration block on your course page.

2. Review each of the general options to ensure they are correct for your course:

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Course Settings

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CategoryYour system administrator may have created course categories, such as

department or college labels, to help students and teachers find their courses.

Full name This is the name that is displayed on the top header of every page in your course and also in the course listings page. The name should be descriptive enough so students can easily identify the course in which they are working, but it shouldn’t be too long.

Short nameEnter the institutional shorthand for your course. Many students recognize

“Eng101,” but not “Introduction to Composition.” The short name also appears in the navigation bar at the top of the page.

Course Settings

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Course ID number The course ID number is used to provide a link between Moodle and your institution’s backend data systems. This field is used by Moodle to store the

SIS unique ID.

Summary The summary appears in the course listings page. A good one-paragraph summary will help communicate the essence of your course to your students.

Format This is where you can set the course format as discussed previously.

Course Settings

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Number of weeks/topics Use this to set the number of sections your course will have. If you need to change this later, you can.

Course start date

• This is where you specify the starting time of the course (in your own timezone).

• If you are using a 'weekly' course format, this will affect the display of the weeks. The first week will start on the date you set here.

• This setting will not affect courses using the 'social' or 'topics' formats.

• In general, if your course does have a real starting date then it makes sense to set this date to that, no matter what course formats you are using.

Course Settings

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Hidden sections

• This option allows you to decide how the hidden sections in your course are displayed to students.

• By default, a small area is shown (in collapsed form, usually gray) to indicate where the hidden section is, though they still can not actually see the hidden activities and texts.

• This is particularly useful in the Weekly format, so that non-class weeks are clear.

• If you choose, these can be completely invisible, so that students don't even know sections of the course are hidden

Course Settings

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News items to shows

Use this setting to determine the number of course news items (from NEWS forum) displayed on the course page.

Show grades

Many of the activities allow grades to be set.

By default, the results of all grades within the course can be seen in the Grades page, available from the main course page.

This setting allows you to select whether students can see the gradebook.

If set to No, it doesn’t stop instructors from recording grades, but simply prevents the students from seeing them.

Course Settings

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Show activity reports

This setting allows students to view their activity history in your course.

This is useful if you want students to reflect on their level of participation.

Maximum upload size

• This setting limits the size of files you or your students upload to the course.

• Your system administrator sets the maximum size for the system, but you can choose to make the limit smaller than the system maximum.

Course Settings

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Is this a meta course?

• A meta course automatically enrolls participants from other “child” courses.

• Meta courses take their enrollments from other courses. This feature can populate many courses from one enrollment or one course from many enrollments.

• For example, a course is part of a program (meta course). Each time a student enrolls in (or unenrolls from) this course, they are enrolled/unenrolled from any meta course(s) associated with it.

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Course Settings

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3. Select the enrollments options: Enrollment plug-ins

Moodle has a number of methods of managing course enrollments, called enrollment plug-ins, which we’ll cover in later.

This setting allows you to choose an interactive enrollment plug-in, such as internal enrollment or PayPal.

Your system may well use a noninteractive enrollment plug-in, in which case this setting has no effect. We recommend you leave this setting as default and leave the choice of enrollment plug-ins to your system administrator.

Default roleThe default role is assigned to everyone who enrolls in your course, unless theyare specifically granted another role. We’ll cover roles later.

Course Settings

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Course enrollable

This setting determines whether a user can self-enroll in your course. You canalso limit enrollments to a certain date range.

Enrollment duration

This setting specifies the number of days a student is enrolled in the course.

If set, students are automatically unenrolled after the specified time has elapsed.

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Course Settings

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4.Select the enrollment expiry notification options to determine whether users are notified that their enrollment is about to expire and how much notice they should be given.

5. Select the groups options:Group modeMoodle can create student workgroups. The group mode can be one of three levels:1. No groups - there are no sub groups, everyone is part of one big community 2. Separate groups - each group can only see their own group, others are invisible 3. Visible groups - each group works in their own group, but can also see other

groups The group mode can be defined at two levels:1. Course level 2. Activity level

Course Settings

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Force groups

If the group mode is "forced" at a course-level, then the course group mode is applied to every activity in that course. Individual group settings in each activity are then ignored.

Course Settings

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6. Select the availability options:Availability

Use this setting to control student access to your course. You can make a course available or unavailable to students without affecting your own access.

This is a good way to hide courses that aren’t ready for public consumption or hide them at the end of the semester while you calculate your final grades.

Enrollment key

A course enrollment key is a code each student must enter in order to selfenroll in a course.

The key prevents students who aren’t in your class from accessing your Moodle course.

Create the key here and give it to your students when you want them to enroll in your Moodle course. They will need to use the key only once when they enroll.

Course Settings

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Guest access

You can choose to allow guests to access your course, either with an enrollment key or without it.

Guests can only view your course and course materials; they can’t post to the forums, take quizzes, or submit assignments.

Cost

If you are using an interactive enrollment method such as PayPal, you can enter a course cost.

Students will then be required to make a payment before enrolling in the course.

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Course Settings

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7. Choose whether to force the language. If you do so, your students cannot change languages within the course.

8. Role renamingThis option allows you to change the displayed names for roles used in your course.

For example, you may wish to change "Teacher" to "Facilitator" or "Tutor". Only the displayed name is changed - the underlying role permissions are not affected.

• These new role names will appear on the course participants page and elsewhere within the course.

9. Once you’ve made all your selections, click the “Save changes” button.

Editing Mode

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• we’ll look at how to add content. To start the process, you’ll first need to turn editing on, which will allow you to add resources and activities to your course.

• At the top right of the page of any course you are teaching, you’ll see a button labeled, “Turn editing on.” Clicking on this button will present you with a new array of options.

• At the top of each section, you’ll see an icon of a pencil. When you click it, you are presented with a Summary text area.

• You can use this to label and summarize each topic or weekly section in your course.

Editing Mode

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Editing Mode

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• You should keep the summary to a sentence or two for each block to avoid making the main page too long. Click “Save changes” when you’ve added your summary.

• You can go back and change it later by clicking the hand-and-pencil icon again.

• Use the following icons throughout Moodle to customize the interface for your needs.

Move up or down.

Move right or left. You can move blocks to the left- or right hand columns.

You can also use this to indent items in the middle column.

Move item. Clicking this will allow you to move an item to another section in the middle column.

Delete item. Removes the item or block from your course. Resources and

activities will be permanently removed

Show or hide item. If you want to keep an item in your course, but don’t

want your students to see it, you can use this to hide it from them.

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• In addition to the icons for manipulating blocks and activities, each section in the middle column has two drop-down menus. On the left, the menu labeled “Add a resource” gives you tools for adding content such as web pages and links to web sites.

• On the right, the “Add an activity” menu gives you tools to add activities such as forums, quizzes, lessons, and assignments.

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• The “Add a resource” menu, gives you access to tools for adding content.

• There are a number of ways you can create content directly within Moodle or link to content you’ve uploaded.

• We’ll describe each of these tools briefly now, and cover them in depth later.

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Insert a labelYou can use labels to organize the sections in your course page. The only thingthey do is provide a label within the topic or weekly section.

Compose a text pageFrom here, you can create a simple page of text. It doesn’t have many formattingoptions, but it is the simplest tool.

Compose a web pageIf you want more formatting options, you can compose a web page. If you electedto use the HTML editor in your personal profile, you can simply create a page asyou would using a word processor. Otherwise, you’ll need to know some HTMLfor most formatting.

Link to a file or web siteIf you want to upload your course documents in another format, you can save themin Moodle and provide easy access for your students. You can also easily createlinks to other web sites outside your Moodle course.

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Display a directoryIf you upload a lot of content, you may want to organize it in directories. Then youcan display the contents of the entire folder instead of creating individual links toeach item.

Add an IMS Content PackageIMS Content Packages are resources packaged to an agreed specification, oftenwith internal navigation.

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• The “Add an activity” menu, allows you to add interactive tools to your course.

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The following table explains each tool very briefly. We’ll learn more about these tools as they come up later in the course.

Adding Content to a Course

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• Let’s start with a news item to announce to everyone that your online materials are coming soon.

• The News Forum is a special type of forum.

• It is automatically created when the course is first generated.

• Everyone in the course can read the postings and the news is automatically emailed to them.

• It’s a good tool for making general announcements and sending reminders to students about upcoming assignments.

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To add a news item:1. Click the News Forum link near the top of your course page.2. Click the “Add a new topic” button. You’ll see the page to add a new topic.3. Type your new message to your class.4. Click the “Save changes” button. You will be returned to the News Forum page.5. Click on your course name in the navigation bar at the top to return to your

course page.

Adding Content to a Course

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Adding Content to a Course

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Other modules: File

Social constructivism approach

Learners have to be actively involved in the learning processby creating there own learning experiences by communicatingand working together with the other learners.

StudentManagement

System

CurriculumMapping

ePortfolio

Newventures

CompetencyTracking

QualityAssurance

Future costs

DeploymentDeployment

Delivery of integrated distance learning

Collaborative framework for student projects

Foundation for student support

Provide a platform for summative and formative assessment

A shell for computer based learning resources

Communication between students, teachers and network contributors

Gateway to online materials

Interactivity and Collaboration

Complexity

Document repository

Chat roomsForums

Hyperlinks QuizzesLessons

Peer review tutorial

JournalsWorkshops

Scorm

Phase 1 Phase 2 Phase 3

From Cultural Learning Objects to Virtual Learning Environments for Cultural Heritage Education: Fabrizio Giorgini, PhD.

The Rollout PlanThe Rollout Plan

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Some Technical Details 1/2

• Moodle need: a web server with PHP and mySQL– A Web server: two options for your choice

• IIS (included in Windows) • Apache http://httpd.apache.org

– PHP: a scripting program/language that is especially suited for Web development and can be embedded into HTML.

• http://www.php.net/

– mySQL: a database system• http://www.mysql.com/

• Free download: – All of these are free. – Complete Install Packages (Moodle+Apache+MySQL+PHP) at

official Moodle Website.

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Some Technical Details 2/2

• Get a Moodle system– Install by yourself (Refer to Moodle Installation:

http://www.opensource.idv.tw/moodle/course/view.php?id=16 )• A nice computer connected to Internet• An IP (and domain name)• Software: Web server (Apache) +MySQL+PHP+ Moodle

– Convince your school to install it – Ask Moodle.com to set it up on your machine for

you. Use Moodle.com’s hosting service. They will charges your some money.

– Find a free host • Opensource for Educators: 700 registered from all over

the world. http://www.opensource.idv.tw/moodle/ • Opensource for Educators #1:

http://moodle.ntjcpa.edu.tw/

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IV. CONCLUSION• Moodle is:

– A platform to save and achieve teaching material easily.– A collaborative online platform for teachers and students to

learn together. • Humanware: “The key to successful use of

technology in language teaching lies not in hardware or software but in humanware” (Warschauer & Meskill, 2000).

• Teachers’ Participation: Moodle system does not promote learning or teaching on its own. Its effectiveness lies in the way of your participation and interaction to experience and feel that you are among like-minded people who share the same curiosities, needs and interests.

• Join the open source & Moodle club and join our online communities today.

Sources

• Munoz, K. D., & Van Duzer, J. (2005). Blackboard vs. Moodle: A comparison of satisfaction with online teaching and learning tools. Unpublished raw data. Retrieved from http://www.humboldt.edu/~jdv1/moodle/all.htm

• Bremer, D. & Bryant, R. “A Comparison of Two Learning Manangement Systems: Moodle vs. Blackboard”. Proceedings of the 18th Annual Conference of the National Advisory Committee on Computing Qualifications Retrieved from http://www.bit.tekotago.ac.nz/staticdata/papers05/concise/bremer_moodle.pdf.

Sources - Continued

• Corich, S. (2005). “Let’s Get Ready to Moodle”. Bulletin of Applied Computing and Information Technology, Vol 3, Issue 3, Dec 2005. Retrieved from http://www.naccq.ac.nz/bacit/0303/2005Corich_LMS.htm

• Kennedy, D. “Challenges in Evaluating Hong Kong Students’ Perceptions of Moodle”, Proceeding of ascilite 2005 Conference (Australasian Society for Computers in Learning in Tertiary Education). Retrieved from http://www.ascilite.org.au/conferences/brisbane05/blogs/proceedings/38_Kennedy.pdf

• Pearson, M. “Moodle Evaluation – Field Botany Spring 04”. Retrieved from http://www.earlham.edu/~markp/cms/evaluations/moodle/field_bot_350.php

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THANK YOU