tips and tools for using/building moodle

focus on balance in your 'moodle'

Database tool (see moodle .org for ideas)

objectives: eg
- students can create and share notes and engage in 'peer review'
- learner centred
- cross references and links 'notes' in data base
- collaborative working
- informal learning environment
- provides feedback
- text or video reviews
- image gallery
- icebreakers
- web links

Pedagogy of E Learning

When you take the 'e' out of 'e-learning' what are you left with?
Learning!
Wherever you are teaching, whatever tools or resources you use you are still 'building for pedagogy'; not process

Use as a scaffolding tool; constructivist in approach to meet different learning styles and needs to:
-engage, explore, experiment, scaffold...
-accessibility shouldn't exceed engagement

How?

• use themes that are visually engaging not look like an 'intranet' as information repository
• innovative design; use of video, pictures, html blocks and lables
• allow room for personalising through themes: eg use 'dashboard'; drop downs; colour; focus
• link pictures as 'labels'
• link and embed content
• check copyright at smartcopying.edu.au
• enlarge text editor to provide more options
• be creative

use settings - insert tables/colums and rows; insert links onto labels; 'show' topics/hide topics so resources are still visible
use surveys
use main menu blocks
use photos - flickr: creative commons
use icons - iconspedia web 'free icons'
use 'art' - devientart
use photoshop/photo editor - go to picnik to resize photos
use navigation 'schema' (eg icons in labels)

see moodle.org to download and explore 'building' a moodle for yourself...

add accordian course format 'plug in' - needs to be added by admin; to make things 'not visible' so that it is still accessible

see 'imoot' as example of moodle site

What is Judgement?

“Good judgment comes from experience. Experience comes from bad judgment.”

“If you judge, investigate”

“We should not pretend to understand the world only by the intellect. The judgement of the intellect is only part of the truth.”

“The pendulum of the mind oscillates between sense and nonsense, not between right and wrong”

“Never utter these words: 'I do not know this, therefore it is false.' One must study to know; know to understand; understand to judge.”

Self Assessment

Helping Learners to understand what is expected of them:

• reflective questions
• developing relationships
• understanding of criteria
• picture of competence - and skills being assessed
• model competence
• coaching and modelling

Self and peer assessment are strategies VET work force need to develop -training should prepare for the 'world of work'

Assessment for Learning Reflection for planning CB-A projects

Some key planning intentions of CB-A participants

- using Assessment for Learning Strategies (A4L) in planning and implementation eg: questions,
conversations/meetings/groups, encouragement, information, feedback, developing
communication, observation and reflection

- changing and integrating A4L in assessment practice...

- embedding project into workplace programs and 'mapping to program needs and outcomes'

- invitations to engage other CB-A participants in each others projects

- using A4L research, workshops and 'reading' to inform project planning and implementation

- introducing others to principles of A4L

- using technology and producing tools to apply principles A4L

- supporting others (learners, peers, clients eg employers)

- 'started out big' - changing direction