header_moodle

OVERVIEW:
This hands-on workshop will introduce participants to the Moodle virtual learning environment. Participants will learn how to add resources and create activities in Moodle as preparation for participating in professional learning activities, creating online lessons and/or getting involved in online projects.
Moodle Handout.pdf
Moodle_Agenda .pdf
Moodle Reference_Guide.pdf

Objectives:


In this workshop, you will:
  1. Define Moodle
  2. Evaluate Moodle for your classroom
  3. Login to Moodle with your account
  4. Edit your personal Moodle account
  5. Identify parts in a Moodle course layout
  6. Create Moodle content
  7. Add at least one forum, file, link, activity to a Moodle course



What is Moodle?


The name Moodle is an acronym that stands for modular object-oriented dynamic learning environment. It is an open source course management system (CMS) designed to help educators create effective online learning communities.


"What is Moodle" explained with Lego (short version) from Tomaz Lasic on Vimeo.

"What is Moodle" explained with Lego (short version) from Tomaz Lasic on Vimeo.



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How do I get to an SAISD Moodle?


Course sites in Moodle are accessed through the Instructional Technology & Learning Services Website. Clicking on one of the links below will take you there:






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What does Moodle look like?


As you can see, the Moodle screen is divided into columns. Generally, the left and/or right columns of each screen might contain blocks that allow you to access Moodle functions, such as administrative functions, course participants, your profile, grades, etc. In general, courses will have a list of topics that correspond to units of study. A typical screen layout might look like:

what_moodle_look_like_border.png
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Articles & Videos

To gain a better understanding of Moodle and it's philosophy read the following articles. While reading think how Moodle could be used by the classroom teacher or at a district level. How do you see Moodle benefiting education? What issues would need to be addressed before implementing Moodle in your classroom?


Articles:

  1. Moodle Philosophy Explains the four concepts of Moodles "social constructionist pedagogy"
  2. Moodle Techsoup Article Article on Overview of Moodle
  3. The Good Teacher Story about using Moodle in the classroom
  4. Doing the Moodle Mambo:Facilitating New Literacies
  5. Moodle Habitudes-Constructing Online Learning Environments
  6. Moodle Habitudes A central repository for using Moodle in K-16 teaching




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Books:

  1. Using Moodle by Jason Cole
  2. Moodle 1.9 E-Learning Course Development by William Rice
  3. Moodle 1.9 for Teaching 7-14 Year Olds - Beginner's Guide by Mary Cooch
  4. Moodle 1.9 Multimedia by Joao Soares Fernandes
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Videos:


81493103Teaching & Learning
Goomoodleikiog



Video How Moodle Can Change a School (Tomaz Lasic)


81493103Moodle How-To


Classroom Examples:


Explore the following examples to see how Moodle is being used in the classroom.
81493509
user1.gif
Indicates a course that allows guest access

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  1. Sample SAISD Moodles
  2. AP U.S. History-Centerville Ohio High School Login as guest
  3. UK History Moodle for Y7, Y8, and Y9 Login as guest
  4. Shawnee Mission Schools Book Discussion
    Login in as the following
    username-baguest
    password-baguest
  5. U.S. History-Centerville Ohio High School Login as guest

Moodle Basics Slideshow:

Moodle Basics Slideshow


Logging into Moodle:



  1. Go to the location of your Moodle
  2. Login using your SAISD Username (email) and Password.































































logging_in_border.png

Video Tutorial



Login to Moodle from Tomaz Lasic on Vimeo.

Editing your Profile

  1. The Profile page is where you tell Moodle about yourself. It is important to think about what you want to include in the Profile page. A picture of yourself can be included as well.
  2. To access your Profile page, click on Participants in the People block then click on your user name in the list of all participants. Click on the Edit profile tab.
  3. When you click the Edit profile link, a number of fields are displayed, some of which are required and some of which are optional.
    editing_profile_border.png
  4. Some required fields include First name, Last name, Email address, and City/town fields. You are asked to add a short description of yourself in the Description box.
  5. To add a picture of yourself, you will be navigating to upload a file from your own computer. First, make sure the file for the image you want to use is less than 8 MB in size. You can do this by looking at the detailed list of your files, which includes size. The smaller the file, the better.





Resources & Activities:


Adding any tool in a Moodle course starts with clicking the Turn editing on button at the top of the course page. Furthermore, in each topic or week in the middle column of your course, the below drop down menus appear that allow you to add resources or activity tools to that topic or week.

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==
Activity_and_Resource_boxes.jpg


Available Resources:
Resource_pulldown_menu.jpg



Adding Resources
There are different resource types that can be added to your course. If you click the drop down menu, it will show you the Options, which will be covered in the Moodle Level 1 class:


1. Insert a label will allow you to add running text into the topic or week (so this text will display directly on the course page, not as a link). This is done with the Moodle text editor, so pictures etc., can be added too.

2. Add a lighbox gallery will allow you to upload a group of pictures that acts as a slide show when activated by students. It is a useful tool for instructors who use a lot of images to supplement their lessons and/or class discussions.

3. Compose a text page will open a simple text editor (without button bar), which is suitable only for plain text, but written links will automatically be activated.

4. Compose a web page will open the Moodle text editor with button bar that allows you to create rich text materials,
including pictures, Flash, sound and video. Pages created are easy to edit or update.

5. Link to a file or web site allows you to link either to an uploaded file in the course Files folder or to an external
Internet page.

6. Display a directory gives you the opportunity to display a subfolder from the course Files to your students. The students can open and download the files in that subfolder, but they cannot edit or upload files in the folder. This option is useful if you wish to display a resource with many different files without creating a long list on your course page.
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Available Activities:

Activity_dropdown.jpg

Adding Activities
There are numerous activities available to help you tailor your course. In Moodle Level 1, we will explore the following activities:

1. The Assignment is one of the most basic evaluation tools in the Moodle environment. An assignment gives the students a task, which is normally subject to a deadline. Typically, an assignment requires students to carry out a task (write a text online, or write offline and upload it, or another offline task) for the teacher to scrutinize and comment on.

2. The Choice activity allows the teacher to ask a question and provides a choice of multiple responses. This is useful to poll understanding of the class after a lesson or to encourage thinking about a topic.

3. The Forum can contribute significantly to successful communication and community building in an online environment. You can use forums for many innovative purposes in educational settings, but teaching forums and student forums are arguably the two more significant distinctions.

4. The Glossary is a dictionary type tool to create definitions or examples of terms incorporated into a lesson.

5. The Learning Diary activity is used to combine the many Reflections into one ongoing diary. There are so many individual activities in each section.

6. The Questionnaire activity is used to create surveys or polls using short answer, rating scales, multiple choice, yes/no and other options.

7. The Quiz activity allows you to create short quizzes that consist of multiple-choice, true-false, short answer questions. Questions are kept in a database and can be reused. Quizzes can allow for multiple attemps, can be automatically grades with or without user feedback for each question.

8. The Survey activity module is a course activity that provides a number of verified survey instruments, which have been found useful in assessing and stimulating learning in online environments. Teachers can use these to gather data from their students that will help them learn about their class and reflect on their own teaching.
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Lightbox Gallery



Another activity that Moodle allows users to create is the Lightbox Gallery. A lightbox gallery is a group of pictures uploaded by an instructor that acts as a slide show when activated by students. It is a useful tool for instructors who use a lot of images to supplement their lessons and/or class discussions. This article will show users how to create a Lightbox Gallery in Moodle.

1. Log in to Moodle and select the course.

2. At the Course Outline screen, turn editing on by clicking on the button marked Turn Editing On.

Turn editing on by clicking on the button marked "Turn Editing On".
Turn editing on by clicking on the button marked "Turn Editing On".


3. Select a week or topic number to post the lightbox gallery in. Then, select Add a lightbox gallery from the Add an resource... drop down list.

Select a week or topic number to post the lightbox gallery in. Then, select "Add a lightbox gallery" from the "Add an resource..." drop down list.
Select a week or topic number to post the lightbox gallery in. Then, select "Add a lightbox gallery" from the "Add an resource..." drop down list.


4. Name the lightbox gallery by filling in the Name field. Next, fill in the Description field. This is the description that students will see when they click on the lightbox gallery link in the course outline page of Moodle.

Name the lightbox gallery by filling in the "Name" field. Next, fill in the "Description" field.
Name the lightbox gallery by filling in the "Name" field. Next, fill in the "Description" field.


5. Select the Image directory from which to pull pictures from for the lightbox gallery.

Select the "Image directory" from which to pull pictures from for the lightbox gallery.
Select the "Image directory" from which to pull pictures from for the lightbox gallery.


Note: It is recommended that users create a specific directory with pictures in it before creating the lightbox gallery. This is done by clicking on the Files link under Administration in the Course Outline page, making a folder and adding pictures to it. After creating a new directory, it will appear in the drop down list of the Image directory.

"Files" link under "Adeministration" in the "Course Outline" page.
"Files" link under "Adeministration" in the "Course Outline" page.


6. Moodle will then show users what pictures and in what order they will appear to students upon clicking on the lightbox gallery link in the Course Outline screen.

Moodle will then show users what pictures and in what order they will appear to students upon clicking on the lighbox gallery link in the "Course Outline" screen.
Moodle will then show users what pictures and in what order they will appear to students upon clicking on the lighbox gallery link in the "Course Outline" screen.


7. At this point, users have the option of updating the gallery by clicking the Update this Gallery button in the top right corner of the current page or returning to the Course Outline screen by clicking the course name in the top left corner.

Users have the option of updating the gallery by clicking the "Update this Gallery" button in the top right corner of the current page.
Users have the option of updating the gallery by clicking the "Update this Gallery" button in the top right corner of the current page.


8. When done, the link will appear under the week or topic number originally selected.

When done, the "Lightbox Gallery" will appear as a link under the week or topic number originally selected.
When done, the "Lightbox Gallery" will appear as a link under the week or topic number originally selected.




Compose a Webpage:


This tool allows you to create a web page quickly, formatting using the standard editing tools.
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Creating a Web Page


  1. Turn the editing on.
  2. Select the centre section where you wish the link for the web page to appear.
  3. In the Add a resource drop down menu, select the Compose a web page option. This will take you through to the Adding a new Resource to topic X screen.
  4. Name: Type the name of your web page into this text field.
  5. Summary: In the first text editor, write a brief description or summary of the content of the web page.
  6. Full text: The second text editor is where the content for the web page itself is to be written




webpage_1_border.png

7. Window: This option allows you to select if they want the webpage to show within the same browser window or a new window.
8. Visible to Members: This option allows you to Show or Hide the web page from the view of Group Member. This option is useful when creating a web page for future use by the Group Members or when working on an incomplete web page.
9. Click on Save and Display.

Link to a File or Website:


Although it's easy to generate content directly in Moodle, you can also upload any type of electronic file you like. You can also browse for a website, copy the url and make it available as a resource in Moodle.
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Linking to a Website


  1. Turn the editing on.
  2. Select the section where you wish to display the external web page link.
  3. From the Add a resource drop down menu, select the Link to a file or website option. This will take you through to the Adding a new Resource screen.
  4. Name: In this text field, write the name that you wish to use as the link to the web page within your page.
  5. Summary: In the first text editor, write a brief decription about the content of the web page.
  6. Location: Click on the Search for web page button. This will bring up a new web browser. Go to the web page and copy the URL, then paste the URL into the Location text field. link_to_file_1_border.png

7. Window: This option allows you to select if they want the web page to show within the same browser window or a new window.
8. Parameters: The parameter settings are completely optional, and are only useful when you need to pass some information to the resource file or web site. If you define any parameters they will be passed to the resource as part of the URL. The left column allows you to choose information to send, and the right column allows you to give it a name. Note that the user information will be from the user who is looking at this resource, and the course information is from the course that this resource is part of.
9. Visible to Members: This option allows you to Show or Hide the web page link from the view of the Group Member. This option is useful when linking to a web page for future use by the Group Members.
10. Click on the Save and Display button to display the web page. ==Linking to a File==
  1. Follow the steps above, except select Choose or upload a file button. This will bring up the Files Administration area.
  2. At the bottom of the Files Administration screen, click on the Upload a file button.
  3. Click on the Browse button. This will bring up the File Upload screen for your computer. Select the file you wish to upload and click the Open button. This will insert the file location into the Browse text field for uploading into your area.
  4. Click on the Upload this file button. This will upload your chosen file into your File Administration area.
  5. To select the file for uploading onto your page, click on the Choose option for that file within the Files Administration area. This will place the file location with your Files Administration area into the Location text field.


Activities:

Assignments:


Discussion Forums:


Forums can contribute significantly to successful communication and community building in an online environment. It is here that most if the discussions and collaboration between you and your Group members will occur.
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Types of Forums



The basic setup is a reply-only forum in which your instructor posts a message and you're asked to reply. When you open a reply-only forum, your only option is to click Reply in the lower right hand corner of the block containing your instructor's question.

If you've been given the ability to create new discussion topics, as well as reply to previously posted discussion topics, then the forum will look different when you open it. There will be several different topics in a stack.

Each topic in the stack contains its own conversation. By clicking on the text label of the topic, you are able to see the conversation.

Using the nested format, replies appear indented from the message to which they reply. The list grows, creating a record of discussion about the topic.



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Creating a Forum

  1. Turn editing on.
  2. Select the section where you wish the forum to appear on your page.
  3. Click on the Add an Activity drop down menu and select Forum. This will take you to the Addin a new Forum screen.
  4. Forum Name: Choose and type the name for the forum in this text field.
  5. Forum Type: This option gives you four choices for the format of the forum. These choices are:
    *A single simple discussion
    *Each person can create one discussion
    *Q and A forum
    *Standard forum for general use
  6. Leave Standard forum for general use selected.
  7. Forum Introduction: Type the question or discussion you want to begin in this text field.
  8. Force everyone to be subscribed? With this option, you have the ability to force subscription to a forum upon the Group members. If you wish to do this, click on the drop down menu and choose the YES option. If you do not wish to force subscription, leave this option set as NO.
  9. For our purposes, leave No selected.
  10. Read tracking for this forum? If this option is enabled Group members will be able to track both the read and unread messages for the forum. You have the option to assign a tracking type for the forum. The options for this setting are:
    *Optional:Group members are able to turn the tracking on or off at their discretion.
    *On: The tracking is always on, the Group members are unable to turn it off.
    *Off: The tracking is always off, the Group members are unable to turn it on.
    forum_1_border.png


  1. Maximum attachment size: This option allows you to set a limit to the size of any attachments uploaded to the forum by themselves and the Group members.
  2. RSS feed for this activity: This option allows Group members with an RSS aggregator program to be notified of any new forum discussions or posts.To enable this option, click the drop down menu and choose:
    *Discussion: This option will generate a feed from every new discussion added to the forum.
    *Posts: This option will generate a feed from every new post to the forum.
  3. Number of RSS recent articles: Use the drop down menu to select the number of items you wish to display in the RSS feed.
  4. Grade - You have the option . The options are:
    *No Ratings
    *Average of Ratings
    *Count of Ratings
    *Maximum Ratings
    *Minimum Ratings
    *Sum of Ratings
  5. For our purposes, leave No Ratings selected.
  6. Post threshold for blocking: This option blocks any postings made by an individual Group member once the set limit has been exceeded by that Group member.
  7. For our purposes, leave Don't Block selected.
  8. Group Mode: The group mode can be one of three levels:
    *No groups: There are no sub groups, everyone is part of one big community.
    *Separate Groups: Each group can only see their own group, others are invisible.
    *Visible groups: Each group works in their own group, but can also see other groups.
  9. For our purposes, leave No groups selected.
  10. Click on Save and Display.
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Video Tutorial


Opening a forum from Tomaz Lasic on Vimeo.
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Tips for Facilitating Discussion Forums

In the online learning enviroment, the discussion takes on a new level of importance for the physically dispersed learners to build a sense of community. It is where they connect with other learners; share their personal experience, opinions, and thoughts; explore new concepts; and deepen their understanding of the material.
The instructor is a facilitator in the discussion. They serve to monitor the responses and ensure that the discussion is a safe place for all students to share. Facilitators should keep the discussion on track and help those that tend to stray, focus on the material being discussed. Facilitators should help to advance the discussion if it happens to become "stuck." But facilitators should not be so heavily involved that they impede the process or the flow of discussion.

Here are discussion forum strategies instructors should employ to enhance students’ online experience:
  1. Post the rules of netiquette and behavior expectations at the start.
  2. Encourage students to introduce themselves and meet one another to form a learning community where they will feel safe to share and discuss.
  3. Develop discussion questions that allow the student to critically reflect on the material and synthesize it with their own experiences.
  4. Encourage students to participate early and often.
  5. Intervene when the discussion is veering off in the wrong direction and help move the discussion back on track.
  6. Ensure that the discussion forum is a safe learning environment.
  7. Promote further thinking and reflection by posing more thoughtful and engaging questions within any given discussion.
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Discussion Forums:


Forums can contribute significantly to successful communication and community building in an online environment. It is here that most if the discussions and collaboration between you and your Group members will occur.
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Types of Forums


The basic setup is a reply-only forum in which your instructor posts a message and you're asked to reply. When you open a reply-only forum, your only option is to click Reply in the lower right hand corner of the block containing your instructor's question.

If you've been given the ability to create new discussion topics, as well as reply to previously posted discussion topics, then the forum will look different when you open it. There will be several different topics in a stack.

Each topic in the stack contains its own conversation. By clicking on the text label of the topic, you are able to see the conversation.

Using the nested format, replies appear indented from the message to which they reply. The list grows, creating a record of discussion about the topic.



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Creating a Forum

  1. Turn editing on.
  2. Select the section where you wish the forum to appear on your page.
  3. Click on the Add an Activity drop down menu and select Forum. This will take you to the Addin a new Forum screen.
  4. Forum Name: Choose and type the name for the forum in this text field.
  5. Forum Type: This option gives you four choices for the format of the forum. These choices are:
    *A single simple discussion
    *Each person can create one discussion
    *Q and A forum
    *Standard forum for general use
  6. Leave Standard forum for general use selected.
  7. Forum Introduction: Type the question or discussion you want to begin in this text field.
  8. Force everyone to be subscribed? With this option, you have the ability to force subscription to a forum upon the Group members. If you wish to do this, click on the drop down menu and choose the YES option. If you do not wish to force subscription, leave this option set as NO.
  9. For our purposes, leave No selected.
  10. Read tracking for this forum? If this option is enabled Group members will be able to track both the read and unread messages for the forum. You have the option to assign a tracking type for the forum. The options for this setting are:
    *Optional:Group members are able to turn the tracking on or off at their discretion.
    *On: The tracking is always on, the Group members are unable to turn it off.
    *Off: The tracking is always off, the Group members are unable to turn it on.

    forum_1_border.png
  11. Maximum attachment size: This option allows you to set a limit to the size of any attachments uploaded to the forum by themselves and the Group members.
  12. RSS feed for this activity: This option allows Group members with an RSS aggregator program to be notified of any new forum discussions or posts.To enable this option, click the drop down menu and choose:
    *Discussion: This option will generate a feed from every new discussion added to the forum.
    *Posts: This option will generate a feed from every new post to the forum.
  13. Number of RSS recent articles: Use the drop down menu to select the number of items you wish to display in the RSS feed.
  14. Grade - You have the option . The options are:
    *No Ratings
    *Average of Ratings
    *Count of Ratings
    *Maximum Ratings
    *Minimum Ratings
    *Sum of Ratings
  15. For our puposes, leave No Ratings selected.
  16. Post threshold for blocking: This option blocks any postings made by an individual Group member once the set limit has been exceeded by that Group member.
  17. For our purposes, leave Don't Block selected.
  18. Group Mode: The group mode can be one of three levels:
    *No groups: There are no sub groups, everyone is part of one big community.
    *Separate Groups: Each group can only see their own group, others are invisible.
    *Visible groups: Each group works in their own group, but can also see other groups.
  19. For our puposes, leave No groups selected.
  20. Click on Save and Display.
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Video Tutorial


Opening a forum from Tomaz Lasic on Vimeo.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Tips for Facilitating Discussion Forums

In the online learning environment, the discussion takes on a new level of importance for the physically dispersed learners to build a sense of community. It is where they connect with other learners; share their personal experience, opinions, and thoughts; explore new concepts; and deepen their understanding of the material.
The instructor is a facilitator in the discussion. They serve to monitor the responses and ensure that the discussion is a safe place for all students to share. Facilitators should keep the discussion on track and help those that tend to stray, focus on the material being discussed. Facilitators should help to advance the discussion if it happens to become "stuck." But facilitators should not be so heavily involved that they impede the process or the flow of discussion.

Here are discussion forum strategies instructors should employ to enhance students’ online experience:
  1. Post the rules of netiquette and behavior expectations at the start.
  2. Encourage students to introduce themselves and meet one another to form a learning community where they will feel safe to share and discuss.
  3. Develop discussion questions that allow the student to critically reflect on the material and synthesize it with their own experiences.
  4. Encourage students to participate early and often.
  5. Intervene when the discussion is veering off in the wrong direction and help move the discussion back on track.
  6. Ensure that the discussion forum is a safe learning environment.
  7. Promote further thinking and reflection by posing more thoughtful and engaging questions within any given discussion.

Glossary:


Questionnaire:


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Assessment:

Check your understanding of Moodle
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The Moodle Check-As-You-Go Assessment Checklist

Check off each task (objective) when you feel that you know it well enough to teach it to your peers.
  1. I can explain Moodle to my peers.
  2. I have described to a classmate how I could use Moodle in my classroom.
  3. I know how to correctly set up a Moodle login account (including: creating a username, ­­­
  4. I have created a new topic in our "classroom" Moodle.
  5. I can tell a peer how to compose a web page.
  6. I created a web page on the classroom Moodle under a new topic.
  7. I posted a link to a file or web page on the classroom Moodle under a new topic.
  8. I created a communication and/or assignment activity and posted it to the classroom Moodle under my topic.
  9. I know how to effectively facilitate forum discussion in Moodle.


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Reflect and Discuss:



Discuss how you would incorporate a classroom management system into your own classroom. Use the following questions as guidelines to discuss what you have learned for this module.

1. What are some ways in which Moodle can help you in your specific classroom?


2. What is a topic that you would like to incorporate into Moodle for your classroom?


3. If you had to incorporate Moodle into your lesson plans, how would you do it?






Common Moodle Terms:

  1. Moodle (Acronym for Modular Object-Oriented Dynamic Learning Environment) - An open source course management system (CMS) software package designed using sound pedagogical principals, to help educators create effective online learning communities.
  2. Block - An area of the Moodle screen that groups related functions. Blocks are usually placed in the right-hand column of the Moodle screen. Commonly used blocks may include People, Latest News, Administration, New InternalMail, Messages, Online Users, and Activities.
  3. Book - Books are used to present content that is usually more than a page or two of text. Books have their own internal navigation and may be used to print single pages, multiple pages, or entire sections of the content.
  4. Breadcrumbs - Text-based Web site navigation tools for Moodle
  5. Classroom Management System (CMS) - a software system designed to help teachers by facilitating the management of educational courses for their students, especially by helping teachers and learners with course administration. Also referred to as a Virtual Learning Enviroment (VLE).
  6. Discussion Forum - A discussion forum is where you can participate in threaded discussions with your tutor and/or other participants around course-specific topics. Discussion forums are asynchronous. That is, students may post or reply to messages any time. Posting is not dependent on other users being online at the time of posting. Your course may or may not use discussion forums.
  7. Enrol - In moodle terminology, a user is "enrolled" for a course either by their tutor/school or in some cases a user can enrol them self onto a course. An enrolled user may fully participate in a course, such as join in with any forums discussions, submit exercises, and generally participate in any of the interactive moodle tools.
  8. Module - The M in Moodle stands for modular. Moodle is constructed, and is being constantly revised, by a community of developers around the world. Building Moodle in modules allows for this sort of development, and it allows individual developers like Athabasca University to add functionality to Moodle by contributing or editing a particular module. Use of the Assignment Drop Box is a good example.
  9. Open-Source Software - Open source software is developed by a community of users who contribute functionality to a core program based on their own needs. Development costs are then spread out across the community of users. Moodle is an example of open-source software.
  10. Wiki - Some courses will include a wiki, which allows learners to collaborate on writing projects by all writing and editing in a single online document.

ISTE Standards:

This workshop will help teachers accomplish the following standards:
  1. Technology Operations and Concepts - Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:
    B. demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.
  2. Planning and Designing Learning Environments and Experiences - Teachers plan and design effective learning environments and experiences supported by technology. Teachers:
    B. apply current research on teaching and learning with technology when planning learning environments and experiences.
    C. identify and locate technology resources and evaluate them for accuracy and suitability.
    D. plan for the management of technology resources within the context of learning activities.
    E. plan strategies to manage student learning in a technology-enhanced environment.
  3. Teaching, Learning, and the Curriculum - Teachers implement curriculum plans, that include methods and strategies for applying technology to maximize student learning. Teachers:
    A. facilitate technology-enhanced experiences that address content standards and student technology standards
    C. manage student learning activities in a technology-enhanced environment.
  4. Assessment and Evaluation - Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers:
    B. use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
  5. Productivity and Professional Practice - Teachers use technology to enhance their productivity and professional practice. Teachers:
    B. continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.
    C. apply technology to increase productivity.
    D. use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.