Notes from a London Moodle Roundtable

I started going to London (& nearby) FE college Moodle Roundtables when they were still hosted by the Jisc RSC at UCL. When Jisc reorganised itself, the group was keen to continue and Julian Bream agreed to co-ordinate the meetings with different colleges hosting. I have learned so much from these meetings and was very sorry to miss the latest one earlier this week.

And very relevant to Week 2 of #FLble1, this meeting was looking at using Moodle as a vehicle for excellent pedagogy.

I thought I’d like to share some of the useful links that were collected:

 

Skills Audit

My caveat

It is quite hard to assess one’s own skills so I am not sure if I have done so appropriately. But it’s a good checklist to think about.

The record of how I rated my skills

Thank you for completing the skills audit. Your answers are below. Identify any areas of weakness and make a note of them in your journal.

1.  I have a general understanding of how I can use technologies to enhance my students learning 8 / 10

2.  I have a good grasp of the language and culture (netiquette) of online communication 8 / 10

3.  I am aware of the broad range of digital study skills that my learners will need for successful academic study 8 / 10

4.  I know how to plug in and configure a microphone on my computer 8 / 10

5.  I know how to plug in and configure a webcam on my computer 7 / 10

6.  I know how to plug in and configure speakers on my computer 8 / 10

7.  I can use the microphone, camera and speakers on my mobile devices 9 / 10

8.  I am confident using a media player on my computer for viewing multimedia 10 / 10

9.  I am confident that I can make the most effective use of our virtual learning environment (VLE) 7 / 10

10.  I am aware of all of the tools available within our Virtual Learning Environment 8 / 10

11.  I know how to set up an electronic submission area in our Virtual Learning Environment for learners to submit assignments electronically 8 / 10

12.  I am confident about writing good threads for discussion boards to encourage learners to engage in effective collaborative study  7 / 10

13.  I am confident using Google docs to produce and share presentations and documents 9 / 10

14.  I understand how to set up a wiki for my learners to work on collaborative writing exercises 6 / 10

15.  I am aware of how I could use social media to support my learners 7 / 10

16.  I understand how to access and use a chat room for my learners to access 6 / 10

17.  I can tell my learners how to find free online courses on the Internet to support their studies 8 / 10

18.  I can create quizzes or tests online for my learners to test their knowledge and understanding  8 / 10

19.  I know how to audio or video record my teaching sessions for learners to use later 6 / 10

20.  I can find and recognise good quality learning material on the Internet to use with my learners 9 / 10

21.  I can find copyright free or creative commons licenced digital learning materials on the Internet 9 / 10

22.  I am aware of the range of ways that a mobile device could be used to support learners’ study 9 / 10

23.  I know how to use digital technologies to support learners with special educational needs 6 / 10

24.  I am able to give my students advice about staying safe on the Internet 8 / 10

25.  I know how to use digital technologies to support learners with special educational needs 8 / 10

Social media resources

Chris Rowell at Regents’ University

If you need more help with using Twitter, the site’s own support pages are a good introduction to the various things it can do. Or if you google your question or search on Youtube for video tutorials, you’ll also find that there are a host of resources that people have made and uploaded to help others. But perhaps best of all, your Twitter network itself is a great place to ask questions and find people who can answer them, as we’ve found on this course!

Apps

iObserve
Seen in Week 2 video – pedagogy of blended learning.

Designed for video assessment where criteria can be set and the place in the video evidencing a particular criterion can be marked. Available in iOS and Android.

Case studies: BL in action (2.8)

The video highlights practical ways in which BL is making F2F time more valuable.

As a learning technologist, I could use these techniques in a variety of ways:

  • Flipped learning:
    Before a training session on how to use Planet eStream for storing, organising and editing videos, I could ask people to look at a screencast covering how to do various steps. So the session can be more of a hands-on workshop where I help them get their actual work done, rather than using a lot of time to demo what to do. I can help people with specific issues and therefore give individualised attention to those who need it in class. I can also observe what the screencast has conveyed well and come away with ideas on how to improve it.
  • Multimodal resources for quick access to the sought information:
    I can set up a Moodle course on using Planet eStream which is accessible 24/7 and where it is easy to find out quickly how to do a particular task, with quick visual guides (for printing or viewing onscreen) and short screencasts. For someone completely new to Planet eStream, they can work through a set of topics designed to give an overview of what it can do and how the interface works. But a key thing here is logical and clear organisation, breaking content into short exercises which can be completed during odd breaks.
  • Practical activities
    Set tasks to be tried out for learners to check whether they can use the method that has been demonstrated.

Short list of techniques used by tutors in case studies

  1. Flipped learning: video provided for watching to prepare for activity in next class. This allows class time to be used to best effect and speeds up learner progress. Also makes learning much more active. Flipped learning needs to be well designed to achieve the goal of active learning.
  2. Video used again for recap
  3. App on student phone that provides flashcards for memorising terminology etc (can be used at any odd time as it is on the smartphone).(Hugely timesaving for teacher and every learner can have own copy with a way to track progress for themselves).
  4. App on teacher’s phone used to do individual recap with students – helps teacher give individual attention to all in class.
  5. VLE features:
    1. Online quizzes
    2. Online submission of assignments
    3. Online discussions spaces
    4. Online repository of resources – web platform means resources can be media rich
    5. Extending learning beyond the class – ask learners to access VLE outside class for specific activities. Guided learning.
    6. Makes learning more engaging