E-TEACHUK
ENGAGING WAYS TO USE MOODLE
An Illustrated Guide | Mark Rollins
Engaging ways to use Moodle:- An Illustrated Guide.
Engaging ways to use Moodle:-
An Illustrated Guide.
Mark J Rollins (M.Sc, B.Sc. Cert Ed. MIfL)
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Engaging ways to use Moodle:- An Illustrated Guide.
Engaging ways to use Moodle:An Illustrated Guide
First Published in Great Britain by E-TeachUK 2013 Copyright ŠMark J Rollins 2013 Mark Rollins assets the moral right to be identified as the author of this work. All rights reserved; No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the publisher. This book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, re-sold, hired out or otherwise circulated without the publisher’s prior consent in any form or binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser.
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Engaging ways to use Moodle:- An Illustrated Guide.
Aim:to increase student engagement in the use of Moodle. Objectives:Staff will increase the usability of Moodle, by creating interactivity, more use of multimedia, collaborative and reflective learning opportunities. We need to ensure that students have a rich, interactive multi-media online learning environment..... We need to ensure that students have the opportunity for collaborative activities..... Support student’s online needs....
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Engaging ways to use Moodle:- An Illustrated Guide.
Contents Make Moodle more like a webpage. ..................................................................................... 7 Make Moodle more like a webpage. ................................................................................. 8 Embedding Twitter into Moodle ...................................................................................... 12 Embedding Flash into Moodle ......................................................................................... 14 Badges of Achievement ................................................................................................... 16 Learning Activities ............................................................................................................... 17 Adding a Blog to Moodle ................................................................................................. 18 Suggested use of blogs:- .................................................................................................. 20 Lessons in Moodle ........................................................................................................... 21 Lesson Settings................................................................................................................ 21 Flow of a Lesson .............................................................................................................. 23 What the student sees. ................................................................................................... 25 Creating a question page. ................................................................................................ 26 End Lesson ...................................................................................................................... 27 Examples of Lesson Flow ................................................................................................. 28 Sequential ................................................................................................................... 28 Sequential Branch Table .............................................................................................. 28 Conditional .................................................................................................................. 28 Conditional on grade, time taken or amount completed ............................................. 29 Blooms (Revised) Taxonomy and Moodle ........................................................................ 30 Assessment ......................................................................................................................... 31 Assessments in Moodle ................................................................................................... 32 Assignments .................................................................................................................... 32 Assignment Types ........................................................................................................... 32 How to create a Quiz ....................................................................................................... 34 General feedback ............................................................................................................ 40 Flagging ........................................................................................................................... 41 Using Moodle to Complete a Knowledge Survey. ............................................................ 43 What is a knowledge survey ............................................................................................ 43 Why use knowledge Surveys? ......................................................................................... 43 How do you use a Knowledge Survey? ............................................................................ 43 How do you create one. .................................................................................................. 43 Blooms Taxonomy ........................................................................................................... 44 Sample Knowledge Survey Questions. ......................................................................... 44 5
Engaging ways to use Moodle:- An Illustrated Guide. Using Moodle Feedback with a Knowledge Survey .......................................................... 45 Settings required to use feedback as a knowledge survey tool ........................................ 45 Creating the questions .................................................................................................... 46 Analysis of Results and Responses ................................................................................... 48 Showing Responses ......................................................................................................... 49 Pedagogy ............................................................................................................................ 50 Guerras Scale and Moodle .................................................................................................. 51 Guerra Scale Characteristics ................................................................................................ 51 Blooms Taxonomy ............................................................................................................... 53 Blooms Revised Taxonomy .................................................................................................. 55 Blooms Taxonomy Domains, verbs and products ................................................................ 56 Blooms Digital Taxonomy as a Word Map. ...................................................................... 57 Blooms Digital Taxonomy and Moodle ............................................................................ 60 Blooms Digital Taxonomy and Moodle ................................................................................ 61 Example Course:- Geology and Soil Mechanics .................................................................... 62
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Engaging ways to use Moodle:- An Illustrated Guide.
Make Moodle more like a webpage.
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Engaging ways to use Moodle:- An Illustrated Guide.
Make Moodle more like a webpage. Create links to each section using Icons Add Blogs, RSS Feeds and Twitter in to Block Area.
Best way to achieve a webpage like look is to use icons and link each Icon to a Unit within the course. Turn editing on In the blocks section Add A Section Link.
This will allow you to link to a Unit area, but also show the URL for this, and by copying this URL you can then create a link. (Tip:- Keep a list the URL in a word document, so you can paste them back in later.)
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Engaging ways to use Moodle:- An Illustrated Guide. In the “topic outline� click on the little hand icon to edit. To space your Icons, create a table (Insert Table). Once you have created your table, click in the first cell. Then click on the Insert Image
You now need to insert an image
To upload a file click on browse, this will give you access to your files on your computer, pen drive and file repositories etc
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Engaging ways to use Moodle:- An Illustrated Guide. Click on Find or Upload an image at which point you will be able to access File Picker, you can either then upload a new file or access a file you have previously uploaded. Or from a external file repository for example Dropbox.
Click OK and the Edit Topic window will appear and you should be able to see your image.
Now you have your image, click on it and then click on the Insert Web Link
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Engaging ways to use Moodle:- An Illustrated Guide. You are then presented with the following window; paste the URL of the Sectional Link in the Link URL window. Modify your options as you wish.
Click Updates and Save Changes. You should now have an Image that is Clickable and will open to the Section Link To avoid copyright problems, access a free icon provider such as http://www.iconarchive.com
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Engaging ways to use Moodle:- An Illustrated Guide.
Embedding Twitter into Moodle Open Moodle course area. Then click Turn editing on In the Add a block area select HTML In the new HTML block select configuration.
Give the block an appropriate name. You then need to copy and paste HTML coding into the block
Goto the following webpage http://twitter.com/widgets/which_flash Then choose “get widget Click on My Website Customize your widget, setting, appearance and dimensions
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Engaging ways to use Moodle:- An Illustrated Guide.
Finally Finish and Grab Code
One you have the code copied return to Moodle and paste code into HTML block. To finish click and save.
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Engaging ways to use Moodle:- An Illustrated Guide.
Embedding Flash into Moodle Flash animations along with videos can be embedded within the body of Moodle as a Label and within Webpages. The first step is to decide if you want the Flash to be within the course area. The example below shows a live embedded flash animation within the course design and content area. First thing you need to do is add the Flash File you are going to use.
Add the “swf� file to your file area.
Goto My Profile under Navigation, then click on My Private Files.
Click and browse to add file.
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Engaging ways to use Moodle:- An Illustrated Guide. Choose file to upload and, save changes.
Return to Course design area and “Add Resource” Click Label. Then click on the “Moodle Media Icon”.
Insert/Edit embedded media, choose file from list, click on it and click “select this file”.
Then “insert”
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Engaging ways to use Moodle:- An Illustrated Guide. The end product shows a life Flash Animation embedded within the Course Design Area of Moodle.
Badges of Achievement Encourage staff to create more engaging content. The GSB set allows automatic medal awards for Moodle courses based upon a defined benchmark criterion of activities and resources. The set consists of a report which allows the criteria to be benchmarked and a block to publicise the award to the teacher(s).
Find out more here:https://moodle.org/plugins/view.php?plugin=report_gsb
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Engaging ways to use Moodle:- An Illustrated Guide.
Learning Activities
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Engaging ways to use Moodle:- An Illustrated Guide.
Adding a Blog to Moodle The main changes in Blog module are:
Support for comments on each blog entry. Removal of group-level and course-level blogs (these are converted into forums on upgrade). Support for external blog feeds (synchronised to Moodle blog) . Blogs can be set up as a Site Page or as a Blog with the Course Blocks
Click on Add entry
This is a simple Blog to show the functions available within Moodle Blog. notice you have full HTML editing functions, so you can format text, add images, add links, Moodle media table and attachments and embed HTML code. By adding Tags this makes the Blog more specific to searches and easier for someone to find a particular theme. Once you are happy click save changes. 18
Engaging ways to use Moodle:- An Illustrated Guide. Once your Blog has been created you then have the option to edit it or delete or create a permalink. Adding a permalink allows you to send this link to someone else via email.
As well as the Course Blog, you can also link and embed External Blogs. By clicking on the Blogs under Settings and choosing external block you are provided with the following window.
Click on Registering an external blog, add the URL of the blog (Enter the RSS feed URL for your external blog), give it a Title, description and tags, click Save changes and you should have an embedded list of blog post from the linked site.
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Engaging ways to use Moodle:- An Illustrated Guide.
Suggested use of blogs:Class Blog -Each week a student is the class blogger and posts to review what happened in the day/week. A class blog can provide the opportunity for students to discuss topics out of the classroom environment. With a blog, every person has an equal opportunity to share their thoughts and opinions. Curriculum based Blog-for example the results of a field visit; ask students to collaborate and upload images of the field trip, collate data and formulate a hypothesis. Quick response-effective feedback; give students chance to give and get effective feedback, for example: What was the least clear point of the lesson? What was the most important point? How useful was the lesson?
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Engaging ways to use Moodle:- An Illustrated Guide. Lessons in Moodle “The significant difference between a Lesson and other activity tools available in Moodle comes from its adaptive ability.” http://docs.moodle.org/en/Lessons The lesson facility in Moodle falls under the umbrella of Add an Activity. I believe that the Lessons module is one of the most powerful tools in the armament of Moodle. The basic principle is that the lesson is a series of HTML WebPages within Moodle, that can facilitate the following learning/assessment scenarios: Sequential learning i.e. one page links to the next page and visa versa Self-directed learning Self-directed assessment Simple Conditional Lesson Settings
This value determines the maximum number of answers branches the teacher can use. The default value is 4 eg True, False, next page, end. Practice lesson, determines if the students progress will be recorded as a grade; set to practice if you don’t want results in the gradebook Custom scoring and Maximum grade, settings allow you to give numerical grade for each question and the maximum points for this particular lesson respectively.
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Engaging ways to use Moodle:- An Illustrated Guide. These allow students to a) go back and change answers, b) gives a review button after incorrect answer. This is the action after a correct answer, this usually means jump to next page, and you can however set it to go to an unseen page or unanswered page.
Lesson formatting; pages can be formatted to a particular size, background colour etc. Slide show enables you to display the lesson as a slide show, ie one page after another with a fixed width, height, and custom background colour. These allow you to set condition by which the student can proceed, e.g. a minimum amount of time, 10% completed, or grade better than 50%. This encourages students to take the time required and assess their own progress. These options allow you to include a contents list ie side bar, from which students can jump to next topic, but if you make display only available after a certain progress this forces the students to follow a particular path. Minimum number of questions, gives the student an indication of how many question they need to do in this lesson.
With this option you can link to an activity external to the lesson, for example a quiz, assignment, link to a resource or Webpage.
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Engaging ways to use Moodle:- An Illustrated Guide.
Common module setting, are self-explanatory. To allow grades from the lesson to be included in the gradebook you would need to categorise it under a category e.g. Volcanic
Flow of a Lesson Basically a lesson consists of a series of webpages, there are six basic components A page (sometime referred to as a jump) can be link to a next page. A question Is a page with a question type at the end from which a response controls next jump. A Branch Table Is a series of pages on a specific topic Cluster Usually series of questions sandwiched between Start cluster and End Cluster End of Cluster Denotes the end of a series of pages/questions on a specific topic End of Branch Denotes the end of a Branch series (controls direction student can proceed) By combining these particular pages you can design the flow of your lesson and I would suggest that you plan and set out your lesson before creating the lessons within Moodle.
This diagram shows the flow of a lesson, on the left using Pages, page jumps, questions, whilst on the right this lesson flow uses Branch Tables linking to pages, which could be sequential or jump from one part of the branch to another part of the branch.
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Engaging ways to use Moodle:- An Illustrated Guide.
With editor turned on, this is the page editor ie the jumps description is what name is given to the “button” that links the student to that page, in this case Volcano Types.
This is the branch table where you create descriptions, that when clicked act to take the student to a new “Page” i.e. a jump. Instructions, fully editable HTML page content, you can format; add images, links and even videos.
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Engaging ways to use Moodle:- An Illustrated Guide.
What the student sees. This what a student sees in terms of the initial instruction page. This first page is a Branch Table with three options where the student can “jump” to.
So let’s look at the next stage; what the student would see for the next page which in this case includes a question.
Here I have inserted an image and included a brief question within the page, ie a “question page”
This example shows a multi-choice question.
The student needs to answer the multi-choice question, and depending on the response, after clicking the “please check one answer button” the student will “jump” to a “response page” and depending on whether the answer is correct or incorrect is given “feedback” and could be directed to a remedial page to go back over learning before being able to attempt the question again. If you had just wanted the student to go to the next page, then you would create a question page but leave questions out. Moodle in this case creates a default “continue” button which links to the next page in your lesson flow.
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Engaging ways to use Moodle:- An Illustrated Guide.
Creating a question page. This is the set up for a Question Page.
Give your page a title and decide on the question type. Add instructions or question, images, links videos.
Below the instructions, you input Answers to questions and response (feedback given to student after answering the question.)
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Engaging ways to use Moodle:- An Illustrated Guide.
End Lesson The End Lesson in this case is an essay and once the student as typed in their answer they click on enter answer box to submit the essay.
This is the page the student sees after submission and to end the lesson they then click on “continue” This the final page of the lesson, indicating to the student, that the“ end of lesson reached “and an option to review grades or return to main course area.
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Engaging ways to use Moodle:- An Illustrated Guide.
Examples of Lesson Flow Sequential
Sequential Branch Table
Conditional
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Engaging ways to use Moodle:- An Illustrated Guide. Conditional on grade, time taken or amount completed
Summary At first lesson creation seems a rather daunting task, but my advice is that a) remember you are just working with WebPages with links created within the Lesson flow control; b) it is worthwhile “sketching� out your lesson before hand then seeing which parts link, where and when you would like to insert an assessment or quiz (basically the way you would plan a face to face lesson). c) What type of lesson you are hoping to create for example, self-directed learning lesson, self-directed assessment etc....but remember to have a Pedagogic outcome?
If you look at Blooms Taxonomy and Moodle look how useful the lesson module can be.
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Engaging ways to use Moodle:- An Illustrated Guide. Blooms (Revised) Taxonomy and Moodle
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Engaging ways to use Moodle:- An Illustrated Guide.
Assessment
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Engaging ways to use Moodle:- An Illustrated Guide.
Assessments in Moodle Assignments Click on turn editing on then Add An Activity
The assignment activity module allows teachers to collect work from students, review it and provide feedback, including grades. Students can submit any digital content (files), including, for example word-processed documents, spreadsheets, images, audio and video clips. Assignments don't necessarily have to consist of file uploads. Alternatively, teachers can ask students to type directly into Moodle using an online text assignment. There is also an offline activity assignment which can be used to remind students of 'real-world' assignments they need to complete and to record grades in Moodle for activities that don't have an online component.
Assignment Types
There are 4 types of assignments: We will just look at upload single file as an example. Upload a single file This could be a Word document, spreadsheet or anything in digital format. Multiple files may be zipped and then submitted. After students upload their files, the teacher will be able to open the submission and use the Moodle interface to assign a grade
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Engaging ways to use Moodle:- An Illustrated Guide. and offer comments as feedback. A student may submit a file as many times as they like up until the deadline. Only the latest file is retained, and this is the one the lecturer marks. Advanced uploading of files - options include: multiple file submission, allowing students to type a message alongside their submission & returning a file as feedback. Online text - students can type directly into Moodle, teachers can provide inline feedback. Offline Activity - teachers provide a description and due date for an assignment outside of Moodle. A grade & feedback can be recorded. Example of “Upload Single File� Type in (printable format), instructions, can include images, and hypertext links to documents or webpages.
Here you use numerical grade or scale already produced. Set time available from and until. Set prevention of late submission and option for allowing resubmitting, alert to teachers via email and file size etc.
Find out more here:http://youtu.be/L-JnjY6UPlc 33
Engaging ways to use Moodle:- An Illustrated Guide.
How to create a Quiz
Click on turn editing on Add an Activity
Give the quiz a name and instructions for the students to follow.
This section is used to organise the display, and grading. The section below allows you to add restrictions and password requirements
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Engaging ways to use Moodle:- An Illustrated Guide.
The following sections are quite important and allow you to vary questions and review options. For example students could be allowed to see own responses ‘v’ overall feedback but leave specific feedback until later. So a student could retry the question after receiving general feedback.
Once you have set up the quiz, go back into main page click on the quiz and then you will be presented with the “Editing quiz” window. Click in Add a question and select question type A description of question type is given to the right.
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Engaging ways to use Moodle:- An Illustrated Guide.
In this example we will look at a simple Multiple Choice option
Type in the question you wish to ask the student and any instruction. In this example I will refer to an image. So first we need to upload or link to the image.
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Engaging ways to use Moodle:- An Illustrated Guide. Click on the image icon, And the drop down window will give you the option to Insert/edit image.
The following window should appear, find upload an image or URL of an image (images can be modified using appearance options). Find the file you wish to use (personal files or USB etc) click on the file > open >
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Engaging ways to use Moodle:- An Illustrated Guide.
General feedback is text which is shown after a question has been attempted. Unlike feedback for a specific question which depends on the response given, the same general feedback is always shown.
Decide on one or multiple answers eg if you want just answer A, B or C to be correct rather than A and B for example
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Engaging ways to use Moodle:- An Illustrated Guide.
Below the answer you can give Feedback for a specific question which depends on the response given.
Type in the first of possible answers and the grades.Use “none” for incorrect answer “100%” for a correct answer
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Engaging ways to use Moodle:- An Illustrated Guide.
General feedback General feedback is text which is shown after a question has been attempted. Unlike feedback for a specific question which depends on the response given, the same general feedback is always shown.
Other options include overall feedback for a correct answer and partially correct answer. This helps you to give constructive feedback without giving the answer directly. So students can attempt to answer the question again. So with the feedback options
General
Specific
Overall feedback
When the students submit the questions answers, they will see the answer-specific feedback next to the option(s) they selected, the overall feedback in a box below the options, and if applicable the general feedback underneath everything else. Once you have your bank of questions you can then manage your question in the Question Bank by adding to quiz, moving, repaginating and deleting them.
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Engaging ways to use Moodle:- An Illustrated Guide.
Quiz Administration facilitates the ability to edit settings, roles, permissions, filters, backups, edit quiz, preview, create categories and import/export question in a variety of formats.
Flagging The flagging facility has been added to Moodle 2.0 quiz, this is so students can flag a question for a variety reason for example they may not be fully certain of the answer and may wish to return to it before submitting.
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Engaging ways to use Moodle:- An Illustrated Guide.
Quiz Navigation for students, this is one of the improvements to Moodle 2.0, instigated by the OU, making Moodle Quiz more navigable by students. For example indications to what quiz and questions have been completed or flagged.
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Engaging ways to use Moodle:- An Illustrated Guide. Using Moodle to Complete a Knowledge Survey. What is a knowledge survey? “A standard Knowledge Surveys consists of many questions that cover the entire content of a course. Questions cover all levels of Bloom's scale of thinking. (From low-level to high-level cognition, the scale goes from knowledge, comprehension, application, analysis, to synthesis.)” http://serc.carleton.edu/NAGTWorkshops/assess/knowledgesurvey.html Knowledge surveys maybe formative or summative. Why use knowledge Surveys? They help students learn, help faculty improve their classrooms, and aid departments and programs as they explore new curricula or pedagogies. (Wirth and Perkins). In the power point presentation given by Perkins and Wirth they state the following reasons for supporting use of knowledge surveys Knowledge surveys are indispensable tools for instructors and for students. They aid instructors as they design courses. Allow for mid course corrections The surveys provide students with full disclosure of the course objectives and serve as study guides. Help students develop self-assessment skills Evaluate the effectiveness of alternative pedagogies. How do you use a Knowledge Survey? Students at the start of the course or topic are given a series of question up to 200 in some cases; the students do not answer the question, but give a score of how confident they would be at answering the question. This provides a baseline information about their base knowledge preparation needs. How do you create one. Generally a tutor would refer to a bank of exam papers going back over several years. To ensure all parts of the topic/subject are covered a range of questions are sorted in to topics. To ensure all levels of thinking are assessed, the tutor scores the question from one to six based on Blooms Taxonomy. A useful resource/website divides Blooms Taxonomy in to tabular form with exemplars of terminology and use. http://www.teachers.ash.org.au/researchskills/Dalton.htm
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Engaging ways to use Moodle:- An Illustrated Guide. Blooms Taxonomy Higher Order Thinking •
Creating - designing, constructing, planning, producing, inventing, devising, making
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Evaluating - Checking, hypothesising, critiquing, Experimenting, judging, testing, Detecting, Monitoring
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Analysing - Comparing, organising, deconstructing, Attributing, outlining, finding, structuring, integrating
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Applying - Implementing, carrying out, using, executing
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Understanding - Interpreting, Summarising, inferring, paraphrasing, classifying, comparing, explaining, exemplifying
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Remembering - Recognising, listing, describing, identifying, retrieving, naming, locating, finding Lower Order Thinking
Sample Knowledge Survey Questions. Blooms Taxonomy Level
Question What is the definition of a flood plain?
Blooms Taxonomy Level 1
Blooms Taxonomy Level 2
Outline the basic characteristics of a meandering channel.
Blooms Taxonomy Level 3
Explain why the outer bend of a meander has faster stream flow.
Blooms Taxonomy Level 4
Compare the river regime of a temperate climate with that of an Alpine regime.
Blooms Taxonomy Level 5
Blooms Taxonomy Level 6
Judge the success of a river management scheme using an example from the British Isles. Design and flood management scheme for your local river system assuming a 1 in 100 year flood event.
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Engaging ways to use Moodle:- An Illustrated Guide.
Using Moodle Feedback with a Knowledge Survey The Feedback module can be downloaded from http://moodle.org/mod/data/view.php?rid=95 Settings required to use feedback as a knowledge survey tool
a. Give your Feedback a title. b. This text will be displayed to users before they enter the feedback. In this case the instructions associated with the survey. c. Set open and close feedback, this allows you to set a time period during which the Feedback will be available to responses. d. In the case of a Knowledge Survey you will need to know who is giving the answers so set record users name to “Users' Names Will Be Logged and Shown With Answers”. Important in terms of knowledge survey is to “Show analysis to students” is set to yes. The summary results can be shown to respondents, or shown only to teachers. e. The other options available depend on what you wish your students to do after completing the survey.
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Engaging ways to use Moodle:- An Illustrated Guide. Creating the questions
a. There are a number of options available but for the purpose of the “Knowledge Survey� we will use Multiple-Choice (Rated). This is similar to the multiple choice option, except that each option has a numerical value associated with it. From this it is possible to get an average grade if the multiple-choice (rated) option is used. Numerical values are associated with each option, allowing an average for other measurements of responses.
b. Save the question and then continue to add the next question as before. c. Pick the type of question, type in the question and (tip) copy and paste answer criteria form previous question.
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Engaging ways to use Moodle:- An Illustrated Guide. d. Once you have a bank of questions return to update and save changes.
e. To check your question you will need to change role to student f. This is the screen the students will be presented with.
g. Once the student has completed the survey they will be shown this screen, however you could set up one to direct the students to an alternative page.
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Engaging ways to use Moodle:- An Illustrated Guide.
Analysis of Results and Responses a. As a “teacher� you have additional option to analyse or review a student response, thus allowing you to gauge knowledge and in turn review your curriculum design.
b. Within the Analysis tab you will be able to view a list of all responses submitted for each of the questions within a Feedback activity. These results can be exported to EXCEL. Analysis gives you the ability to look at student response and gives an overview for all of your students, link this with responses and you can look at individual students. c. Analysis of Results
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Engaging ways to use Moodle:- An Illustrated Guide. Showing Responses
a. By clicking on show responses you can see an individual’s response alone by clicking on that student their response is revealed beneath.
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Engaging ways to use Moodle:- An Illustrated Guide.
Pedagogy
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Engaging ways to use Moodle:- An Illustrated Guide.
Guerras Scale and Moodle The Guerra scale outlines the range of content that can be found and used online. It is a scale of one to ten with an increase in interactivity. One being the use of common experience of simply reading notes/text on screen and ten which denotes total virtual reality.
http://learningworkshop.mindedge.com/2009/12/05/the-guerra-scale-reflections/
Each step up the scale “represents an increase in complexity, functionality, development time, demands for programming skill, demands for instructions design versatility, and demands for more patience and attention from subject matter experts. http://www.astd.org/LC/2004/0304_guerra.htm
Guerra Scale Characteristics
GS1 is a simple PDF file document. GS2 is what many folks in the industry deem a page turner. GS3 adds what we refer to as dynamic feedback to tests. GS4 integrates movement to the text and graphics. GS5 adds elements of multimedia, including audio and static or moving graphics. GS6 enables users to input information, which results in a printable workbook after completion of the module. GS7 provides users with a knowledge repository in a number of possible ways. GS8 adds realistic simulations that use a branching methodology GS9 adds real life coaching from top performers and managers.(Role Playing) GS10 virtual reality simulations.
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Engaging ways to use Moodle:- An Illustrated Guide.
Guerra and Hefferman refer to a zone between GS4 (Guerra’s Scale) and GS7 as the “MTV Culture”; studies indicate that to maintain learners level of engagement it was advisable to place activities and sub activities within this zone ie:
Motion Multimedia user input workbook and knowledge repository
(in text, powerpoint etc) (Video, static photos, audio) (printable at end) (communities (Wiki, Blog, Twitter)
Application to Moodle The table below indicates how a typical Moodle course could be designed to maintain student engagement based on Guerras Scale. Activity Lectures
Tutorials and Lessons
Discussion Questions Writing Assignments Defintion Group work
Contacting students
Moodle Application Word document, PDF, Powerpoint, Author Stream presentation, with audio. Issuu flash animation notes. Lesson (without media) Lesson (with media) Video screen capture (Screenr, JING,) Video demonstration. Moodle lesson. Handouts (Moodle resources weblink, files, flash animations Chat Forum Moodle quiz, Q & A Forum Wiki(Graded) Offline or upload assignment. Moodle glossary, wiki Forum, wiki, Google document link Forum, chat, messaging system, News block.
Guerra Scale GS1 GS2 GS4 GS5 GS2 GS5 GS5 GS5 GS5 GS2 GS1 GS1 GS5 GS7 GS7 GS3 GS7 GS7 GS6 GS2 GS7 GS7 GS7 GS1 GS7 GS7 GS7 GS7
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Engaging ways to use Moodle:- An Illustrated Guide.
Blooms Taxonomy Is a classification of learning objectives used in education. It is derived from the work of Benjamin Bloom et al. “The Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook I: Cognitive Domain” The original books was only intended to focus on the three main domains; the Active, psychomotor and Cognitive domains. “Within the taxonomy learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels” (Orlich, et al. 2004) The goal of this approach was to enable educators to create a more holistic form of education. Affective “Skills in the affective domain describe the way people react emotionally and their ability to feel another living thing's pain or joy. Affective objectives typically target the awareness and growth in attitudes, emotion, and feelings.” This is outlined in the figure below. http://www.newworldencyclopedia.org/entry/Benjamin_Bloom Characterising
Organising Emotion Receiving Affective
Responding
Atitude
Valuing
Psychomotor This describes the ability to manipulate (by hand) a tool or instrument like a square and compass. They focus on development of behaviour and or skills.
Cognitive This revolves around knowledge, comprehension and critical thinking, in which traditional teaching tends to emphasize these skills as seen in Figure 2. 53
Engaging ways to use Moodle:- An Illustrated Guide.
Krathwohl, D. R, Anderson, L. W. (2001 Fig 2
There are six levels to this moving through the lowest order to highest
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Engaging ways to use Moodle:- An Illustrated Guide.
Blooms Revised Taxonomy In the mid 1990’s Blooms Original Taxonomy was revised by a former student of Blooms. The main changes were to change the nouns to verb format and by slightly rearranging them. The new taxonomy reflects a more accurate and active form of thinking. Original Blooms Taxonomy
New Blooms Taxonomy
Evaluation
Creating
Synthesis
Evaluating
Analysis
Analysing
Application
Applying
Comprehension
Understanding
Knowledge
Remembering
Examples of the domains, verbs and corresponding products are outlined in the figure this list is comprehensive but by no means complete and could easily be built on.
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Engaging ways to use Moodle:- An Illustrated Guide.
Blooms Taxonomy Domains, verbs and products.
Domains
Verb
Product
Creating
Change, combine, invent, compose, create, devise, formulate, hypothesise, predict and improve.
Evaluating
Appraise, defend, dispute, judge, justify, prioritise, select, support and verify. Appraise, compare, contrast, differentiate, distinguish, examine, infer, outline, and sequence Classify, demonstrate, illustrate, practice, solve, use, execute, implement, edit and apply concept. Discuss, describe, comment, categorise, infer, paraphrase annotate, explain, interpret, and classify. Define, duplicate, list, name, recall, reproduce, underline, bookmark, locate, highlight, recognise, favour and search.
Cartoon, story, book, multimedia, game, poem, theory, concept model, scientific hypothesis, improve on design (SWOT) Critique, judgement, opinion, recommendation, report, self-evaluation, evaluation product. Chart, plan, questionnaire, spreadsheet, summary, survey.
Analysing
Applying
Understanding
Remembering
Collection, interview, model building, presentation, role playing, scrap book, simulation. Peer teaching, show and tell, story, drawing, summary sheet, blog, wiki, discussion activity. Definitions, facts, charts, list, recitation, worksheet
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Engaging ways to use Moodle:- An Illustrated Guide.
Blooms Digital Taxonomy as a Word Map. Wordle is a free online program that sorts listed of words with the most common or dominant word being displayed as the largest and the next most common the second largest and so on. This is useful to see which verb is dominated when looking Blooms domains. The following visually represent this. Remembering Verbs
Understanding
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Engaging ways to use Moodle:- An Illustrated Guide.
Applying
Analysing
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Engaging ways to use Moodle:- An Illustrated Guide. Evaluating
Creating
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Engaging ways to use Moodle:- An Illustrated Guide.
Blooms Digital Taxonomy and Moodle
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Engaging Ways to Use Moodle
Blooms Digital Taxonomy and Moodle Below is an example how a Moodle course could be created and maintained using Blooms Digital Taxonomy in this case it shows a simple format in that...  
Moodle can be used to create, form or facilitate an activity. Moodle can be used to assess students.
Example Activities and Moodle Application Activity Lectures
Tutorials and Lessons
Discussion Questions Writing Assignments Definition Group work Contacting students
Moodle Application Word document, PDF, Powerpoint, AuthorSTREAM presentation, with audio. Issuu flash animation notes. Video screen capture (Screenr, JING,) Video demonstration. Moodle lesson. Handouts (Moodle resources weblink, files, ),flash animations Chat, Forum Moodle quiz, Q & A Forum Wiki(Graded) Offline or upload assignment. Moodle glossary, wiki Forum, wiki, Google document link Forum, chat, e-mail, messaging system, News block.
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Engaging Ways to Use Moodle
Example Course:- Geology and Soil Mechanics Aims and objectives of the Unit. Communication, group discussion forums Weblinks, flash animation introduction to the course. Lesson plan including aims objective of topic Class notes as Word, PDF and flash pages Assessment, quizzes including multimedia
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Engaging Ways to Use Moodle Bibliography http://serc.carleton.edu/files/NAGTWorkshops/assess/knowledgesurvey/small_perkins_p.p df Understanding What Our Geoscience Students Are Learning: Observing and Assessing http://serc.carleton.edu/NAGTWorkshops/assess/knowledgesurvey.html Applying Blooms Taxonomy http://www.teachers.ash.org.au/researchskills/Dalton.htm Moodle Documents http://moodle.org/ http://www.newworldencyclopedia.org/entry/Benjamin_Bloom http://www.teachers.ash.org.au/researchskills/dalton.htm Krathwohl, D. R, Anderson, L. W. (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives Blooms Revised Taxonomy Digital Approach (Andrew Church) http://edorigami.wikispaces.com/Bloom%27s+and+ICT+tools http://www.astd.org/LC/2004/0304_guerra.htm Applying Pedagogical Concepts in Online Course Development: Experiences from the Mediterranean Virtual University http://www.bolton.ac.uk/AME/eLearning/eResources/Applying%20Pedagogical%20Concept s%20in%20Online%20.pdf http://www.wordle.net/show/wrdl/2060188/Guerra_Scale
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