4,986 research outputs found
Embedded scheme of work structure into learning management system
This research is related to the automatic integration of the Teaching Plan (TP) or Scheme of Work (SOW) into Moodle; a popular course management software (CMS). SOW is a document prepared by academic teachers to detail out a plan of the course throughout the teaching duration. It helps to better manage student activities such as quizzes, exam, topics, and etc. However, most departments like the School of Computing (SOC) normally prepare the document manually. Moodle allows for course to be managed effectively though the use of a web service. There are hundreds of features provided by Moodle to assist in teaching. Moodle divides the teaching duration according to pre-set dates. Current Moodle practice is that the SOW needs to be added manually into the SOW section of Moodle. This study found that most of the time, the lecturersâ SOW documents are not the same with their Moodle content and thus would have to modify accordingly. This is due to the manual entry for the SOW in the Moodle system that takes time and becomes cumbersome. This study presents a potential solution and describe show the SOW structure can be integrated automatically according to the weekly activities, like assignments and quizzes, by using a plugin developed in this study. The methodology used in this study is made up of five steps, namely, the awareness of the problem, suggestion, development, evaluation, and conclusion. Based on the evaluation performed through sampling, the plugin developed through this study has significant value by saving precious time in assisting the academicianâs task of updating and using Moodle, specifically related to the SOW
Using On-Line Quizzes to Help Students Learn Probability and Statistics
Online quizzes can be an effective and flexible means of helping learners develop key skills in
probability and statistics. Quizzes give instant feedback, to help reinforce correct understanding
and eliminate fundamental errors at an early stage in learning. We will describe our experience of
designing and using quizzes with non-specialist and specialist students, on several different
platforms including, most recently, Moodle. We describe Model Choice, a tool that helps students
identify from a brief scenario the standard family of probability distributions they should work with
to solve a problem. We will emphasize key design aspects of a successful quiz system, such as the
importance of giving informative feedback to the learner. Using a standard platform, such as
Moodle, is likely to require some compromise on design principles but building a stand-alone
system to implement ideal design choices is very time-consuming
Scoping the future: a model for integrating learning environments
The Virtual Learning Environment (VLE) has become synonymous with online learning in HE.However, with the rise of Web 2.0 technologies, social networking tools and cloud computing thearchitecture of the current VLEs is increasingly anachronistic. This paper suggests an alternative tothe traditional VLE: one which allows for flexibility and adaptation to the needs of individual teachers,while remaining resilient and providing students with a seamless experience. We present a prototypeof our vision, combining our new development software and a number of existing tried and tested toolsinto a single flexible interface, and built on established pedagogical and technical standards
Migrating existing multimedia courseware to Moodle
Open source course management systems offer increased flexibility for instructors and instructional designers. Communities can influence the development of these systems and on an individual basis, the possibility to modify the system software exists. Migrating existing courseware to these systems can therefore be beneficial, sometimes even required. We report here about our experience in migrating an existing courseware system consisting of multimedia content and interactive, integrated infrastructure functionality to an open source course management system called Moodle. We will assess the difficulties that we have encountered during this process and, discuss the importance of standards in this context, and we aim to provide other instructors or instructional designers with guidelines and assessment support for other migration projects
Practice and Assessment of Reading Classes Using Moodle
This research paper details the extensive use of Computer Assisted Language Learning (CALL)
for a content-based reading syllabus at Gunma University, through the software program Moodle
(Modular Object-Oriented Dynamic Learning Environment ), a free and open-source software learning
management system used at Gunma University.
ăăThe research basis of this paper is within the sphere of Action Research , as a valuable professional
development tool (Nunan, 2001) based on this researcherâs perceived valuation of the system and how it
could better aid students to perform better in and be more motivated towards their English language and
reading studies, introduce new technological skills and abilities, and aid teachers in better preparation,
teaching and assessment of reading classes. Moodle enthuses that the Lesson Module âenables a teacher
to deliver content and/or practice activities in interesting and flexible ways...teachers can choose to
increase engagement and ensure understanding by including a variety of questions, such as multiple choice,
matching and short answer.â (Moodle, 2016). Therefore, this paper will ascertain whether the syllabus
achieved a greater engagement and enjoyment by the students, and ensured better comprehension and
understanding of key tasks and instructions. In addition, it will detail how teachers can benefit course
management by employing such technology within the classroom
Developing e-assessment using the quiz activity within Moodle: empowering student learning
Using formative assessment within Moodle has been shown to encourage self-directed learning (Bromham & Oprandi, 2006). Our experience of using formative assessment quizzes as stand alone entities, as well as within Moodle lessons, has been used to introduce Moodle assessment quizzes over the past year in Level 1 and Level 2 Life Sciences courses. This
experience has been distilled to inform the content of this workshop.
Some advantages of incorporating assessments in the form of Moodle quizzes are that they allow for quick, reproducible and flexible assessment with a relatively small initial set-up cost, and substantial long-term staff and administration savings. One significant advantage is that staff and room pressures can be reduced as students can attempt the assessment at a time and location of their choice within a specified time period.
This flexibility can help to reduce student stress associated with completion of a continuous assessment for their course. It is also a relatively simple process
to account for students entitled to extra time during assessments. Providing clear instructions beforehand and at the start of the quiz ensures that students understand their responsibilities for completion of this assessment and
ultimately the course.
There are some disadvantages and limitations to the system as it currently exists, for example there is the perceived ability for students to âcheatâ by completing the assessment as a group, accessing books and the internet.
Strategies to account for these can be put in place and will be discussed in detail during the workshop.
This workshop aims to take the participants through the initial set up of a quiz, highlighting the various question types and how these can be used to create a challenging assessment that can be quickly graded and prove informative
for staff and course development.
Reference
Bromham L. & Oprandi P. (2006) Evolution online: developing active and blended learning by using a virtual learning environment in an introductory biology course. Journal of Biological Education 41 (1): 21-25
E-Learning course development in Moodle
Moodle is a software package for producing internet-based courses and websites. It is an ongoing development project designed to support a social constructionist framework of education. There are several possibilities to create a new curriculum in Moodle. We use the basic activities to create a course, but we can use some complementary tools too. There are about 200 modules and blocks which are available from moodle.org website. We use for example AutoView Presenter which allows you to put video on-line with synchronized slides. A web based editing interface is used to configure the video/slide sources and to set the slide trigger times. Beside this module we test and use some modules, which can be very useful in material development
A case study for measuring informal learning in PLEs
The technological support for learning and teaching processes is constantly changing. Information and Communication Technologies (ICT) applied to education, cause changes that affect the way in which people learn. This application introduces new software systems and solutions to carry out teaching and learning activities. Connected
to ICT application, the emergence of Web 2.0 and its use in learning contexts enables an online implementation of the student-centred learning paradigm. In addition, 2.0 trends provide ânewâ ways to exchange, making easier for informal learning to become patent.
Given this context, open and user-centered learning environments
are needed to integrate such kinds of tools and trends and are commonly described as Personal Learning Environments. Such environments coexist with the institutional learning management systems and they should interact and exchange information between them. This interaction would allow the assessment of what happens in the personal environment from the institutional side.
This article describes a solution to make the interoperability possible between these systems. It is based on a set of interoperability scenarios and some components and communication channels. In order to test the solution it is implemented as a proof of concept and the scenarios are validated through several pilot experiences. In this article one of such scenarios and its evaluation experiment is described to conclude that functionalities from the institutional environments and the personal ones can be combined and it is possible to assess what happens in the activities based on them.Peer ReviewedPostprint (published version
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