Dynamic courses: individual learning paths and online collaborative exercises in moodle 2
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Transcript of Dynamic courses: individual learning paths and online collaborative exercises in moodle 2
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DYNAMIC COURSES: INDIVIDUAL LEARNING PATHS AND ONLINE COLLABORATIVE EXERCISES IN MOODLE 2
Pieter van der Hijden MSc
Sofos Consultancy, Amsterdam, The Netherlands
2012 – Sofos Consultancy / Pieter van der Hijden ([email protected]) - This work is licensed under a Creative Commons Attribution- Noncommercial-Share Alike 3.0 Unported License.
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1. DIGITAL DIDACTICS
A course is visualised as a necklace of learning activities (the perls)
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1. DIGITAL DIDACTICS
A learning activity can be implemented by a variety of Moodle modules
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1. DIGITAL DIDACTICS
The perls of the necklace have to be replaced by selected Moodle modules.
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1. DIGITAL DIDACTICS
From now, life can be even more complex. No longer a sequence alone, but also selections, iterations and parallel actions.
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1. DIGITAL DIDACTICSType Example Description
Parallel groups
5 groups of 7 students, or 7 groups of 5 students
All resources are shared, some activities are in group mode
Level groups Level-1, Level-2, Level-3
Each student is allocated to a certain level; a level has its own resources and activities
Stages or phases
Stage-A, Stage-B, Stage-C
All students are allocated to a certain stage; a stage has its own resources and activities
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2. PARALLEL GROUPS
What?Set-up groups (example): 7 groups of 5
participants 5 groups of 7
participantsOccasionally using the first or the second grouping.
The visible result, a block for 7S group work and a block for 5D group work.
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2. PARALLEL GROUPS
How (1/2)?1. Create various
groups2. Populate the
groups with participants
Manage groups via the Settings block
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2. PARALLEL GROUPS
How (2/2)?3. Create facilities for
groups from this grouping, e.g. forum, wiki, chat-room
4. Place them in an orphaned section
5. Create an HTML block to navigate to these facilities easily
Grouping 7S uses separated group activities.
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3. LEVEL GROUPS
What?Create level groups, e.g.: Level-1 Level-2 Level-3Each level group has its own resources and activities.
The teacher sees all groupings, the participants only see their own groupings.
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3. LEVEL GROUPS
How?1. Create groups called Level 1
– 3.2. Make participants member of
the group that corresponds with their actual level.
3. Create 3 groupings as well (Level 1, 2, 3)
4. Populate grouping level 1 with group level 1 (etc.)
5. Specify for resources and activities which level applies.
Note: The settings for a resource and for an activity have the option to set the grouping that is applicable.
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4. PHASES
What? To distinguish
phases (stages) that make specific resources and activities available to all participants.
Part of the course page as seen by the teacher. The participants only see the resources and activities for the current phase.
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4. PHASES
How?1. Create a single group (“All”)2. Populate this group with all
participants3. Create groupings Phase-A,
Phase-B, Phase-C.4. Populate grouping Phase-A
with group “All”.5. Create resources / activities
for each of the phases.6. Change the phase by
manually removing group “All” from grouping “Phase-A” and then adding it to grouping “Phase-B”.
• For each phase a separate grouping..• All participants in one group.• Teacher links group to one of the
groupings.
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5. PROCESSES
What (1/2)? Participant executes
activities 1, 2, 3 in sequence.
Participant selects between 4 and 5.
Participant executes activity 6.
Participant executes activities 7 and 8 in arbitrary sequence. Hopscotch squares; foto BRC Krommenie
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5. PROCESSES
What (2/2)?Example of an individual learning path as seen by the teacher: Participant executes
activities 1, 2, 3 in sequence.
Participant selects between 4 and 5.
Participant executes activity 6.
Participant executes activities 7 and 8 in arbitrary sequence.
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5. PROCESSES
How? (1/4) Determine for each
resource and each activity when it has to be considered “completed”.
On the settings page of every resource/activity you can indicate whether the completeness has to be kept or not. If so: should it be assessed by the participant or by the system? In the latter case, which criteria apply?
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5. PROCESSES
How? (2/4) Set the
completeness criteria for every resource and activity
The criteria for setting the completeness of a forum contribution in an automatic way. Other activities come with other criteria. For resources the only criteria is to have opened the resource only for display.
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5. PROCESSESOverview of the automatic completeness criteria as available for the various activities and resourcesType Name Completed?
Activity Assignment advanced viewed and being rated (before possible deadline)
Activity Assignment offline viewed and being rated (before possible deadline)
Activity Assignment online viewed and being rated (before possible deadline)
Activity Assignment single upload viewed and being rated (before possible deadline)
Activity Chat viewed (before possible deadline)
Activity Choice viewed and/or submitted (before eventual deadline)
Activity Database viewed and/or rated (before eventual deadline)
Activity Feedback form viewed and/or submitted (before eventual deadline)
Activity Forum viewed, being rated, n times new discussion or reaction, n times new discussion only, n times reaction only (before potential deadline)
Activity Glossary viewed, being rated, n times new entry (before possible deadline)
Activity Journal rated (before eventual deadline)
Activity Lesson viewed and/or rated (before eventual deadline)
Activity Quiz viewed and being rated (before possible deadline)
Activity Scorm viewed and/or rated (before eventual deadline)
Activity Survey viewed (before possible deadline)
Activity Wiki viewed (before possible deadline)
Activity Workshop viewed, being rated, n times new entry (before possible deadline)Resource all viewed (before possible deadline)
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5. PROCESSES
How? (3/4) For each activity or resource:
set its restricted access conditions (for the participants)
Implementation (see picture):a. Set via visible/hidden (eye
icon)b. Set groupingc. Set group modusd. Set conditions on ratings and
completion
Note that only the conditions labeled “d” are really individually and automatically set.
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5. PROCESSES
How? (4/4) For each activity or
resource: set its restricted access conditions (for the participants)
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6. COLLABORATIVE EXERCISES
Focus on collaborative learning
Source: ISAGA Dharadam game-session
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6. COLLABORATIVE EXERCISES
What?1. Participants will work in
groups; each group represents a certain role.
2. The role play passes various phases; the facilitator (teacher) determines the moment a new phase may start (and which one).
3. In each phase, each role will have access to role and phase specific resources and activities.
Planning board that may serve as basis for a role play: the rows are roles, the columns are phases.
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6. COLLABORATIVE EXERCISES
How?1. Use groupings to
indicate the different phases.
2. Use opening a certain web page to let a participant select a role.
3. Be sure that all roles and activities:
Only are available in a specific phase
Only are available for a specific role, i.e. available as a certain role definition web page has been opened before.
Part of a course page as the teacher will see it. The participants only see the resources/activities for the current phase, i.e. as far as they regard their selected role.
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7. CONCLUSION
Conclusions Groupings can be used creatively (sub-groups according to various criteria,
level groups, phases/stages/steps-of-play. Restricted access offers new and extended options, but also new challenges:
Less is more. Structured learning paths, no spaghetti. Wish list
Logical constructions “NOT” and “OR” (and brackets) for restricted access (now only “AND” is supported).
Iteration of activities (including automatic reset of “completed”); now only concatenation, selection and parallel are supported.
Migrations between individual level and group level and vice versa; populating groups via individual choice.
Variables to be set, changed, displayed and used in conditions (now, the only way is working via the grade book which is very clumsy).
Recommendation Study well-known offline collaborative exercises and analyze whether they
can be supported by Moodle or not. Follow-up
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THANK YOU!
Pieter van der Hijden MSc
Sofos Consultancy, Amsterdam, The Netherlands www.sofos.nl – [email protected]