Mastering the Art of Teaching and Learning Online with

Moodle Software

Prof. K. SrinivasProfessor ICT

NUEPANew Delhi

drksvasu@gmail.com+919650880208

Agenda

We will understand

• Role of ICT in Higher Education

• Online Course (OC),OOC ,MOOCs & Role of Cloud

Computing

• Open Educational Resources (OER) & their Utility

• Online Course Instructional Design

• Online Education & Online Courses

• How to “Design” “Access” and “Deliver” Online Courses

with Moodle Software

• Road Map for Moodle MOOC Implementation

AGENDA is dynamic and Participation Driven

Dr A P J Abdul Kalam Famous Quote

• “If you fail, never give up because F.A.I.L.

means “First Attempt In Learning"

- End is not the end, if fact E.N.D. means "Effort

Never Dies"

- If you get No as an answer, remember N.O.

means "Next Opportunity".

So Let's be positive.

― A.P.J. Abdul Kalam

ICT in Higher Edudcation

• Information and Communication Technology has greatly affected all

walks of our life: be it health, business, defence, communications,

governance and education etc.

• India has witnessed tremendous progress in the field of

telecommunications, Internet, television expansion and radio

network. Govt of India has supported and promoted use and

adoption of ICT in education sector in a big way.

• Very recently the Govt has planned to provide low cost tablets to

teachers and students.

• This, coupled with other ICT tools and applications has fuelled the

growth of ICT in education.

Technology …

1980s – Web 1.0 / Computer Based Training

1990s –Multimedia PC with CD ROM / LMS

Early 2000s –Rise of Internet / web based Training

2006 – 2010 –MOOCs

HTML5

Smartphones

2011-present

Big Data

Learning Analytics

BYOD

MOOC Boom

Gamification

Augmented Reality

Learners & Needs

Learner Needs

Lack of Sources of Reading Material •ICT Equipment

• Good Content

•Syllabus /Course/Reading Material

Have basic reading material •Audio/Visual Material

•Online Self Assessment Test

•Online Lectures

Have everything but want collaborative

learning environment

•End-to-End Communication

•Collaborative Learning Environment

•Peer Assessment Platform

Transform Learning

from Push to Pull

Centralised Learning Learner-Centric Learning

Technology effects

• Empowers the teacher as both curator and creator of

content, personalisation of learning

• Enables the learner to become an autonomous self-

directed learner

• Encourages social learning with social media and

instant mobile messaging

• Compresses the time for the 'over life' experience with

simulations, videos, virtual learning and games and

gamification of learning

Emerging Trends In Technology Use In

Education

• Course Management Systems or Learning

Management Systems (CMS / LMS)

• These systems allow teachers to organise their

content online via digital resources so that they

can put their courses online.

• Students participate in the instructional process

by accessing reading materials, multimedia

content, attempting assessment exercises,

participating in discussion forums etc. These can

be propriety software (like Blackboard) or open

source (like Moodle ).

Cloud Computing

• In cloud computing a user uses computing resources

over the Internet.

• Here the user is offered remote services in terms of data,

software and computation.

• The advantage is accessing data from anywhere; there

is no need to install applications on user-machine and

sharing of resources.

• Examples of cloud computing

• MoodleCloud [https://moodle.com/cloud/]

• Google applications

• Software as a Service (SaaS)

Massive Open Online Courses

(MOOCs)

• A massive open online course (MOOC) is

a category of online course where the

participants are distributed and course

materials also are dispersed across the

web.

• The term Massive Open Online Courses

(MOOC) was coined by Dave Cormier and

Bryan Alexander.

• These are courses that Take place online

– Are typically free of charge

– Use learning materials can be modified, re-used, and distributed

to others

– Reach thousands of learners at once

• MOOCs are being launched by many reputed institutions

like MIT, Harvard, Georgia Tech, and Stanford etc.

MOOCs are famous for this massive outreach to

thousands of participants.

• When we design a MOOC we have a start date and end

date. The course contains content, collaboration and

assessment. But it is much more than mere collection of

content, it is more about sharing of experiences.

Sl. No. Mooc Name URL

1. Edx https://www.edx.org/

2. Coursera https://www.coursera.org

3. Canvas https://www.canvas.net/

4. Iversity Open Courses https://ivrsity.org

5. Novoed https://novoed.com

6. Stanford Online Courses http://online.stanford.edu/courses

7. Future Learn Online Courses https://www.futurelearn.com/

8. Open hpi Online Courses https://openhpi.de/

9. Carnegie Mellon University http://oli.cmu.edu/

10. Open 2 Study Online Courses https://www.open2study.com/

11. Malaysian Universities www.openlearning.com/malaysiamoocs

List of MOOC courses offered by universities and entities

https://www.mooc-list.com

Open Educational Resources

• These are defined as “the open provision of educational

resources, enabled by information and communication

technologies, for consultation, use and adaptation by a

community of users for noncommercial purposes”

(Johnstone, 2005).

• UNESCO defines OER as "OERs are teaching, learning

or research materials that are in the public domain or

released with an open license that allows for free use,

adaptation, and distribution." Another definition of OER

is: “open educational resources are digitised materials

offered freely and openly for educators, students and

self-learners to use and reuse for teaching, learning and

research”.

Organizations, companies, and institutions offer OER using CC

licenses are:

MIT OpenCourseWare (http://ocw.mit.edu/)

Khan Academy (http://www.khanacademy.org/)

CK-12 Foundation (http://www.ck12.org/)

OER Africa (http://www.oerafrica.org/)

Curriki (http://curriki.org/)

Connexions (http://cnx.org/)

Bloomsbury Academic (http://www.bloomsburyacademic.com/)

Flat World Knowledge (http://www.flatworldknowledge.com/)

Peer 2 Peer University (P2PU) (http://p2pu.org/)

Designing an Online Course

What is an Online course

• An online course is not simply a traditional face-

to-face course replicated on a computer screen

• An online course is based on course goals and

learning outcomes.

• The key difference is that students do not need

to rely on face-to-face interaction to learn

content.

• This also means the computer communication

and feedback are highly important and should

be structured accordingly.

Online Learning

• Online learning activities cannot replicate

in-class ones exactly, but they still can be

– Interactive

– Dynamic

– Interesting

– Engaging, and

– Collaborative

Course Design Basics

• Course should be instructor-led & student-centered

• Learning should be collaborative in nature

• Coursework should maximize participation flexibility and

providing a framework for student pacing

• Courses should faster information, communication,

collaboration and team-building skills

• Course format, expectations and instructions should be

clear and concise.

• Activities and assessments should account for different

learning Styles

How to make online learning

successful

• Educators must first design their curriculum, goals and objectives and then consider how the online environment can best serve the instructional objectives and activities of that curriculum.

• This requires changes in pedagogy, with instructors taking the role of facilitators of information while guiding students toward solutions.

• In order for online learning to be successful, teachers as well as learners must take on new roles in the teaching-learning relationship, and faculty must be willing to release control of learning to the students.

Online Learning

• Online learning environments allow

various interactive methodologies.

• By adapting these methodologies to their

courses, instructors can pay more

attention to the instructional design of their

courses.

• As a result, the quality, quantity, and

patterns of communication students

practice during learning are improved.

Online Learning

• Many instructional strategies used in traditional classrooms can be successfully adapted for facilitating online learning.

• Instructors should choose strategies that are most effective for accomplishing their educational objective.

• From this perspective, instructional strategies are tools available to instructors for designing and facilitating learning

Stake Holders

The Key Stake holders in any Online

Learning System are

– Administrator

– Facilitator ( Teacher)

– Learner ( Student)

About Moodle

• Moodle is an open source Learning Platform (also known

as a Learning Management System or a Virtual Learning

Environment), provided under the GNU public license.

• Now twelve years old, it is the platform of choice in over

200 countries with more than 70 million users worldwide.

• Anyone can use, extend or modify Moodle for both

commercial and non-commercial projects without any

licensing fees.

Welcome to Moodle!

Moodle is an open source web application used to create interactive online learning sites.

Moodle Advantage

• Moodle allows institutions to experiment

with MOOCs without incurring the large

costs associated with many major MOOC

platforms and enabling them to leverage

their expertise in their existing educational

infrastructure

“All of us are potential teachers as well as learners -

in a true collaborative environment we are

Both”.

“We learn particularly well from the act of creating or

expressing something for others to see”

“We learn a lot by just observing the activity of

our peers”

“By understanding the contexts of others, we can

teach in a more transformational way

(constructivism)”

How does this sound to you?

Sounds reasonable?

is built on these principles

Why Moodle matters for Teachers

What teachers can do

with Moodle...

create online tests

and examinations

upload files

and lessons

create

online coursesdivide students

into classesopen

forums

chat

sessions

Why Moodle matters for Learners

What students can do

with Moodle...

follow the

lessons

take part

into forums

chat sessions

upload their

homework and test

Moodle- Constructivist Pedagogy

• Moodle is designed in particular to support

constructivist pedagogy, which supports

– Communication

– Collaboration

– Content Hosting

– Interaction and

– Assessments

How to Setup Moodle

Moodle Installation

• The Installation of Moodle can be in

different ways 1. Personal Desktop/Laptop Computer – (Personal Access

Only)

(Ex: localhost/moodle)

2. Moodle Cloud

Ex: https://profksrinivas.moodlecloud.com

3. Networked Computer – Shared Access with- in the Campus

(Ex: http://192.168.1.43/moodle)4. Public Domain – Public Access On/Off the Campus

(Ex: http://moodle.nuepa.org)

Understanding Moodle Jargon

• Category can be a grouping of courses by a

certain criteria (Such as: UG Studies; PG

Studies; Orientation Programmes; Refresher

Coureses).

• Course is the basic learning area on Moodle

where a teacher displays materials for their

students.

Basic Moodle Jargon

• Resources are items that a teacher can use to support learning, such as a file or a link.

A standard Moodle comes with 6 resource types that can be added to a course.

– File - a picture, a pdf document, a spreadsheet, a

sound file, a video file.

– Folder - folders help organize files and one folder

may contain other folders.

– IMS content package - add static material from other

sources in the standard IMS format

Basic Moodle Jargon

Basic Moodle Jargon

– Label - can be a few displayed words or an image

used to separate resources and activities in a topic

section, or can be a lengthy description or

instructions.

– Page - the student sees a single, scrollable screen

that a teacher creates with the robust HTML editor.

– URL - you can send the student to any place they can

reach on their web browser. Flickr, Youtube,

Wikipedia or this page in Moodle Docs are a few

examples.

• Activity is something that a student will do that

interacts with other students and or the teacher.

Moodle has over a dozen activity types of tools for a

teacher to use in a course. – There are 14 different types of activities in the standard Moodle that

can be found on the "add an activity" drop down menu.

– Assignments Enable teachers to grade and give comments on uploaded files and assignments created on and off line

– Chat Allows participants to have a real-time synchronous discussion

– Choice A teacher asks a question and specifies a choice of multiple responses

– Database Enables participants to create, maintain and search a bank of record entries

– External tool Allows participants to interact with LTI compliant learning resources and activities on other web sites.

Basic Moodle Jargon

Basic Moodle Jargon

– Feedback For creating and conducting surveys to collect feedback

– Forum Allows participants to have asynchronous discussions

– Glossary Enables participants to create and maintain a list of definitions, like a dictionary

– Lesson For delivering content in flexible ways

– Wiki A collection of web pages that anyone can add to or edit

– Workshop Enables peer assessment

– Quiz Allows the teacher to design and set quiz tests, which may be automatically marked and feedback and/or to correct answers shown

– SCORM Enables SCORM packages to be included as course content

– Survey For gathering data from students to help teachers learn about their class and reflect on their own teaching

Moodle

Computer Lab Practice

Moodle MOOC Websites

Moodle MOOC

Sample

&

Practice Websites

NUEPA Moodle Online Course Website:

http://moodle.nuepa.org

Password: Xyz@12345

Sample MOOC Course Template

Moodle Practice Site:

http://162.144.90.128/moodle

Moodle Practice Site

Lab Exercise

• Step 1: Explore the Moodle Practice Site (

http://162.144.90.128/moodle) and read the

Instructions Carefully on the Home page

• Step 2: Learn how to Login to the Moodle

Platform and [ Understand Teacher and Student

Roles] and understand the “Guest” Access

Importance.

• Step 3: Create a New Course [ Understand

Course Summary, Embedding a Video, No of

Topics and Topic Outline]

Lab Exercise

• Step 4: Learn How to “Enrol” Learners in

to the Course

• Step 5: Understand the significance of the

“News Form”

• Step 6: Understand the Procedure to add

the content on the Course Main page Top

Portion.

• Step 7: Understand the Procedure to

populate the content on Individual Topics.

Lab Exercise

• Step 8: Understand the Significance and

Procedure to activate a “Discussion Form”

and Create a “Q&A” Form.

• Step 9: Understand the Procedure how to

participate in a discussion form by “learner”

• Step 10: Understand the Significance and

Procedure to activate an “ Online Assignment

Submission” and Create an Assignment.

• Step 11: Understand the procedure to submit

the online assignment as a “Learner”

Lab Exercise

• Step 12: Understand the Procedure to

Activate a “Feedback” option and Prepare

a Feedback Form.