Moodle In Quebec 09
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Transcript of Moodle In Quebec 09
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Showcasing Showcasing QuebecQuebec
Roger KennerRoger KennerMoodle Consultant & TrainerMoodle Consultant & Trainer
RK-IdRK-Idées, Montrealées, Montreal
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A Brief LMS Overview of A Brief LMS Overview of QuébecQuébec1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
Only a few, representative institutions are listed above
2009 2010 2011 2010
WebCT
Université Concordia
UQAM
Collège DeMaisonneuve
Moodle
Université Concordia
UQAM
Collège DeMaisonneuve
Université de Sherbrooke
Collège Ahuntsic
Dawson College
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Among these...Among these...
Concordia UniversityConcordia University
UQAMUQAM
Université de SherbrookeUniversité de Sherbrooke
Bishop’s UniversityBishop’s University
École Polytechnique de École Polytechnique de MontréalMontréal
UQ ChicoutimiUQ Chicoutimi
UQ Outaouais UQ Outaouais
Champlain CollegeChamplain College
Collège de MaisonneuveCollège de Maisonneuve
Collège AhuntsicCollège Ahuntsic
Collège Gérald-GodinCollège Gérald-Godin
Collège de JonquièreCollège de Jonquière
Collège de ValleyfieldCollège de Valleyfield
Collège de RosemontCollège de Rosemont
Cégep de l'OutaouaisCégep de l'Outaouais
Dawson CollegeDawson College
Vanier CollegeVanier College
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WebCT -> Moodle TransferWebCT -> Moodle Transfer
The primary taskThe primary task
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www.moodlequebec.orgwww.moodlequebec.org(Coming Soon: Public site not yet on line)(Coming Soon: Public site not yet on line)
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Best Practices in QuebecBest Practices in Quebec
• Two Case Studies:Two Case Studies:– Concordia University: A math professor points the Concordia University: A math professor points the
way to engaging the students in the on-line part of the way to engaging the students in the on-line part of the coursecourse
– Concordia University: A political science professor Concordia University: A political science professor uses forums to run an on-line simulationuses forums to run an on-line simulation
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Math 212: Winter 2008Math 212: Winter 2008
The Fascinating World of NumbersThe Fascinating World of Numbers
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Math 212Math 212
• Co-taught byCo-taught by– Dr. Fred Szabo, Mathematics & Statistics, Dr. Fred Szabo, Mathematics & Statistics,
[email protected]– Kate Bligh, English Kate Bligh, English
• Mathematical concepts for journalistsMathematical concepts for journalists
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Math 212: A typical math courseMath 212: A typical math course
But...But...
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A typical math course, butA typical math course, but
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Extending the classExtending the class
Keeping students engaged and Keeping students engaged and connectedconnected
One week...One week...
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Keeping the students engagedKeeping the students engaged
Spontaneous & interesting Spontaneous & interesting supplementary materialssupplementary materials
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Keeping the students engagedKeeping the students engaged
Spontaneous & interesting Spontaneous & interesting supplementary taskssupplementary tasks
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Keeping the students engagedKeeping the students engaged
Reprise each lectureReprise each lecture
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Keeping the students engagedKeeping the students engaged
Real choicesReal choices(Display somewhat altered, to simplify the point.)(Display somewhat altered, to simplify the point.)
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Keeping the students engagedKeeping the students engaged
Real value for participationReal value for participation
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Keeping the students engagedKeeping the students engaged
Clear GuidelinesClear Guidelines
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Giving the students supportGiving the students support
Lots of formative Lots of formative quizzes in quizzes in adaptiveadaptive modemode
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Poli 298H: Summer 2007Poli 298H: Summer 2007
The Balance of PowerThe Balance of Power
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Poli 298HPoli 298H
• Taught byTaught by– Dr. Julian Schofield, Political Science, Dr. Julian Schofield, Political Science,
• Familiarize students with the balance of power, an ancient concept associated with Familiarize students with the balance of power, an ancient concept associated with the realpolitik practices of national diplomacy that date back thousands of years. This the realpolitik practices of national diplomacy that date back thousands of years. This course seeks to create a dynamic environment within which students can unpack course seeks to create a dynamic environment within which students can unpack these concepts. The course consist of two parallel activities – a discussion board, these concepts. The course consist of two parallel activities – a discussion board, within which students read a selected reading and respond to a critical question, and within which students read a selected reading and respond to a critical question, and a dynamic simulation. (adapted from syllabus)a dynamic simulation. (adapted from syllabus)
• Using Moodle Forum as part of a dynamic Using Moodle Forum as part of a dynamic simulationsimulation..
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Keeping the students engagedKeeping the students engaged
A common theme: Real value for A common theme: Real value for participationparticipation
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Keeping the students engagedKeeping the students engaged
Lots of Discussion Group PracticeLots of Discussion Group Practice
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The SimulationThe Simulation
• OverviewOverview: : • Students play one of fourteen states in a simulation of inter-state competitionStudents play one of fourteen states in a simulation of inter-state competition• They may attack one another, seek neutrality or domination, make and break They may attack one another, seek neutrality or domination, make and break
alliances, and provide economic assistance. alliances, and provide economic assistance. • States share borders with some states and not others, and may only attack and be States share borders with some states and not others, and may only attack and be
attacked by states with which they share a common border. No state may be attacked by states with which they share a common border. No state may be eliminated during the simulation, but states may be weakened to the point of eliminated during the simulation, but states may be weakened to the point of irrelevance. irrelevance.
• The key resource in the simulation is the power point, which is used to attack The key resource in the simulation is the power point, which is used to attack neighboring states (as well as defend against attacks) and is used to provide neighboring states (as well as defend against attacks) and is used to provide economic assistance to other states. economic assistance to other states.
• States lose power points while they are attacking and defending, and receive States lose power points while they are attacking and defending, and receive additional power points every turn that represent production in their economy.additional power points every turn that represent production in their economy.
• Usually the larger states have more power points and receive more power points Usually the larger states have more power points and receive more power points every turn. Players don’t know the results until they are played out by the TA, and the every turn. Players don’t know the results until they are played out by the TA, and the results are then posted.results are then posted.
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The SimulationThe Simulation
The World at Time 1The World at Time 1
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The SimulationThe Simulation
Diplomacy: Alliances, made and brokenDiplomacy: Alliances, made and broken
(Display somewhat altered, to simplify the point.)(Display somewhat altered, to simplify the point.)
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The SimulationThe Simulation
Diplomacy: Posturing, bluffingDiplomacy: Posturing, bluffing
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The SimulationThe Simulation
The Order Paper...The Order Paper...
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The SimulationThe Simulation
The World at Time 2: Another IterationThe World at Time 2: Another Iteration
(Since this was not live, it is not possible to show true changes.)(Since this was not live, it is not possible to show true changes.)
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Showcasing QuebecShowcasing Quebec
Roger KennerRoger Kenner
April, 2009April, 2009