{"id":31,"date":"2009-05-17T09:56:41","date_gmt":"2009-05-17T16:56:41","guid":{"rendered":"https:\/\/blogs.ubc.ca\/aburdett565\/?page_id=31"},"modified":"2009-06-06T18:46:40","modified_gmt":"2009-06-07T01:46:40","slug":"lms","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/aburdett565\/lms\/","title":{"rendered":"LMS"},"content":{"rendered":"

May 23rd, 2009<\/p>\n

Reflections on getting started with moodle<\/p>\n

Today I set up my first moodle course. I was given step by step instructions on how to set it up from the ETEC 565 e-learning tool kit <\/a>. I learned about moodle last fall and was very excited about the prospects of potentially incorporating a moodle platform into my f2f science courses but didn\u2019t really know where to begin. One of the main reasons I signed up for ETEC 565 was for the supported introduction to moodle. While setting up my course today, I found using the step by step instructions and activities on the tool kit very easy to follow and I appreciate the scaffolded support.\u00a0 I am looking forward to more scaffolded support while gaining more confidence and competence with moodle.<\/p>\n

June 6th 2009<\/p>\n

Proposal for Implementing Moodle into a f2f Biology Course<\/strong><\/p>\n

To Download the .doc version of this proposal, please click on on the following:<\/p>\n

LMS Proposal<\/a><\/p>\n

1. Course Title: <\/strong>Biology 12: Introduction to human anatomy and physiology<\/p>\n

2. Curriculum: <\/strong>Content and assessment will address the prescribed learning outcomes (PLOs) from the Province of British Columbia Ministry of Education,
\nBiology 11 and 12 : integrated resource package (2006). In BC, Biology 12 serves as an introduction to human anatomy and physiology at both micro and macro levels.
\nA list of topics covered, divided into modules, can be found in Appendix A<\/em>.<\/p>\n

3. Course Structure:<\/strong> Although the LMS will be designed to organize, support and enhance f2f delivery in a traditional classroom setting, each module will be self-contained and comprehensive. The course will be divided into 14 modules, one for each of the topics listed in Appendix A. Modules will be designed according to the schematic found in Appendix B. Each module will contain access to content resources, learning activities (including discussion fora) and assessment tools.<\/p>\n

4. Proposed LMS platform:<\/strong> Moodle http:\/\/moodle.org<\/p>\n

5. Rationale for supporting a f2f course with an LMS: <\/strong>
\n<\/strong><\/p>\n

a. Organization, support and supplementation:<\/strong> According to Perkins and\u00a0 Pfaffman (2006) an LMS provides a platform for teachers to:
\n\u2022\u00a0\u00a0\u00a0 Organize course documents and provide access to course notes and assignments.
\n\u2022\u00a0\u00a0\u00a0 Post homework, due dates and announcements for both students and their parents.
\n\u2022\u00a0\u00a0\u00a0 Encourage students to participate in online discussions and chats and turn in assignments online.<\/p>\n

b. Digital Education for a digital age:<\/strong> As a digital age teaching professional, I should be developing competencies in; designing and developing digital-age learning experiences and assessments, modeling digital-age work and learning and promoting and modeling digital citizenship and responsibility (NETS 2008).<\/p>\n

c. Good Educational Practice<\/strong>: An online supplement to a f2f course facilitates good educational practices as outlined by Chickering and Gamson (1987) and Chickering and Ehrmann (1996) including:
\n\u2022\u00a0\u00a0\u00a0 Encouraging contact between student and teachers by opening up more lines of communication eg. discussion boards and private messaging.
\n\u2022\u00a0\u00a0\u00a0 Developing reciprocity and cooperation among students eg. providing fora for communication outside of classroom hours, and for collaboration.
\n\u2022\u00a0\u00a0\u00a0 Increased ability for prompt feedback eg. online quizzes and peer assessment
\n\u2022\u00a0\u00a0\u00a0 Emphasizing time on task by increasing efficiency of course delivery.
\n\u2022\u00a0\u00a0\u00a0 Communicating high expectations by increasing student accountability eg. publishing student work and peer feedback.
\n\u2022\u00a0\u00a0\u00a0 Facilitating active learning by linking to rich resources and activities.
\n\u2022\u00a0\u00a0\u00a0 Respecting diverse talents and ways of learning. eg. linking to diverse digital resources that support multimodal learning.<\/p>\n

6. Rationale for using Moodle: <\/strong><\/p>\n

a. Administrative: <\/strong>Moodle is free open course software. According to Perkins\u00a0 and Pfaffman (2006), free means reduced administrative concern with no licensing costs and that content will be continuously and collaboratively be expanded and improved over time.<\/p>\n

b. Affordances:<\/strong>. This list is not exhaustive.
\n<\/strong><\/p>\n

i. (Some) Teacher Affordances:<\/strong> Moodle does not require knowledge of CSS or html and has fairly intuitive structure and editing functions. The splash page contains blocks that can be added or deleted including news, calendar, upcoming events and RSS feeds. For example, I have added RSS feeds\u00a0 for Science and Biology news. Modules can be organized by week or by topic. I will organize the modules by topic to allow for more flexible timing. For each module, the teacher can add both resources and activities. Resources include links to files (eg. .ppt,.doc) and websites or, alternatively, text and web pages can be composed directly in Moodle. Activities include online and offline assignments, polls and surveys, chat and forums, glossaries and wikis, and lessons and quizzes. Teachers can organize groups, track student progress\/participation and use an internal gradebook. Some choice of themes allows for modest personalization. Guest access mean that parents can access the LMS and keep track of announcements and due dates.<\/p>\n

ii. (Some) Student Affordances: <\/strong>Students have access to resources, activities, news, announcements, and lines of communication\/collaboration. If a student is absent, or loses handouts, they still have access to resources (assuming they have internet access) (Perkins & Pfaffman 2006). Communication and collaboration is encouraged through discussion fora, chats, wikis and direct messaging. for example, my biology 12 Moodle will have a wiki where students can contribute the meanings of Greek and Latin roots words commonly used in biology. Students can track their own progress with a \u201cgrades\u201d function and receive written feedback on assignments.<\/p>\n

7. Technology\u00a0 and Support:<\/strong> The Moodle course will be downloaded and hosted by the school server and supported by IT staff. A teacher using moodle will need access to a computer minimum word processing software and internet access. Basic training will be required and extra support will be accessed through available online resources and collegial collaboration.<\/p>\n

8. Costs and Time:<\/strong> The cost of moodle itself is free. It should take IT staff about 15 minutes to install Moodle on the school server (Perkins & Pfaffman 2006). I will develop the course using prep time, professional development time and personal time. Time in lieu may be offered at the administration\u2019s discretion.<\/p>\n

9. Preview:<\/strong> To preview the Moodle in progress, please visit http:\/\/moodle.met.ubc.ca\/course\/view.php?id=49<\/a><\/p>\n

Appendix A: Topics\/Modules Covered<\/p>\n

Process of Science:
\n1. Process of Science and Introduction to Biology
\nCell Biology:
\n2. Cell Structure
\n3. Cell Compounds and Biological Molecules
\n4. DNA Replication,
\n5. Protein Synthesis
\n6. Transport across Cell Membranes
\n7. Enzymes;
\nHuman Biology:
\n8. Digestive System
\n9. Circulatory System
\n10. Respiratory System
\n11. Nervous System
\n12. Urinary System
\n13. Reproductive System
\n14. Course Review and Exam Prep (optional)<\/p>\n

Appendix B: Module Schematic<\/p>\n

\"module\"*Module Schematic adapted from ETEC 531 course syllabus<\/p>\n

References<\/strong><\/p>\n

Chickering, A.W. & Gamson, Z.F. (1987). Seven Principles for Good Practice in Undergraduate Education. American Association for Higher Education Bulletin, 39 (7), 3-7. Accessed online 11 Mar 2009
\nhttp:\/\/www.aahea.org\/bulletins\/articles\/sevenprinciples1987.htm<\/p>\n

Chickering, A.W. & Ehrmann, S.C. (1996). Implementing the Seven Principles: Technology as Lever. American Association for Higher Education Bulletin, 49(2), 3-6. Accessed online 11 Mar 2009
\nhttp:\/\/www.aahea.org\/bulletins\/articles\/sevenprinciples.htm<\/p>\n

National Educational Technology Standards for Teachers
\nhttp:\/\/www.iste.org\/Content\/NavigationMenu\/NETS\/ForTeachers\/2008Standards\/NETS_for_Teachers_2008.htm<\/p>\n

Perkins, M. & Pfaffman, J. (2006). Using a Course Management System to Improve Classroom Communication. Science Teacher, 73(7), 33-37.<\/p>\n

Ministry of Education, Province of British Columbia. (2006). Curriculum: Biology 11 and 12 : integrated resource package. Library and Archives Canada Cataloguing in Publication Data. http:\/\/www.bced.gov.bc.ca\/irp\/irp_sci.htm<\/p>\n","protected":false},"excerpt":{"rendered":"

May 23rd, 2009 Reflections on getting started with moodle Today I set up my first moodle course. I was given step by step instructions on how to set it up from the ETEC 565 e-learning tool kit . I learned about moodle last fall and was very excited about the prospects of potentially incorporating a […]<\/p>\n","protected":false},"author":586,"featured_media":0,"parent":0,"menu_order":3,"comment_status":"open","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-31","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/aburdett565\/wp-json\/wp\/v2\/pages\/31","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/aburdett565\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/aburdett565\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/aburdett565\/wp-json\/wp\/v2\/users\/586"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/aburdett565\/wp-json\/wp\/v2\/comments?post=31"}],"version-history":[{"count":8,"href":"https:\/\/blogs.ubc.ca\/aburdett565\/wp-json\/wp\/v2\/pages\/31\/revisions"}],"predecessor-version":[{"id":71,"href":"https:\/\/blogs.ubc.ca\/aburdett565\/wp-json\/wp\/v2\/pages\/31\/revisions\/71"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/aburdett565\/wp-json\/wp\/v2\/media?parent=31"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}