May 15 2011
Proposal
To: Mr. R Canuel, Eastern Townships School Board (ETSB)
Re: Recommendation for implementing a Moodle Learning Management System (LMS) at Alexander Galt Regional School
Rationale
In 2003, with the launch of the 1:1 laptop program, students and teachers in the ETSB became connected to the Internet and gained access to many technological learning resources.
In my teaching of Middle School mathematics, I use various strategies, tools resources to aid student learning. Over the past three years, my use of blogs, wikis, video tutorials, interactive quizzes, a class website and other technology tools have contributed to my technology literacy skills. The next step that I envision is obtaining a system, which can tie all of the tools and resources together in an organized framework, is easy to use and widely accessible.
A Learning Management System (LMS) is my proposed solution. These systems use a folder structure to organize class content of various forms. LMSs’ also include assessment tools, survey tools, discussion (chat) groups, announcement boards and grade books. (Panettieri, 2007). The differences between brands are primarily in the ease of use, ability to customize, range of features, cost, hosted or local among other factors.
After some consideration, research and experience with Blackboard and WebCT, the LMS system that I would like you to consider is Moodle, which stands for Modular Object Oriented Learning Environment. Presently, Moodle boasts more that 75 000 registered users, speaking 70 languages in 138 different countries (Downes, 2005). Both Blackboard and WebCT have attractive features but are also expensive. (Corich, 2005)
COST
Moodle is open source, so the program is free to download and use. There are no liscencing fees but space is needed on a server. The server which is already established in the school could be used and the IT team could install and configure the system. Since there are a large number of user generated help files and tutorials, as well as the nuber of users in help disucssion groups it appears to be a good fit.
Server: ($0 – $10 000)
Used existing: $0
Hosted: prices vary
Purchase (if cannot use existing): $10 000
Licensing Fee: ($0)
Free upgrades
Training: ($0)
Online video tutorials, forums and step by step instructions available.
Set up/Maintenance Time ($8000 – $16250)
The success of Moodle will depend on how well it is implemented from the beginning. This initial implementation of the hardware and software setup will be time consuming and I have two suggestions for finding this time.
Suggestion 1: Two afternoons per week release time from September-March with exemption from regular meetings and training on PD days. Since I coach soccer (Fall) and basketball (Winter), I will have more time available after March Break.
Cost (supply teacher): approximately $200/ week or 40(200) = $8000/year
Suggestion 2: Work a 75% workload (3 courses), with the 25% dedicated to the Moodle site. This would create consistency in classes.
Cost: 25% of $65 000 = $16250/year.
After the initial installation, it will take time to configure the software, maintain and improve the site.
MOODLE AS A CHOICE
I will use the principles of Chickering and Ehrmann’s article entitled Implementing the Seven Principles: Technology as Lever in order to justify my decision to use Moodle. They list what they see and understand to be the principles of good practice. (Chickering & Ehrmann, 1996).
Good Practice Encourages Contact between Students and Faculty
Moodle offers both a chat room (synchronous) and a forum (asynchronous) platform
where students and teachers can share resources and ideas and acquire assistance when needed. This tool allows shy students to ask questions which they might hesitate to do during face-to-face instruction. It also provides a place for educator communication (Stanford, 2008).
Reciprocity and Cooperation Among Students
Only authorized users can enter each specific instance of the Moodle environment, providing a safe environment for teens to collaborate and communicate. Communication can be extended to include other classes, schools and countries (Moodle.org). This would be compliment the Global learning Institute at the School Board.
The Wiki application provides students with the opportunity to work together on projects.
Good Practice Uses Active Learning Techniques
Moodle’s design fits well within the social constructivist principles of Vygotsky (Lin & Matthews, 2005) in that it provides students with collaborative tools such as email, chat, discussion forums, virtual classrooms, and reflective journaling features. These social areas aid students in constructing their knowledge. (Corich, 2005)
Good Practice Gives Prompt Feedback
Moodle’s Quiz feature allows quizzes to be imported from the program, Hot Potatoes (Moodle, 2011) already in use in our school. The quizzes provide students with instant feedback on their knowledge. The results are automatically tabulated so that the teachers have some analytics and can monitor progress of the course and the student.
Good Practice Emphasizes Time on Task
On Moodle, course materials can be accessed at any time during the day or night, using any device that connects to the server. This allows students to catch up on missed work or prepare for the upcoming class. The scheduling feature warns students of upcoming quizzes, blog posts and discussion threads thus helping them with organization (Stanford, 2008).
Good Practice Communicates High Expectations
Peer evaluations and the knowledge that work will be published both stimulate students to create work of they will be proud Students can publish on the Wiki, comment on the blogs or discussions and share ideas, and even post their own work.
Good Practice Respects Diverse Talents and Ways of Learning
The Forum module allows students to have virtual seminars, in the form of a text or audiovisual file. (Stanford, 2008). Students can respond to the information and comment on each other’s ideas. This type of lesson might appeal to the auditory and visual learners. Moodle is student-centered and although they can participate each forum can be moderated, maintaining the teacher as value editor.
In summary, my proposal for a Moodle server will greatly enhance my teaching and student learning at a relatively low cost.
Bridget Perry-Gore
References
Moodle Website. Retrieved June 4, 2011, from Moodle.org: http://moodle.org
Brooks, M. L. (2002). Drawing to Learn. An unpublished pre-thesis. University of Alberta, Alberta, Canada
Chickering, A.W. & Ehrmann, S.C. (1996). Implementing the Seven Principles: Technology as Lever. American Association for Higher Education Bulletin, 49(2), 3-6.
http://www.aahea.org/bulletins/articles/sevenprinciples.htm
Corich, S. (2005). Let’s Get Ready to Moodle. Bulletin of Applied Computing and Information Technology Vol. 3, Issue 3. ISSN 1176-4120. Retrieved June 1, 2011 from http://www.naccq.ac.nz/bacit/0303/2005Corich_LMS.htm
Downes, S. (2005, Dec/Jan). Places To Go: Moodle. Innovate 2 (2)
Retrieved June 4, 2011 from http://www.innovateonline.info/pdf/vol2_issue2/Places_to_Go-__Moodle.pdf
Lin, C. H., & Matthews, R. (2005). Vygotsky’s Philosphy: Constructivism and Its Critisms Examined. International Education Journal , 6 (3), 386-399.
Panettieri, J. (2007). Addition by subtraction. University Business, August, 58-62.
Stanford, J. (2008). In The Mood For Moodle. ENGLISH TEACHING Professional (54), 58-60.
