Time was needed to familiarize with the Moodle course management system, where help extensions (eg. Moodle docs) were overwhelming being too specific. Content was added within previews and not on actual pages, causing some frustration before sorted out by trial-and-error. With no single best media for online learning (Anderson, 2008), exploring functionalities over what works and does not is gradually adopted into pedagogical repertoires, helping to address existing and emergent needs. For instance modularization enables self-paced learning, able to jump back for review to maintain student engagement. Ciampa (2013) further describes learning in the mobile age as self-directed, building motivation through challenge, curiosity, control, recognition, competition and cooperation. Teachers always strive towards best use of whatever technology at hand, where Moodle requiring little training satisfies Bates’ (2014) reliability and robustness criteria, able to begin study within 20 minutes of logging on. Unfortunately the equation editor was far too cumbersome, resorting to Microsoft Word and inserting formulas as screenshots. Pictures certainly are more difficult to edit than text, though already possessing the know-how to work around constraints is extremely practical. Creating quizzes was actually the most natural, having experience writing questions into a test bank to be subsequently reordered thereafter.
Students can interact with teachers in the ‘General’ window, receiving ‘Announcements’ for important dates, while entering (a)synchronous chats through ‘General Queries’. Upon viewing through program topics with ‘Course Outline’, learners complete an introductory questionnaire with ‘Student Information’. Approximately one of every question type (eg. Check Boxes, Date, Dropdown Box) was included for this survey. Learners then work through ‘Safety’ reading through ‘WHMIS 2015’ content, followed by three question types (eg. Matching, Essay, Numerical) to check for understanding. A minor ‘Safety Quiz’ follows to review matching pictograms, examining ‘Timing’, ‘Grading’, ‘Layout’, and ‘Appearance’ options. The second topic on ‘Measurement’ begins with a lesson page on ‘Unit Conversions’, followed by six numerical practice questions. A subsequent content page introduces ‘Uncertainties’, followed by seven practice activities, ranging from ‘Matching’, ‘Multichoice’ and ‘Numerical’ with appropriate jumps. The third ‘Graphing’ topic introduces ‘Graphical Techniques’ as a lesson, checked with a multiple choice question. A wiki activity follows, where students practice graphing sample data using Google Sheets, interacting with each other for collaborative peer review. Finally, a ‘Measurement Quiz’ on unit conversions and significant figures is taken, examining varied question types along with assessment based on the specified criteria. Functionalities to control ‘Question behaviour’, ‘Review options’, and ‘Overall feedback’ grade boundaries are incorporated, to be partially graded automatically pending question type.
Reflecting on effectiveness using ISTE (2017) standards, Moodle leverages equitable access towards student empowerment, accommodating variability with authentic real-world learning experiences. The ‘Google Sheets’ wiki for example invites learners to apply graphical techniques by collecting sample data to practice graphing with technology beyond hand plotting. Wikis are evolving collaborative platforms where students can participate in assessment-as-learning, or even connect with professionals in the field. Like other course management systems, Moodle enables accessibility from off-campus locations, innovating learner-centred pedagogies to overcome time and content limitations with traditional instruction (Diaz et al., 2009). Although Moodle too is perhaps inflexible compared to newer cloud technologies (Porto, 2015), it does provide sufficient variety to be customized towards social context. Moodle can offer immediate feedback when it still counts that is forward-looking, detailed and facilitative to build self-efficacy (Gibbs and Simpson, 2005).
References
Anderson, T. (2008a). Towards a theory of online learning. In T. Anderson & F. Elloumi (Eds.), Theory and practice of online learning. Edmonton AB: Athabasca University. Retrieved from http://www.aupress.ca/books/120146/ebook/02_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf
Bates, T. (2014). Choosing and using media in education: The SECTIONS model. In Teaching in digital age. Retrieved from https://opentextbc.ca/teachinginadigitalage/part/9-pedagogical-differences-between-media/
Ciampa, K. (2013). Learning in a mobile age: An investigation of student motivation. Journal of Computer Assisted Learning, 30(1), 82–96. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/jcal.12036/epdf
Diaz, V., Garrett, P.B., Moore, J., & Schwartz, C. M. (2009). Faculty development for the 21st century. Educause Review (44)3, 46-55. Retrieved from http://er.educause.edu/articles/2009/5/faculty-development-for-the-21st-century
International Society for Technology in Education (ISTE). (2017). Standards for teachers. Retrieved from https://www.iste.org/standards/for-educators
Porto, S. (2015). The uncertain future of Learning Management Systems. The Evolllution: Illuminating the Lifelong Learning Movement. Retrieved from http://www.evolllution.com/opinions/uncertain-future-learning-management-systems/