Theory and pedagogy for e-Learning
On-line learning provides opportunities for constructivist learning and opportunities for learning without curricula in line with the ideas of Papert (1983) for students to become epistemologists. This is of course dependent upon how the media are used rather than the media themselves. Blended and online learning build-on and tap into tools, which today’s students’ use on a regular basis and help to develop skills for necessary for individuals to succeed in a 21st Century Information age (Chapman, Masters & Pedulla, 2002; Kimber, Pillay, & Richards, 2002). The use of e-Learning and blended learning facilitated by an LMS allows students the opportunities to demonstrate attributes of knowledge-based learning including: “critical thinking skills and problem solving, communications and media literacy, personal organization, motivation, self-regulation and adaptability,” (Premier’s Technology Council, 2010, p. 2). Given that there is sound theory and logical reasoning for developing e-learning, the next step is to determine an appropriate supporting platform.
Assessments of a Learning Platform
There are a number of options available to deliver curricula online including: user designed sites, Blogs (WordPress), Wikis, Nings, or LMS (WebCT Vista, MOODLE). As a Moodle server already exists on site, I have setout to assess its viability to meet our needs before considering other options. Chickering (1996) emphasizes using technology in a manner consistent with the seven principles of good practice:
- Encourages contact between students and faculty
- Develops reciprocity and cooperation between students
- Incorporates active learning techniques
- Provides prompt feedback
- Communicates high expectations
- Allows for diverse talents and learning modalities
These ideas are taken into considerations along with the SECTIONS model proposed by Bates & Poole (2003). This model considers the students, ease of use, costs, teaching and learning, interactivity, organizational issues, novelty effect, and speed. From Table 1. LMS assessment rubric it can be seen that Moodle meets or exceeds expectations in all categories. It will enable not only communication between students and teachers, but also teachers and parents. As we are a small independent school the costs associated with the open-source Moodle are low. In their assessment of LMSs Perkins and Pfaffman (2006) identify WebCT Vista and Blackboard costing thousands of dollars and generally being out of the range of public schools compared to Moodle, which is a free, open-source LMS. Since we already have a Moodle skeleton shelved we would be making use of time and money already spent by re-activating and developing it to provide curricular modules. There is a trade-off between the types of creative tools and activities, which can be designed for modules in Moodle and the amount of computer programming knowledge required to actually create modules. Given that the technological skills of our staff are lower on average and that Moodle still has plenty of diverse learning tools within it, the increased number of teachers using Moodle outweighs the decreased creative avenues. Tied to ease of use is that Moodle also provides a consistent platform and the views that teachers and students see are similar making planning easier (Perkins and Pfaffman, 2006).
Most importantly Moodle does provide room to develop more blended learning modules or entire courses online, which is congruent with our goals to provide individualized curricula to students. It provides opportunities for peer-learning and dialogue through the use of discussion forums, formative assessment through assessment programs and forums, and constructivist approaches to learning with the incorporation of PBL and IBL scenarios.
Courses for development:
In order to build awareness and demonstrate the capacity for learning, communication, collaboration, and assessment with Moodle, I will be developing three modules. These modules will represent a blended approach rather than an entire online course. Each module will have a discussion forum, tasks, activities, and assessments. A calendar for each course will also enable both the students and the parents to be aware of impeding deadlines and to promote student ownership of the learning.
Biology 11- Evolutionary Theory
Students frequently struggle with the ideas of Natural selection, Gradualism vs. Punctuated Equilibrium, and mechanisms of speciation. Several IBL and PBL scenarios will be posted for students to collaborate on.
Biology 12-Genetics and Mutations
This unit of biology 12 is currently glossed over due to time limitations and the use of a blended module will enable me to better develop students understanding of the concepts while facilitating independence, time management, discussion and critical thinking about mechanisms of DNA. Replication and repair as well as impacts of mutations both positive and negative.
Chemistry 11- Organic Chemistry
Development here will facilitate the relation of organic chemistry to biology and daily life as a large number of students are enrolled in both Biology and Chemistry courses, but time only allows for a superficial coverage. This module will include at least one lab activity and a research paper.
Summary
The development of the Moodle LMS at Fraser Academy will further facilitate our movement into a modern learning paradigm, increase the types of learning diversity we can offer to our students, and increase our ability to communicate both internally and externally. At the same time it will make use of existing resources and minimize costs.
References:
Bates, A.W., & Poole, G. (2003). A framework for selecting and using technology. In A.W. Bates & G. Poole, Effective Teaching with Technology in Higher Education (pp. 75-108), San Francisco: Jossey-Bass.
Chapman, L., Masters, J., & Pedulla, J. (2002) Do digital divisions still persist in schools? Access to technology and technical skills of teachers in high needs schools in the United States of America. Journal of Education for Teaching, 36(2), 239-249.
Kimber, K., Pillay, H., & Richards, C. (2002). Reclaiming teacher agency in a student centred digital world. Asia-Pacific Journal of Teacher Education, 30(2), 155-167.
Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York: Basic Books.
Premier’s Technology Council. (2010) A vision for 21st century education. Retrieved June 10, 2011 from http://www.gov.bc.ca/premier/technology_council/
Perkins, M., and Pfaffman, J. (2006). Using a course management system to improve classroom communication. Science Teacher, 73(7), 33-37.