{"id":16,"date":"2011-05-15T05:33:51","date_gmt":"2011-05-15T13:33:51","guid":{"rendered":"https:\/\/blogs.ubc.ca\/eduthoughts\/"},"modified":"2011-06-09T05:47:20","modified_gmt":"2011-06-09T13:47:20","slug":"proposal-2","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/eduthoughts\/proposal-2\/","title":{"rendered":"Proposal"},"content":{"rendered":"<p><strong>To:<\/strong> Brian Kuhn, Manager of Information Services, Coquitlam School District 43 Technology Department.<\/p>\n<p><strong>Subject:<\/strong> Proposal to incorporate the learning management system (LMS) Moodle into our district technology plan.<\/p>\n<p>New technologies are constantly changing our society, requiring schools to reform the learning and teaching process to prepare students for this new reality (Jerald, 2009). \u00a0In accordance with these changes, the International Society for Technology in Education (2011) lists its top ten educational priorities. \u00a0The first on the ISTE list is to \u201cestablish technology in education as the backbone of school improvement \u201c(ISTE 2011). \u00a0In accomplishing this task, schools must be provided with a viable LMS that can build 21st century skills while at the same time enhance knowledge of core concepts such as literacy and math (Jerald, 2009). \u00a0The decision to implement a district LMS is not one to take lightly. \u00a0Panettieri (2007) states that about 24% of schools regret their choice of LMS and would change systems if funding allowed. \u00a0For this reason, I have carefully evaluated the LMS Moodle based on the Bates and Poole (2003) SECTIONS framework. I propose that SD43 incorporate Moodle into our district because it is the most comprehensive program that meets the goals of our online technology plan. \u00a0In my evaluation, I chose to focus my attention on the (E)ase of use, (I)nteractivity, (o)rganization, and (C)ost parts of the SECTIONS framework because these are issues that require direct district consideration. Teachers would need to determine how to adapt the program to fit their individual (S)tudent and (T)eaching and learning needs.<\/p>\n<p><strong>(E)ase of use, (O)rganization, and (I)nteractivity: <\/strong><\/p>\n<p>Perkins and Pfaffman (2006 p.34) point out that Moodle has features that are comparable to its more expensive competitors and it is often more user friendly. \u00a0\u00a0Because Moodle is open source, the code is accessible and the program is completely customizable. \u00a0The district can create its own code or use third party code to enhance the functionality of Moodle. \u00a0Even without customization, its existing features meet the needs of both distributed learning and F2F classrooms.<\/p>\n<p>The EduTools (2011) website discusses the following Moodle features:<\/p>\n<ul>\n<li> An intuitive organizational structure that makes sense and is easy to navigate.<\/li>\n<\/ul>\n<ul>\n<li> The ability to upload a wide variety of documents, including text, image and multimedia files.<\/li>\n<\/ul>\n<ul>\n<li> Support for MathML editor to include mathematical formulas into the course.<\/li>\n<\/ul>\n<ul>\n<li> The availability of both asynchronous and synchronous collaborative tools such as discussion forms, chats, and private group sections within a course.<\/li>\n<\/ul>\n<ul>\n<li> Built in email, blogs, online course calendar, and RSS feeds.<\/li>\n<\/ul>\n<ul>\n<li> Secure access with guest login controlled by the administrator.<\/li>\n<\/ul>\n<ul>\n<li> Wide variety of built in assessment tools including multiple choice, fill in the blank, short answer and essay. \u00a0The system can provide feedback on student performance.<\/li>\n<\/ul>\n<p>Aside from the ability for customization due to its open source format, the features available in Moodle are comparable to other LMS\u2019s on the market. \u00a0The most obvious and important difference is cost.<\/p>\n<p><strong>(C)ost:<\/strong><\/p>\n<p>Moodle is an open source solution and, as such has a lower cost associated with it than other LMS options. \u00a0Moodle\u2019s licensing agreement (2011) allows for use and installation of its source code for free. \u00a0This represents a great deal of savings for the district since the licensing for other comparable products such as Vista can run into the \u201csix figures\u201d depending on type of license, amount of courses and enrolment numbers (Morningstar, Schubert, &amp;Thibeault, 2004; Panettieri, 2007)).<\/p>\n<p>Even though the license is free, other costs and considerations involved in running Moodle include modifications to the source code, implementing and hosting the Moodle program, and staff training.<\/p>\n<p>The ability to make modifications to Moodle\u2019s source code is a strong incentive for using Moodle. \u00a0However, if changes are required (they generally won\u2019t be necessary because Moodle comes fully equipped for use), the district would need to hire a programmer (Whitfield, 2011). \u00a0One consideration is that if the district did choose to adapt the code, they could then sell the new product to others provided they follow the licensing restrictions put in place by Moodle (Moodle licensing agreement, 2011). \u00a0This would provide an avenue to recoup the costs associated with creating the new code.<\/p>\n<p>A second cost to consider is hosting and maintaining the Moodle program. \u00a0It is possible to host Moodle on either a district server or with a third party, off-site host. \u00a0In looking at these choices, I suggest that onsite hosting may be the more viable option because it is less costly. \u00a0If a district server is used, there would be the initial purchase price for the server but the cost for maintenance would be minimal since it involves only a short daily check in and occasional troubleshooting of the server. \u00a0\u00a0This can be done by the existing district IT department (Whitfield, 2011) so no additional staff need to be hired. \u00a0In contrast, using a third party to host and maintain Moodle means that there would not be the initial server purchase but there would be a consistent monthly charge associated with Moodle.<\/p>\n<p>Implementing a new system in the district is only useful if employees agree to use it. \u00a0Getting teachers to try a new system involves making them comfortable by offering them training time in a professional development situation. \u00a0This can be accomplished by training the computer contact teacher at each school. \u00a0These experienced computer teachers can then be given release time to provide Moodle sessions to the staff at their school during regular Pro-D time. \u00a0Training in this manner will allow teachers to learn from someone on their own staff who they are comfortable working with and it will involve only a small amount of release time for the computer teachers to learn, keeping the costs low for the District.<\/p>\n<p>After reviewing several options for a new LMS in SD43, I feel that the Moodle system is the most efficient and cost effective means of meeting our needs and recommend implementation as soon as possible.<\/p>\n<p>References:<\/p>\n<p>Bates, A. W. &amp; Poole, G. (2003). A framework for selecting and using technology. In \u00a0A.W.\u00a0\u00a0 Bates &amp; G. Poole.<em> Effective Teaching with Technology in Higher Education<\/em> (pp.75-108). \u00a0 San Francisco: Jossey-Bass.<\/p>\n<p>EduTools. (2011). CMS: Product List. Retrieved June 05, 2011 from<a href=\"http:\/\/www.edutools.info\/item_list.jsp?pj=4\"> http:\/\/www.edutools.info\/item_list.jsp?pj=4<\/a><\/p>\n<p>International Society for Technology in Education (2011) Top Ten in\u201910: \u00a0ISTE\u2019s Education Technology Priorities for 2010. \u00a0Retrieved June 4, 2011 from<a href=\"http:\/\/www.iste.org\/about-iste\/advocacy\/top-ten-in-10.aspx\"> http:\/\/www.iste.org\/about-iste\/advocacy\/top-ten-in-10.aspx<\/a><\/p>\n<p>Jerald, C. (2009) Defining a 21st Centurary Education. The Center for Publicic Education. \u00a0Retrieved June 4, 2011 from<a href=\"http:\/\/www.centerforpubliceducation.org\/Learn-About\/gm-node\/270.aspx\"> http:\/\/www.centerforpubliceducation.org\/Learn-About\/gm-node\/270.aspx<\/a><\/p>\n<p>Kent Whitfield, Tech Support Analyst (2011) Personal Communication.<\/p>\n<p>Moodle License(2011) Copyright License for Moodle. \u00a0Retrieved June 4, 2011 from<a href=\"http:\/\/docs.moodle.org\/20\/en\/License\"> http:\/\/docs.moodle.org\/20\/en\/License<\/a><\/p>\n<p>Morningstar, B., Schubert, J., Thibeault, K. (2004). Technical Evaluation Report 41. WebCT: a major shift of emphasis. The international review of research in open and distance learning. 5(3). \u00a0Retrieved June 5, 2011 from<a href=\"http:\/\/www.irrodl.org\/index.php\/irrodl\/article\/view\/194\/276\"> http:\/\/www.irrodl.org\/index.php\/irrodl\/article\/view\/194\/276<\/a><\/p>\n<p>Panettieri, J. (2007). Addition by subtraction. <em>University Business<\/em>, August, 58-62. Accessed online 1 February 2010 from <a href=\"http:\/\/www.universitybusiness.com\/viewarticle.aspx?articleid=845\">http:\/\/www.universitybusiness.com\/viewarticle.aspx?articleid=845<\/a><\/p>\n<p>Perkins, M. &amp; Pfaffman, J. (2006). Using a Course Management System to Improve Classroom Communication. <em>Science Teacher<\/em>, 73(7), 33-37.<\/p>\n<p>School District 43 (N.D.) Retrieved on June 4 from<a href=\"http:\/\/www.sd43.bc.ca\/District\/Departments\/Technology\/Pages\/default.aspx\"> http:\/\/www.sd43.bc.ca\/District\/Departments\/Technology\/Pages\/default.aspx<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>To: Brian Kuhn, Manager of Information Services, Coquitlam School District 43 Technology Department. Subject: Proposal to incorporate the learning management system (LMS) Moodle into our district technology plan. 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