Proposal for Moodle Project: Revised
To: Mr. Brian Bartley (Director of Technology Implementation), Mr. Rhett Greenwood (Superintendent of Schools: District 82), and Mr. Steven Crawley (Administrator: Skeena Junior Secondary School
Implementation of a Moodle platform at Skeena Junior Secondary School
Demands on teachers for increased accountability, flexibility of programming and widening of parametres for learners has created a need for a new approach to learning in the classroom. Currenly School District 82 is experiencing high rates of decline in student population coupled with high absence rates for low achieving students. Course offerings are limited to f2f and distance education options with no blended approach courses available for students who require a higher degree of flexibility to achieve success in their learning. I propose to implement a Moodle platform in the Grade 9 Foods and Nutrition class to address all of these demands.
Overview
The Moodle Learning Management System is an ideal choice for our school at this time. Taking into account the current financial stresses accompanied with uncertain enrollment due to the closure of local mills and consistent decline in student population Moodle, opensource freeware, offers the advantages of an LMS system without high costs of other systems such as Blackboard and Web CT/Vista. (Perkins and Pfaffman, 2006) This LMS system allows for easy, flexible, personalized creation of a blended e-learning approach to the classroom learning environment. (Sinclair et al, 2006, p. 7) Due to current financial IT restraints Moodle offers an ideal LMS option for SJSS through its direct, ‘click and go’ approach. (ibid, p. 5)
Necessary Resources
In order to realize the goal of effective and efficient use of the Moodle LMS it would be necessary to secure the following resources:
- Access to the district webserver. The upload of the Moodle platform onto the district server will allow for easier access for students including those with slower or older machines at home that are unable to download the platform independently.
- Creation of jump sites on the SJSS site to the Moodle site. Creating a jumpsite for students from the District and Skeena Junior Secondary School site will allow for easier and more direct access, regardless of technological know-how.
- Time allotment via Professional Development days. Developing courses takes resources, including time, which can be partially compensated for via Pro-D days as a means of encouraging increased collaboration and co-operation amongst teachers.
- Access to a video camera with memory card for recording and uploading. Uploading video onto the Moodle platform requires a recording mechanism which will allow for easy and straightforward transfer from digital format to the Moodle platform.
- Ability to temporarily bypass current download restrictions in order download the Moodle software. Current restrictions for downloads by teachers keep many applicable and valuable programs out of reach of both students and teachers. Increasing download capabilities will allow for at least basic upgrades of programs available for educational use, including such basic programs as Flashplayer.
- Ability to exempt classroom resource housing sites from current firewall settings. Current safety blocks within the district site do not allow for many sites to be opened, protecting students but rendering much of the potential for social software exploration impossible.
While School District 82 currently subscribes to Desire2Learn for the Distance Education portion of course offerings I argue that Moodle is a more appropriate option for this particular blended course and other local independently created blended approach courses. While the licensing has been paid for by the School District for the rights to and support in using the Desire2Learn platform, it is important to offer autonomy and options for teachers who wish to create educational materials via an LMS. While both Desire2Learn and Moodle offer comparative features (access, communication, flexibility, support, and program upgrades). (group 4 Rubric) Moodle offers the independence for teachers to retain control of the materials they create, thereby increasing the possibilities that teachers will create independent individual class support LMS projects
Planned Foods and Nutrition Moodle LMS Overview
A Moodle platform will greatly increase the efficiency in the class by allowing learners to review principles taught, to catch up on missed work, and to take tests in preparation for classroom assessment. (Perkins and Pfaffman, 2006) The platform will encompass a variety of tools including the following:
- Video recorded cooking demonstrations
- Recipe file
- Online access to lessons and information
- Access to worksheets, projects and coursework expectations
- Informal asynchronous chat areas
Video recorded cooking demonstrations
The cooking demonstrations which take place every four days will be recorded and uploaded to the Moodle site to allow students to review the cooking expectations for further clarification, view cooking demonstrations that have been missed due to absences, and allow students to revisit cooking procedures for recipes that they would like to cook at home.
Recipe File
All recipes will be uploaded onto the Moodle site, enabling students to preview recipes, access recipes for home cooking, and provide recipes for students who were absent.
Online Access to Lessons and Information
Classroom notes, information to complete work, and supplementary information will be available to students via the Moodle site to support increased independence, responsibility and flexibility in learning. (Sinclair et al, 2006, p. 5) Information based on textbooks available in class only will be specified so students can discuss the work with the classroom teacher and access the background materials in the classroom.
Access to Worksheets, Projects, Coursework Expectations
All worksheets, outlines, project rubrics, and expectations for any coursework completed in class will be available online, allowing students to access missing materials. Students will have access to worksheets and outlines which include basic instructions for completion with further clarification available on demand.
Informal asynchronous Chat Areas
An asynchronous open chat area will be provided to enable posting of questions in related forums to discuss work and project expectations, drawing on student resources when the teacher is unavailable.
References
Bates, A.W. (2000.) Managing Technological Change: Strategies for College and University Leaders. San Francisco: Jossey Bass.
Bullen, M. & Janes, D.P. (2007). Preface. In M. Bullen & D.P. Janes (Eds.) Making the Transition to E-Learning: Strategies and Issues, pp. vii-xvi, Hershey, PA: Information Science Publishing.
Perkins, M., Pfaffman, J. (2006). Using a Course Management System to Improve
Classroom Communication. Science Teacher, 73(7), 33-37.
Panettieri, J. (2007). Addition by subtraction. University Business, August, 58-62.
Accessed online 27 January 2010 http://www.universitybusiness.com/viewarticle.aspx?articleid=845
Sinclair, G., McClaren, M., & Griffin, M. (2006). E-Learning & Beyond. Accessed online
February 2 2010 http://www.aved.gov.bc.ca/campus2020/documents/e-learning.pdf
Strong, Bart (2007). Strategic Planning for Technological Change. Accessed online 2 February 2010 https://www.vista.ubc.ca/webct/RelativeResourceManager/Template/Readings/plantechchange.pdf
Proposal for Moodle Project
Implementation of a Moodle platform at Skeena Junior Secondary School
Demands on teachers for increased accountability, flexibility of programming and widening of parametres for learners has created a need for a new approach to learning in the classroom. I propose to implement a Moodle platform in the Grade 9 Foods and Nutrition class to address all of these demands.
Overview
The Moodle Learning Management System is an ideal choice for our school at this time. Taking into account the current financial stresses accompanied with uncertain enrollment due to the closure of local mills and consistent decline in student population Moodle, opensource freeware, offers the advantages of an LMS system without high costs of other systems such as Blackboard and Web CT/Vista. (Perkins and Pfaffman, 2006) This LMS system allows for easy, flexible, personalized creation of a blended e-learning approach to the classroom learning environment. (Sinclair et al, 2006, p. 7) Due to current financial IT restraints Moodle offers an ideal LMS option for SJSS through its direct, ‘click and go’ approach. (ibid, p. 5)
Necessary Resources
In order to realize the goal of effective and efficient use of the Moodle LMS it would be necessary to secure the following resources:
- Access to the district webserver
- Creation of jump sites on the SJSS site to the Moodle site
- Time allotment via Professional Development days
- Access to a video camera with memory card for recording and uploading
- Ability to temporarily bypass current download restrictions in order download the Moodle software
- Ability to exempt classroom resource housing sites from current firewall settings.
Planned Foods and Nutrition Moodle LMS Overview
A Moodle platform will greatly increase the efficiency in the class by allowing learners to review principles taught, to catch up on missed work, and to take tests in preparation for classroom assessment. (Perkins and Pfaffman, 2006) The platform will encompass a variety of tools including the following:
- Video recorded cooking demonstrations
- Recipe file
- Online access to lessons and information
- Access to worksheets, projects and coursework expectations
- Informal asynchronous chat areas
Video recorded cooking demonstrations
The cooking demonstrations which take place every four days will be recorded and uploaded to the Moodle site to allow students to review the cooking expectations for further clarification, view cooking demonstrations that have been missed due to absences, and allow students to revisit cooking procedures for recipes that they would like to cook at home.
Recipe File
All recipes will be uploaded onto the Moodle site, enabling students to preview recipes, access recipes for home cooking, and provide recipes for students who were absent.
Online Access to Lessons and Information
Classroom notes, information to complete work, and supplementary information will be available to students via the Moodle site to support increased independence, responsibility and flexibility in learning. (Sinclair et al, 2006, p. 5) Information based on textbooks available in class only will be specified so students can discuss the work with the classroom teacher and access the background materials in the classroom.
Access to Worksheets, Projects, Coursework Expectations
All worksheets, outlines, projects rubrics, and expectations for any coursework completed in class will be available online, allowing students to access missing materials. Students will have access to worksheets and outlines which include basic instructions for completion with further clarification available on demand.
Informal asynchronous Chat Areas
An asynchronous open chat area will be provided to enable posting of questions in related forums to discuss work and project expectations, drawing on student resources when the teacher is unavailable.
References
Bates, A.W. (2000.) Managing Technological Change: Strategies for College and University Leaders. San Francisco: Jossey Bass.
Bullen, M. & Janes, D.P. (2007). Preface. In M. Bullen & D.P. Janes (Eds.) Making the Transition to E-Learning: Strategies and Issues, pp. vii-xvi, Hershey, PA: Information Science Publishing.
Perkins, M., Pfaffman, J. (2006). Using a Course Management System to Improve
Classroom Communication. Science Teacher, 73(7), 33-37.
Panettieri, J. (2007). Addition by subtraction. University Business, August, 58-62.
Accessed online 27 January 2010 http://www.universitybusiness.com/viewarticle.aspx?articleid=845
Sinclair, G., McClaren, M., & Griffin, M. (2006). E-Learning & Beyond. Accessed online
February 2 2010 http://www.aved.gov.bc.ca/campus2020/documents/e-learning.pdf
Strong, Bart (2007). Strategic Planning for Technological Change. Accessed online 2 February 2010 https://www.vista.ubc.ca/webct/RelativeResourceManager/Template/Readings/plantechchange.pdf