\u00a0<\/p>\n
Project Objectives<\/span><\/strong><\/p>\n \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/span><\/span>Goal:<\/span><\/strong> initiate e-learning program in upper elementary (grades 4-6<\/span>; population=45<\/span>) by developing functioning blended delivery classroom opportunities through use of the open source Moodle learning management system (LMS) within two years.<\/span><\/p>\n \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/span><\/span>Objectives within goal<\/span><\/strong>: overall pedagogical gains for the English language learning (ELL) program<\/span> due to increased exposure to English use. This<\/span> may attract new students and increase student enrolment levels resulting in capital gain within five years.<\/span><\/p>\n \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/span><\/span>Strategy: <\/span><\/strong>Develop sustainable blended learning delivery opportunities (face to face with e-learning) through an open source learning management system (LMS). <\/span><\/p>\n Moodle is an open source LMS, software used to plan, deliver, and manage learning in a school, which includes an online virtual classroom and courses led by the i<\/span>nstructor (Learning management<\/span>, n.d.; Moodle, n.d.). <\/span>\u00a0<\/span><\/span>To <\/span>project<\/span>objectives, it is proposed that Moodle be installed<\/span> as the schools LMS.<\/span> Current instructional technology (IT) support staff<\/span> can liaise with teachers to ensure enrolment procedures and space allocations are functional. IT<\/span> must transfer current class website data and st<\/span>udent\/teacher information to Moodle<\/span>. Initial professional <\/span>development must focus on IT<\/span> training and teacher training. A project management approach is suggested to decide on key areas of investment, resource allocation, identify existing technology support and<\/span> to<\/span> <\/span>ensure the focus remains the English <\/span>learning environment (Bates, 2000). \u00a0<\/span><\/span><\/p>\n Selection of Moodle<\/span><\/strong><\/p>\n Traditionally licensed LMS systems can be extremely costly, with WebCT costing into the hundreds of thousands (Wagstaff, 2009). <\/span>The<\/span>goal is not focused on economic gain, and our school would not see a return on investment if a licensed LMS was purchased. Cost, Teaching and Learning and Ease of Use are three major areas of Bates & Poole\u2019s (2003) SECTIONS model that support a decision to implement Moodle. Moodle is open source under the GNU Public licensing, meaning it is free to use, adapt and modify to suit our needs (Moodle License, n.d). <\/span>I explored a demo Moodle and found its interface and icons very novice\/ELL friendly.<\/span><\/p>\n The open source LMS<\/span>of Moodle, Clairoline and Sakai<\/span>were compared using Edutools, The Business Readiness Rating\u2122 \u00a0<\/span>(although still in its request for comments <\/em>stage) \u00a0<\/span>and a needs-based rubric (Bronk, Del Mundo, Gillespie, Jung & Wood., 2009; Ronsen, n.d.). The key elements analysed include student record management, tools for assessment, communications tools, costs, system requirements, ease of use, security and constructive teaching\/learning opportunities. Moodle most clearly suited the needs of this project by having the strongest security, online support systems and communities, a variety of tools suitable for beginners and a user-friendly intuitive interface. <\/span><\/p>\n Intended Outcomes<\/span><\/strong><\/strong><\/p>\n T<\/span>he intended <\/span>outcomes are based on Bates & Poole\u2019s (2003) SECTIONS model and implications of Chickering & Ehrman<\/span>n<\/span>\u2019s (1996) principles of good teaching practices in undergraduate education. In addition, the International Baccalaureate\u2019s Primary Years Program (2009) curriculum is considered. <\/span>It is proposed that within 1-2 years of Moodle adoption:<\/span><\/p>\n 1.\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/span><\/span><\/strong>Teachers will teach English material using a constructivist approach and gain technological skills to meet the needs of <\/span>the Tapscott\u2019s (2004) Net Generation. T<\/span>eachers do not become novices<\/span> online<\/span> but they need time to adapt to technology supported learning<\/span> (Kelly, 2007)<\/span>.<\/strong><\/span><\/p>\n 2.\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/span><\/span><\/strong>English language learners will engage in inquiry-based learning opportunities in a meaningful way and gain technological skills that can transfer to areas out<\/span>side of the classroom. (International Bacclaureate, 2002<\/span>).<\/strong><\/span><\/p>\n 3.\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/span><\/span><\/strong>The school will offer varied learning opportunities for students while fostering a sense of community. The school will remain competitive in the private elementary sector through the use of innovative and modern approaches to educational technology and ELL.<\/strong><\/span><\/p>\n 4.\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/span><\/span><\/strong>Technical requirements and training will be sustainable for three to five years. Moodle will be implemented in grades 4, 5 and 6 and will be sustained through staff training, current levels of IT staffing and the creation of a Moodle fund.<\/span><\/strong><\/p>\n 5.\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/span><\/span><\/strong>The creation of a modest LMS fund to secure the sustainability of Moodle for 3-5 years.<\/strong><\/span><\/p>\n \u00a0<\/span><\/p>\n Rationale<\/span><\/strong><\/p>\n The timeline is supported by Bates (2000) project management approach directed for long term technological change. Objectives 1-3<\/span>are supported by research on English language learning and technology integration. Social software, like wikis available through Moodle,<\/span>enable students to generate knowledge in a shared and openly collaborative space (Wheeler, Yeomans & Wheeler, 2008). Wu (2005; 2006) and Cummings (2004) argue English language students benefit from the innovative incorporation of technology in the classroom<\/span>. <\/span>It has been argued that the artificial constructs of interaction in an LMS limit discovery and constructivist learning (Siemens, 2004). <\/span>\u00a0<\/span>However, <\/span>Moodle<\/span>supports constructivist modular growth through its various applications (Chavan & Pavri,2004). <\/span><\/p>\n Objectives four and five require minimum technical requirements at start-up. Moodle can run on the school\u2019s server due to its Linux\/Apache\/MySQL\/PHP platform (Chavan & Pavri, 2004). Hardware includes approximately 400 MB-1GB of free disc space for installation and course materials, which is currently available. It is requested that the school consider the purchase of a back-up server as teachers develop more content. This would cost approximately $1200-$2000 (CDN) from licensed suppliers. NetSpot is a Moodle Partner in Hong Kong for outsourced support. Sustainability may require contracting NetSpot in the future if student numbers increase. Considering IT support, in-house staff training and server maintenance, a budget of approximately $5,000 (CDN) is requested for the first year of development. <\/span><\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n References<\/span><\/p>\n Bates, T. (2000). Managing technological change: Strategies for college and university leaders<\/em>. San Francisco: Jossey-Bass. <\/span><\/p>\n Bates, A.W. & Poole, G. (2003). Chapter 4: a Framework for Selecting and Using Technology. In\u00a0 <\/span>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span>Effective Teaching with Technology in Higher Education: Foundations for Success.<\/em>(pp. 77-105). San Francisco: Jossey Bass Publishers.<\/span><\/p>\n Bronk, R., Del Mundo, M., Gillespie, E., \u00a0<\/span>Jung, C., \u00a0<\/span>& S., Wood, (2009). Delivery platform evaluation rubric. <\/span><\/p>\n Chickering, A. W. & Ehrmann. S. C. (1996). Implementing the seven principles: Technology as lever. American Association for Higher Education Bulletin, 49<\/em>(2), 3-6. Retrieved May 10, 2009, from http:\/\/www.aahea.org\/bulletins\/articles\/sevenprinciples.htm<\/span><\/p>\n Chavan, A., & Pavri, S. (2004). Open source learning management with moodle. Linux Journal<\/em>. Retrieved June 3, 2009, from http:\/\/www.linuxjournal.com\/article\/7478<\/span><\/p>\n Cummings, M. C. (2004). \u201cBecause we are shy and fear mistaking\u201d: Computer mediated communication with EFL writers<\/em>. Journal of Basic Writing, 23(2), 23-43. (ERIC Document Reproduction Service No. EJ684124).<\/span><\/p>\n EduTools. Product comparison. Available May 25, 2009, from http:\/\/www.edutools.info\/compare.jsp?pj=4&i=599,560,616<\/span><\/a><\/span><\/p>\n International Baccalaureate. (2009). Who we are. Retrieved May 20, 2009, from http:\/\/www.ibo.org\/general\/who.cfm<\/span><\/a><\/span><\/p>\n International Baccalaureate Organization. (2002). A basis for practice: the primary years programme. Retrieved May 20, 2009 from http:\/\/www.ibo.org\/pyp\/documents\/basis_pyp_000.pdf<\/span><\/a><\/span><\/p>\n Kelly, O. (2007). Moving to blended delivery in a polytechnic: Shifting the mindset of faculty and institutions. In M. Bullen and D.P. Janes (Eds.), Making the Transition to E-Learning: Strategies and Issues<\/em> (pp. 33-46). Hershey: Information Science Publishing. <\/span><\/p>\n Learning Management System. Wikipedia<\/em>. Available on June 3, 2009, from http:\/\/en.wikipedia.org\/wiki\/Learning_management_system<\/a><\/span><\/p>\n Moodle About (n.d.). What is moodle? Retrieved June 2, 2009, from http:\/\/moodle.org\/about\/<\/a><\/span><\/p>\n Moodle License (n.d.). Copyright license for moodle. Retrieved June 3, 2009, from http:\/\/docs.moodle.org\/en\/License<\/a><\/span><\/p>\n