Content Module

UNIT FOR SUBMISSION

  • Login HERE  (login with the credentials below)
    • Username: student 66b
    • Password: @Student66b
  • After you login, here is the direct link:
  • References for this module found HERE

TARGET AUDIENCE

This Moodle course is targeted at grade 3 students at Suzhou Singapore International School (SSIS). Teachers at SSIS will also benefit by using this course as a repository of learning material and blended instructional model for the curricular unit of inquiry into “Who we are” at this grade level. Since the very nature of international teaching tends to be more transient, having a structured repository of units of work will aid teachers in planning and delivery of instruction, particularly those newer to the school.

PRIMARY LMS

Functionality & Affordances

Moodle is a free, open-sourced software that can be accessed from a variety of devices and software platforms (e.g. MacBook on OS X, Laptop on Windows 10, etc.). It allows creators to design courses of learning by breaking them into manageable modules (i.e. chunks or pieces). Designers can add a variety of media such as images, text, hyperlinks and HTML embedding of video. It has been around for over a decade, which means that an institution can put stock in its longevity.

Its user interface (UI) is simple; even early elementary students, such as those targeted in this module, can access the features and decode the structure in order to have success in their learning. The level of complexity mostly is fated to the author. There are a wide variety of default themes to choose from, and if given more freedom, course authors can go to third party plugin sites like h5p.org to extend their choices in design and UI aesthetics further. The medium does not run on Flash or other complex software animation features, which can limit accessibility to some users (Boyes, Dowie & Ruzman, 2005).

Moodle is free and global; this positively benefits learning communities in a variety of ways. Free is extremely fortuitous in terms of budgetary concerns – decisions for integration become largely less complex when there is minimal cost, if at all, to implement a new LMS. Global reach means that the Moodle project is cognizant of languages it offers designers and audiences, as well as how the medium functions in complex environments such as China, where SSIS is located. The first question administration and leadership at the proposed school will ask is – Does it work without a Virtual Private Network (VPN)? The Great Firewall (GFW) of China censors many software programs, particularly web-based ones similar to Moodle, because of Google server hosting and American centric authorship. Whilst one of the learning activities within this proposed learning module does include a link to a YouTube video, note that this was a recent decision to reflect the school’s change in network structure to support a VPN over the past couple of weeks.

Furthermore, Moodle is open-sourced. It means that the medium is dynamic and supports a model which encourages contributions to improve its functionality and layout by anyone, similar to how a Wiki is made (i.e. updates are more frequent). This affords schools and course creators high flexibility in design and choice in how it the medium can be hosted (data can be stored locally, on the cloud, or both). Exporting and importing to and from other media is also well supported.

Limitations

Moodle’s main limitation lies within its user interface. Even though it is continually updated, there are many other LMS platforms (e.g. Microsoft Office, Google Classrooms, Edmodo) with greater popularity due to their simplicity in UI, drag and drop style course design, and synergy with other media. That said, aesthetic appeal often does come with a price tag; Moodle does not.

Another perceived limitation would be that of reduced functionality on mobile devices such as tablets, phablets and smart phones. Moodle has attempted to resolve this issue with the introduction of iOS and Android apps. However, there are still those that could argue that functionality is best on a computer or laptop, since these devices are more convenient for contributing to text-heavy discussions and uploading assignments.

Furthermore, designing a course within Moodle does require a certain layer of experience. Schools looking to use the medium will need to professionally develop key staff and/or be sure to hire people with appropriate experience. For example, it took a lot of grit and resilience, along with many other “revised” 21st century skillsets in order to solve an access issue within the forums when designing this course (ISTE, 2016). It wasn’t until time was spent with an SSIS Moodle expert until this issue was resolved.

MODULE DESIGN | Pedagogical Approach for Learners

Sequencing of Instructional Tasks

Conrad (2000) elucidates that effective instructional design incorporates a model that summarizes key points and tasks, conveys a connection between task and instructional elements, appeals to prior knowledge of the learner, reflects upon effective transfer of skills and knowledge post course, and progresses along at a logical and reasonable pace (p. 113).

This module aligns with the International Baccalaureate’s (IB) Primary Years Programme (PYP) pedagogical concept-based learning framework in which the curriculum is taught and delivered at SSIS. The Muscular System module begins with a summary of the three conceptual lenses that students are to use to approach their learning (form, function and connection). These concepts link to the overarching central idea of the unit (the human body has systems that are connected) as well with the lines of inquiry (re-directed as teacher questions) posted in the introduction of this module.

The connection between task and activity is linked in several ways. Students are asked to create an Adobe Spark Video that incorporates the concept-linked lines of inquiry (i.e. the three questions at the beginning of the content module). This helps learners scaffold their experience and comfort in Spark Video so it may be selected as one of the media to make their thinking visible in the final summative assessment task (found in the week six content module). Furthermore, Spark Video affords students with convenient link sharing to their video, which students could use to post their work within the activity forum. From there, which is further discussed in further detail later in this paper, students can collaborate, peer assess and reflect on their work in order to set themselves up for greater success in their summative assessment task.

Additionally, prior knowledge is respected, since students are asked to inquire, through the conceptual questions, only about new areas of knowledge pertaining to body systems that interest them and extend upon their learning. Before the entire course starts, students are given a pre-assessment, in their respective classrooms, of blank human outlines and are asked to write everything they know about the human body. Very few students get past the form and function of a couple parts of each system; none can make any strong connections between the systems.

Transfer of skills, post-course, become evident when students start making connections about systems within their body in authentic tasks like running out on the playground (e.g. “My muscles need more oxygen.”). Some students make links during another unit of inquiry later in the year when they inquire into the interdependencies of city systems.

Finally, learning progresses along at a logical and reasonable pace. Each module is introduced based on its complexity and logical connections with the ones introduced previously. In addition, the learning within this content module respects the four basic principles suggested by Conrad (2000): Standardizing the entrance similar to other content modules, minimizing links, maintaining consistency, and orienting the learner in a vertical navigational structure whilst working through each module (p.119).

Understanding by Design

Matching the pedagogical model introduced by McTighe and Wiggins (2004), which is supported and practiced through the IB’s PYP curriculum in place at SSIS, learning engagements are planned last. This entire course, framed around a unit of inquiry, was planned with a “What is to be learned?”, followed by “How will this learning be best conveyed?” and finishing with “What learning engagements will best prepare learners to get there?” approach. The muscular system content module scaffolds the learning for children to make connections with the skeletal system content module introduced previously. After this module, learning can conceptually connect to other, more complex systems, such as involuntary muscles to the digestive, respiratory and circulatory systems. Each system content module includes a different visible thinking activity, combined with collaborative work, peer feedback and reflection. This scaffolds student learning for greater success by allowing for more choice in how they want convey their knowledge in their final summative task.

Collaboration, Reflection and Formative Assessment

The inclusion of the learning activity at the end of this module, where children post their Spark Video, allows for a collaborative space that fosters peer feedback (i.e. formative assessment) to drive learning forward. As Jenkins (2004) suggests, “[o]nline communication facilities can promote peer support … and an environment for reflection and continuous engagement” (p.74). The “2 Stars and a Wish” peer-based feedback activity in this muscular system content module promotes an environment where students may be more inclined for greater openness. Thus, it creates an environment that encourages development of thinking and making their ideas public (Etlon & Johnston, 2002 in Jenkins, 2004, p.74).

Garrison & Anderson (2003) also posit that “online discussion areas encourage more reflective contributions (in Jenkins, 2004, p.74). Through reflection, students can identify learning strengths, but also growth areas and then use this feedback in order to set goals towards making a better version of themselves in the next similar task (e.g. another body system within this course).

MODULE DESIGN | Instructor Presence

The muscular system content module synergizes well with the PYP’s constructivist approach to learning. It is one which sees the teacher as the facilitator rather than the conveyor of knowledge. Students, within the LMS, are encouraged to maximize their participation in the learning activity and question forums by reflecting on peer work and offering formative feedback to one another in a respectful way that aims to drive learning forward. The instructor can be involved in conversations, yet only when necessary. This maximizes learner independence and aligns with the Piagetian constructivist theoretical framework which suggests that students learn best from their peers (in Good, Mellon & Kromhout, 1978).

In terms of the backdrop, Moodle does offer updates and upgrades, yet, as Bates (2014) posits, it is better to work at the “leading edge”, rather than “bleeding edge” (p.274). After the second stable release of the next major update of Moodle, the instructor may decide to renew the backdrop of the course by exporting content to a backup disk, then importing it back into the newest version of the platform. Timing this out when student impact on learning is minimal would be ideal.

Also, links embedded within the course do have the tendency to change over time. It will be important for the instructor and/or moderator to listen to and encourage the feedback of students on this matter, being sure to respond in a timely fashion towards resolving broken links so that learning isn’t affected.

MODULE DESIGN | Organizational Fit

Mission & Vision

SSIS’ school mission is to provide “an excellent international education to the children of expatriate families”. This is further narrowed into the school’s vision of the three main stakeholders (staff, students and parents) working “in partnership to create a learning environment that encourages and enables students to be self-motivated, lifelong learners, who … are responsible, meaningful participants in the international community” (SSIS, 2016).

This course aligns with SSIS’ ideals because, through its use, students make their learning and ideas more visible to these stakeholders. Children can work from anywhere, and from the encouragement of their homeroom teacher and parents, they learn to become self-motivated to seek knowledge beyond the borders of their classroom walls.

Furthermore, discussions taking place within the forums teaches children to participate and communicate responsibly. These are critical 21st century digital citizenship skills that SSIS tries to instill amongst all stakeholders with regards to knowing how to behave online.

IT support

The fact that the schoolwide LMS for all stakeholders, DragonNet, is already in place and running on Moodle, bodes well for the success of this course. Given approval, the course could simply be exported from its current location and then imported into DragonNet’s design structure. This should produce minimal technological hiccups or delays.

Moreover, SSIS’ onsite staff Moodle expert is continuously developing DragonNet as part of his role as lead educational technology coach. His expertise in Moodle all translates into positive outcomes for this courses’ implementation and success at SSIS.

Financing

Moodle’s greatest strength is that it is free and already embedded into the framework of learning at the school. Thus, there are minimal additional costs to associate with implementation and maintenance of the course. Possible considerations that are worth mentioning may be a reduction in server space (SSIS locally hosts media for its Moodle site) to the extent where more physical storage may need to be purchased. Yet, this example is quite extreme, albeit possible. Furthermore, time should be considered and allotted by administration so that staff can design and moderate this course. This would impose a financial impact if additional personnel or contractual hours need to be put in place.

Educational Community

As mentioned above, this Moodle course would integrate well within SSIS’ locally hosted Moodle site, DragonNet, that is already in place. Students will have 24:7 global access via their SSIS student emails. Their work and intellectual property would be protected through their current password.

Furthermore, access to the website is rather ubiquitous, in terms of it being unrestricted by China’s Great Firewall; only homes without access to a computer and/or internet would be afflicted. However, this problem had not arisen yet, since expat students who attend SSIS tend to come from high income earning households.

Finally, the school is governed by the agencies in which it is authorized and accredited to. It must also respect the rules of its host country. All these things considered, none of these governing agencies have expressed concerned or passed laws pertaining to the location of stored student work, like that of the Personal Information Protection and Electronic Documents Act (PIPEDA) in British Columbia. This means that if the school were to implement this course, they could either store the work locally on their servers (current practice), or store it elsewhere.

CONCLUSION

In sum, this course’s future at its proposed institution, SSIS, stands fortuitous. Its low-cost structure, easy integration with infrastructure already in place, alignment with pedagogical practices within the school and affordances in creating a repository of teacher and student work, all speak positively for its long-term success.

REFERENCES