To: Mr. Damian Franklyn
Director of IT Services
From: Kerry-Ann Henry
Lecturer, College Mathematics
Re: Proposal for Instituting a Moodle server and Learning Management System (LMS) to support the College Mathematics Course
Background
College Mathematics is a compulsory second year course within the BFA Performance and Choreography, B.Ed. Dance in Education, BFA Theatre Performance and B.Ed. Drama in Education programmes. Many of the students have weak foundation skills. 27% of the students who sat the course last semester had solid foundation, 23% had fair foundation skills and 50% had weak foundation skills (In-course skills Survey).The time allocated for students in face to face sessions has proven inadequate. Additional sessions are needed for students to go through content at individualized and self-paced learning. It has not been possible to allocate these additional sessions in the general timetable.
Another challenge faced is that many students in the degree add-on programme are also working full-time, a challenge to face-to-face sessions at convenient times, and also other students are increasingly looking for a more flexible study framework that will allow them to work while studying in order to fund their studies (M. Cunningham-Registrar, personal communication, September 6, 2010).
Such issues and solutions have been discussed in a number of the College’s Board Meetings. The most viable solution proposed is a fully integrated e-learning approach, both through mixed/blended and fully online courses.
Fig.1 E-Learning Continuum (Bullen & Janes 2007, p.ix)
Currently the class offers links to websites and resources to assist in supplementing face to face sessions. However, media/avenues for discussion and increasing student contact through email and websites have not been effective. Chickering and Ehrmann (1996) show that increasing contact time with teachers/lecturers will improve students’ performance.
Student analysis is essential in constructivist design and software/material selection (Jonassen, 1999; Bates & Poole, 2003). In order to meet students’ needs a structured learning and content management system is required.
This proposal supports the introduction of a Moodle server, to achieve the following goals/respond to challenges of: i)Improving the learning experience through social constructivism (based on collaboration and discussion); ii)Learners constructing new knowledge through interaction; iii)Increasing opportunities for self-paced and individualized learning; iv)Increasing contact time and support systems for students; v)Increasing access to and flexibility in accessing course content and completion of courses and; vi) Increasing quality of information for students’ self-directed management and progress tracking and teachers’ administration capabilities.
Selection Process
Blackboard Vista, Desire to Learn (D2L) and Moodle were considered and compared using the SECTIONS framework proposed by Bates and Poole (2003). SECTIONS is an acronym that signals analysis of Students’ needs, Ease of use, Cost, Teaching and learning needs, Interactivity, Organizational issues/challenges, Novelty and Speed. This framework was selected for the comprehensive and interrelated aspects of analysis. The analysis centred largely on teachers’ and learners’ use of and interaction with the LMS. However, major considerations were also given to cost and to systems requirements, and implications for roles and responsibilities.
A rubric was developed based on the SECTIONS framework using a 4 point scale with points allocated as follows: 0-does not meet requirements, 1-meets requirements minimally, 2-meets requirements, 3–exceeds requirements. All three LMS scored positively in all sections however Moodle had the greatest advantage in Cost, scoring 3 out of 3 points. Other significant advantages were seen in levels of access and communication (parents and guardians are also able to log in) and in Novelty (open source nature in which codes are accessible means software are more easily improved, debugged and enhanced than in a closed system (www.opensource.org) thus facilitating constant development and renewal). The open source nature is significant in the choice of the University of the West Indies’ use of Moodle (W. Wright-IT administrator, telephone interview, June 10, 2011).
Features of Moodle in line with goals
Moodle is a free open source software used for producing Internet-based courses and web sites and learning and content management. The software supports social constructivist learning, in which learners construct new knowledge through interaction with each other and with the environment creating a positive environment for learning (Anderson, 2008; Jonassen, 1999; Chickering & Ehrmann, 1996).
The Moodle software has many modules and current educational tools that supplement blended and/or fully online courses such as lessons and course delivery, generating/submitting assignments, chats, discussion forums, journals, blogs, wikis and quizzes. Thus students can access course content and manage their learning in a more flexible environment that allows for individualized and self-paced learning, which by constructivist theories of learning enhance the learning experience. This benefits students with weak foundation skills who need more time and access to content and community support in knowledge construction, clarification of weak areas, and increased contact time with the lecturer and other students. Anderson and Nashon (2006) show the importance of discussion, clarification and opportunities for collaboration in clarifying concepts. Use of Moodle features will also increase access and opportunities to students with time, geography and flexibility challenges.
Moodle enhances learning through multimedia capabilities (Chickering & Gamson, 1987), which is ideal as students are primarily visual and kinesthetic learners. Progress tracking, evaluation and administration are other key features.
Requirements, roles and responsibilities
Moodle scored highly on user interface at both student and administrative levels. In a student survey on Moodle 78% found it to be very instinctive to use and 60% found it to be an asset to their course (http://legacy.earlham.edu/~markp/cms/evaluations/moodle_fall_04/results.php).
The college uses both Windows and Mac Operating systems, which both support Moodle. Moodle can also be installed on many linux based systems, such as Red Hat or Debian GNU. Also, given that the college has its own webserver, implementing Moodle would be of no cost to the college as the software is free.
I will create and manage the Moodle course (approximately 120 hours of development time) with no addition to the portfolio of the IT department. Troubleshooting and tech support will be accessed through free forums and tutorials offered online. Also, there is a wealth of knowledge that can be accessed from users at University of the West Indies, Mona.
References
Anderson, D. & Nashon, S. (2006). Predators of knowledge construction: Interpreting students’ metacognition in an amusement park physics program. Science Education, 91 (2), 298-320. doi: 10.1002/sce.20176
Anderson, T. (2008). “Teaching in an Online Learning Context.” In: Anderson, T. & Elloumi, F. Theory and Practice of Online Learning. Athabasca University.
Anderson, T. (2008). “Towards and Theory of Online Learning.” In Anderson, T. & Elloumi, F. Theory and Practice of Online Learning. Athabasca University.
Bates and Poole. (2003) “A Framework for Selecting and Using Technology.” In Effective Teaching with Technology. San Francisco: Jossey-Bass. Pages 75-105.
Bullen, M. & Janes, D.P. (Eds.) (2007). Preface. In Making the transition to e-Learning: strategies and issues (pp. viii-x). Hershey, PA: Information Science Publishing.
Chickering, A.W. and Ehrmann, S.C. (1996). “Implementing the Seven Principles: Technology as Lever,” American Association for Higher Education Bulletin, 49(2), p. 3-6. http://www.aahea.org/bulletins/articles/sevenprinciples.htm
Chickering, A.W. and Gamson, Z.F. (1987). Seven Principles for Good Practice in Undergraduate Education. American Association for Higher Education Bulletin, 39 (7), p. 3-7. http://www.aahea.org/bulletins/articles/sevenprinciples1987.htm
Cunningham, M. (2010, September 6). Personal interview.
Jonassen, D. (1999). Designing constructivist learning environments. In C. Reigeluth (Ed.), Instructional Design Theories and Models: Volume II (pp. 215-239). Mahwah, NJ: Lawrence Erlbaum.
Wright, W. (2011, June 10). Telephone interview.
www.opensource.org, Retrieved June 10, 2011
http://legacy.earlham.edu/~markp/cms/evaluations/moodle_fall_04/results.php, Retrieved June 12, 2011
http://www.elearninglearning.com/blackboard/comparison/microsoft/, Retrieved June 9, 2011
http://pcf4.dec.uwi.edu/viewpaper.php?id=278, Retrieved June 9, 2011
http://docs.moodle.org/20/en/About_Moodle, Retrieved June 6, 2011
http://moodle.org/about/, Retrieved June 6, 2011