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.\u00a0 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.<\/p>\n
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).<\/p>\n
Such issues and solutions have been discussed in a number of the College\u2019s Board Meetings. The most viable solution proposed is a fully integrated e-learning approach, both through mixed\/blended and fully online courses.<\/p>\n
<\/a><\/p>\n Fig.1 E-Learning Continuum (Bullen & Janes 2007, p.ix)<\/p>\n 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<\/a> (1996) show that increasing contact time with teachers\/lecturers will improve students\u2019 performance.<\/p>\n Student analysis is essential in constructivist design and software\/material selection (Jonassen, 1999; Bates & Poole, 2003). In order to meet students\u2019 needs a structured learning and content management system is required.<\/p>\n This proposal supports the introduction of a Moodle server, to achieve the following goals\/respond to \u00a0challenges 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\u2019 self-directed management and progress tracking and teachers\u2019 administration capabilities.<\/p>\n Selection Process<\/strong><\/p>\n Blackboard Vista<\/a>, Desire to Learn (D2L)<\/a> and Moodle<\/a> were considered and compared using the SECTIONS framework proposed by Bates and Poole (2003). SECTIONS is an acronym that signals analysis of S<\/strong>tudents\u2019 needs, E<\/strong>ase of use, C<\/strong>ost, T<\/strong>eaching and learning needs, I<\/strong>nteractivity, O<\/strong>rganizational issues\/challenges, N<\/strong>ovelty and S<\/strong>peed. This framework was selected for the comprehensive and interrelated aspects of analysis. The analysis centred largely on teachers\u2019 and learners\u2019 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.<\/p>\n 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\u2013exceeds 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<\/a>) thus facilitating constant development and renewal).\u00a0The open source nature is significant in the choice of the University of the West Indies\u2019 use of Moodle (W. Wright-IT administrator, telephone interview, June 10, 2011).<\/p>\n Features of Moodle in line with goals<\/strong><\/p>\n 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).<\/p>\n 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.\u00a0Anderson 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.<\/p>\n Moodle enhances learning through multimedia capabilities (Chickering & Gamson, 1987), which is ideal as students are primarily visual and kinesthetic learners.\u00a0Progress tracking, evaluation and administration are other key features.<\/p>\n Requirements, roles and responsibilities<\/strong><\/p>\n 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<\/a>).<\/p>\n The college uses both Windows and Mac<\/a> Operating systems, which both support Moodle. Moodle can also be installed on many linux based systems, such as Red Hat<\/a> or Debian GNU<\/a>. Also, given that the college has its own webserver, implementing Moodle would be of no cost to the college as the software is free.<\/p>\n I will create and manage the Moodle course (approximately 120 hours of development time)\u00a0with no addition to the portfolio of the IT department.\u00a0Troubleshooting 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.<\/p>\n References<\/strong><\/p>\n Anderson, D. & Nashon, S. (2006). Predators of knowledge construction: Interpreting\u00a0students’ metacognition in an amusement park physics program. Science Education, 91 (2),<\/em> 298-320. doi: 10.1002\/sce.20176<\/p>\n Anderson, T. (2008). \u201cTeaching in an Online Learning Context<\/a>.\u201d\u00a0 In: Anderson, T. & Elloumi, F. Theory and Practice of Online Learning. Athabasca University.<\/p>\n Anderson, T.\u00a0 (2008).\u00a0\u201cTowards and Theory of Online Learning<\/a>.\u201d\u00a0 In Anderson, T. & Elloumi, F. Theory and Practice of Online Learning. Athabasca University.<\/p>\n Bates and Poole. (2003) \u201cA Framework for Selecting and Using Technology<\/a>.\u201d\u00a0 In\u00a0Effective Teaching with Technology<\/em>. San Francisco: Jossey-Bass. Pages 75-105.<\/p>\n Bullen, M. & Janes, D.P. (Eds.) (2007). Preface. In Making the transition to e-Learning: strategies and issues<\/em> (pp. viii-x). Hershey, PA: Information Science Publishing.<\/p>\n Chickering, A.W. and Ehrmann, S.C. (1996).\u00a0 \u201cImplementing the Seven Principles: Technology as Lever,\u201d American Association for Higher Education Bulletin, 49(2), p. 3-6.\u00a0http:\/\/www.aahea.org\/bulletins\/articles\/sevenprinciples.htm<\/a><\/p>\n Chickering, A.W. and Gamson, Z.F. (1987).\u00a0 Seven Principles for Good Practice in Undergraduate Education.\u00a0 American Association for Higher Education Bulletin, 39 (7), p. 3-7.\u00a0http:\/\/www.aahea.org\/bulletins\/articles\/sevenprinciples1987.htm<\/a><\/p>\n Cunningham, M. (2010, September 6). Personal interview. Wright, W. (2011, June 10). Telephone interview.<\/p>\n www.opensource.org<\/a>, Retrieved June 10, 2011<\/p>\n http:\/\/legacy.earlham.edu\/~markp\/cms\/evaluations\/moodle_fall_04\/results.php<\/a>, Retrieved June 12, 2011<\/p>\n http:\/\/www.elearninglearning.com\/blackboard\/comparison\/microsoft\/<\/a>, Retrieved June 9, 2011<\/p>\n http:\/\/pcf4.dec.uwi.edu\/viewpaper.php?id=278<\/a>, Retrieved June 9, 2011<\/p>\n http:\/\/docs.moodle.org\/20\/en\/About_Moodle<\/a>, Retrieved June 6, 2011<\/p>\n http:\/\/moodle.org\/about\/<\/a>, Retrieved June 6, 2011<\/p>\n","protected":false},"excerpt":{"rendered":" To: \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Mr. Damian Franklyn Director of IT Services From: \u00a0\u00a0 Kerry-Ann Henry Lecturer, College Mathematics Re: \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Proposal for Instituting a Moodle server and Learning Management System (LMS) to support the College Mathematics Course Background College Mathematics is a … Continue reading ![\"\"](\"https:\/\/blogs.ubc.ca\/khenry\/files\/2011\/05\/E-learning-continnum-Bullen-and-Janes.jpg\" "\\"Fig.1")
<\/a><\/p>\n
\nJonassen, D. (1999). Designing constructivist learning environments. In C. Reigeluth (Ed.),\u00a0Instructional Design Theories and Models: Volume II<\/em> (pp. 215-239). \u00a0Mahwah, NJ: Lawrence Erlbaum.<\/p>\n
![<\/a><\/p>\nFig.1 E-Learning Continuum (Bullen & Janes 2007, p.ix)<\/p>\nCurrently 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<\/a> (1996) show that increasing contact time with teachers\/lecturers will improve students\u2019 performance.<\/p>\nStudent analysis is essential in constructivist design and software\/material selection (Jonassen, 1999; Bates & Poole, 2003). In order to meet students\u2019 needs a structured learning and content management system is required.<\/p>\nThis proposal supports the introduction of a Moodle server, to achieve the following goals\/respond to \u00a0challenges 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\u2019 self-directed management and progress tracking and teachers\u2019 administration capabilities.<\/p>\nSelection Process<\/strong><\/p>\nBlackboard Vista<\/a>, Desire to Learn (D2L)<\/a> and Moodle<\/a> were considered and compared using the SECTIONS framework proposed by Bates and Poole (2003). SECTIONS is an acronym that signals analysis of S<\/strong>tudents\u2019 needs, E<\/strong>ase of use, C<\/strong>ost, T<\/strong>eaching and learning needs, I<\/strong>nteractivity, O<\/strong>rganizational issues\/challenges, N<\/strong>ovelty and S<\/strong>peed. This framework was selected for the comprehensive and interrelated aspects of analysis. The analysis centred largely on teachers\u2019 and learners\u2019 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.<\/p>\nA 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\u2013exceeds 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<\/a>) thus facilitating constant development and renewal).\u00a0The open source nature is significant in the choice of the University of the West Indies\u2019 use of Moodle (W. Wright-IT administrator, telephone interview, June 10, 2011).<\/p>\nFeatures of Moodle in line with goals<\/strong><\/p>\nMoodle 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).<\/p>\nThe 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.\u00a0Anderson 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.<\/p>\nMoodle enhances learning through multimedia capabilities (Chickering & Gamson, 1987), which is ideal as students are primarily visual and kinesthetic learners.\u00a0Progress tracking, evaluation and administration are other key features.<\/p>\nRequirements, roles and responsibilities<\/strong><\/p>\nMoodle 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<\/a>).<\/p>\nThe college uses both Windows and Mac<\/a> Operating systems, which both support Moodle. Moodle can also be installed on many linux based systems, such as Red Hat<\/a> or Debian GNU<\/a>. Also, given that the college has its own webserver, implementing Moodle would be of no cost to the college as the software is free.<\/p>\nI will create and manage the Moodle course (approximately 120 hours of development time)\u00a0with no addition to the portfolio of the IT department.\u00a0Troubleshooting 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.<\/p>\nReferences<\/strong><\/p>\nAnderson, D. & Nashon, S. (2006). Predators of knowledge construction: Interpreting\u00a0students’ metacognition in an amusement park physics program. Science Education, 91 (2),<\/em> 298-320. doi: 10.1002\/sce.20176<\/p>\nAnderson, T. (2008). \u201cTeaching in an Online Learning Context<\/a>.\u201d\u00a0 In: Anderson, T. & Elloumi, F. Theory and Practice of Online Learning. Athabasca University.<\/p>\nAnderson, T.\u00a0 (2008).\u00a0\u201cTowards and Theory of Online Learning<\/a>.\u201d\u00a0 In Anderson, T. & Elloumi, F. Theory and Practice of Online Learning. Athabasca University.<\/p>\nBates and Poole. (2003) \u201cA Framework for Selecting and Using Technology<\/a>.\u201d\u00a0 In\u00a0Effective Teaching with Technology<\/em>. San Francisco: Jossey-Bass. Pages 75-105.<\/p>\nBullen, M. & Janes, D.P. (Eds.) (2007). Preface. In Making the transition to e-Learning: strategies and issues<\/em> (pp. viii-x). Hershey, PA: Information Science Publishing.<\/p>\nChickering, A.W. and Ehrmann, S.C. (1996).\u00a0 \u201cImplementing the Seven Principles: Technology as Lever,\u201d American Association for Higher Education Bulletin, 49(2), p. 3-6.\u00a0http:\/\/www.aahea.org\/bulletins\/articles\/sevenprinciples.htm<\/a><\/p>\nChickering, A.W. and Gamson, Z.F. (1987).\u00a0 Seven Principles for Good Practice in Undergraduate Education.\u00a0 American Association for Higher Education Bulletin, 39 (7), p. 3-7.\u00a0http:\/\/www.aahea.org\/bulletins\/articles\/sevenprinciples1987.htm<\/a><\/p>\nCunningham, M. (2010, September 6). Personal interview.\nJonassen, D. (1999). Designing constructivist learning environments. In C. Reigeluth (Ed.),\u00a0Instructional Design Theories and Models: Volume II<\/em> (pp. 215-239). \u00a0Mahwah, NJ: Lawrence Erlbaum.<\/p>\nWright, W. (2011, June 10). Telephone interview.<\/p>\nwww.opensource.org<\/a>, Retrieved June 10, 2011<\/p>\nhttp:\/\/legacy.earlham.edu\/~markp\/cms\/evaluations\/moodle_fall_04\/results.php<\/a>, Retrieved June 12, 2011<\/p>\nhttp:\/\/www.elearninglearning.com\/blackboard\/comparison\/microsoft\/<\/a>, Retrieved June 9, 2011<\/p>\nhttp:\/\/pcf4.dec.uwi.edu\/viewpaper.php?id=278<\/a>, Retrieved June 9, 2011<\/p>\nhttp:\/\/docs.moodle.org\/20\/en\/About_Moodle<\/a>, Retrieved June 6, 2011<\/p>\nhttp:\/\/moodle.org\/about\/<\/a>, Retrieved June 6, 2011<\/p>\n","protected":false},"excerpt":{"rendered":"To: \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Mr. Damian Franklyn Director of IT Services From: \u00a0\u00a0 Kerry-Ann Henry Lecturer, College Mathematics Re: \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Proposal for Instituting a Moodle server and Learning Management System (LMS) to support the College Mathematics Course Background College Mathematics is a … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":7350,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-12","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/khenry\/wp-json\/wp\/v2\/pages\/12","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/khenry\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/khenry\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/khenry\/wp-json\/wp\/v2\/users\/7350"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/khenry\/wp-json\/wp\/v2\/comments?post=12"}],"version-history":[{"count":13,"href":"https:\/\/blogs.ubc.ca\/khenry\/wp-json\/wp\/v2\/pages\/12\/revisions"}],"predecessor-version":[{"id":23,"href":"https:\/\/blogs.ubc.ca\/khenry\/wp-json\/wp\/v2\/pages\/12\/revisions\/23"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/khenry\/wp-json\/wp\/v2\/media?parent=12"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}](\"http:\/\/zencoursesites.com\/etec520\/files\/2010\/04\/e-learning4.jpg\"){kind=link}