May 24 2010
Proposal: first step down the path
A “willingness to be disturbed” can lead to “disrupting class”.
(Wheatley, 2002; Christensen, 2008).
Nanaimo District Secondary School (NDSS) envisions becoming a leading edge school by keeping current with the growing demand for technology and a critical eye on the future. The addition of customized computer based learning is a disruptive force and a promising opportunity (Christensen, 2008). A Moodle presents digital class content and resources in a central location allowing teachers, parents, and administrators the ability to share materials and communicate better, requiring little money or training (Perkins & Pfaffman, 2006).
The SECTIONS model developed by Bates and Poole is a structured comprehensive, systematic and manageable evaluation tool applied here to Moodle (Egan, 2009).
S is for students who desire on-line, blended (on-line and face to face) and self-paced courses (Bates & Poole, 2003; Cole& Foster, 2008). Time and place demands (employment; high performance sports or extra curricular; health issues and family commitments; early entry trade programs; travel; or desire to spread content over untraditional time frames) are accommodated by Moodle.
E is for the ease and reliability of Moodle, with over 300 000 users (Bates, 2003; Cole, 2008). Moodle is quite intuitive with demonstration courses, teaching tips and strategies available at www.moodle.org (Perkins, 2006).
C is for cost (Bates, 2003). Moodle is free and open space, though teacher time and training are required to place the content online (Cole, 2008).
T is for teaching and learning (Bates, 2003). Moodle, based on the educational philosophy of social constructivism, can create better courses with greater effectiveness and efficiency. Saving time and increasing student learning occurs when content moves on line, increasing face to face time for discussion, questions, and problem solving (Cole 2008). For example, teachers with multiple-grade classes can access content online with one group while delivering face to face content to another.
I is for interaction (Bates, 2003). Moodle provides a sense of community with rich educative relationships (Cole, 2008). Moodle invites social connections and builds knowledge with interaction between learner and content, learner and teacher, and learner with learner. On-line discussion can encourage students who avoid participating in a traditional classroom and parents keep informed by accessing student progress (Cole, 2008).
O is for organization issues (Bates, 2003). All teachers at NDSS have access to lab time and a computer on their desks. The school’s technology plan continues to reflect the increasing demand for computer access and maintenance and upgrading of equipment.
N is for novelty (Bates, 2003). Moodle has existed for 10 years, a recent but substantiated technology (Cole, 2008).
S is for speed (Bates, 2003). Moodle can be “up and running” quickly with teachers updating as needed.
Three NDSS teachers, including myself, currently use Moodle in a blended environment utilizing online course content, discussion forums, embedding video, assessment for and of learning (peer and teacher feedback of assignments, assignment submission, grading). In Disrupting Class, Clayton M. Christensen asks: can we customize, economically, the present factory model school? NDSS can, by creating a flexible, self paced, interactive, online environment at a low cost with an easy to use Moodle. Let’s disrupt class and meet the needs of more learners.
References
Bates, A.W. & Poole, G. (2003). Chapter 4: A framework for selecting and using technology. In Effective teaching with technology in higher education: Foundations for success. (pp. 77-105). San Francisco: Jossey Bass Publishers.
Christensen, C.M. (2008). Disrupting class. Toronto: McGraw Hill.
Egan J.P. (2009). Proceedings from the 5th International Conference in Open & Distance Learning, November 2009: Launching an online applications course in educational technology: aligning theory, pedagogy, and design. Athens, Greece.
Panettieri, J. C. (2007, August). Addition by subtraction. University Business. Retrieved from http://www.universitybusiness.com/viewarticlepf.aspx?articleid=845
Perkins, M. & Pfaffman, J. (2006).Using a course management system to improve classroom communication. The Science Teacher, 73, 7, 33-37.
Wheatley, M.J. (2002). Turning to one another. Berkeley, Ca: Group West.
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