{"id":14,"date":"2010-09-14T10:49:14","date_gmt":"2010-09-14T18:49:14","guid":{"rendered":"https:\/\/blogs.ubc.ca\/naomi\/"},"modified":"2012-05-21T18:42:58","modified_gmt":"2012-05-22T02:42:58","slug":"proposal","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/naomi\/etec-565\/proposal\/","title":{"rendered":"Proposal"},"content":{"rendered":"

Proposal to EAL Organizations to Create On-line Programs Using Moodle<\/strong><\/span><\/span><\/h3>\n

Introduction<\/strong><\/p>\n

All language learning occurs in context, therefore the EAL industry has focused on language proficiency through a task \u2013based curriculum.\u00a0 Many instructors believe classroom learning provides the best learning environment (Pawlikowska-Smith; 2006).\u00a0 This belief coupled with a discomfort many instructors have with computer-based instruction, has contributed to a dearth of on-line EAL programs.<\/p>\n

Statement of Need<\/strong><\/p>\n

The need for on-line EAL courses is rising as unemployment amongst immigrants is quadruple that of Canadian-born workers due to their poor language and communication skills (Community Foundations; 2010).\u00a0 While EAL programs are plentiful, they are not always accessible.\u00a0 Most programs run between 9-3, so students must quit their jobs, work nights or take part-time classes.\u00a0 Unfortunately, part-time classes do not offer enough hours of instruction for students to advance CLBs. (Watts and Lake; 2004).\u00a0 Many immigrants are ineligible for programs such as LINC (ATESL.ca; 2004) \u00a0and private instruction is very expensive.\u00a0 These problems illustrate a gap between student needs and program availability.\u00a0 I propose creating online EAL programs using LMSs (Learning Management Systems) will address these gaps.<\/p>\n

There are several LMSs to choose from. \u00a0WEBCT Vista\/Blackboard and Desire2Learn are proprietary and cost money (Munoz and Van Duzer; 2005)(Desire2learn.com; 2010).\u00a0 They are unsuitable as many programs are largely government funded, and can\u2019t afford them.\u00a0 I propose Moodle is the best choice of all open-source LMSs.\u00a0 The SECTION model (Bates and Poole; 2003) is an effective tool to assess Moodle\u2019s suitability as an LMS.<\/p>\n

Students Needs
\n<\/strong><\/p>\n

The criteria to assess are: access, learning styles and demographics (Bates and Poole; 2003).\u00a0 Students need an internet connection and web browser to access Moodle which is easily achieved as most households, public libraries and school computer labs have internet access. \u00a0Regarding addressing audio, visual and kinaesthetic learning styles, lessons can be developed using coloured text, images, audio files, \u00a0charts, quizzes, surveys, choices and interactive activities like SCROM objects (I use Hot Potatoes) which allow for direct manipulation of language concepts. \u00a0Demographically, students are adults but some have university degrees, while others lack basic literacy skills.\u00a0 In Moodle, literacy students\u2019 needs can be met using GUIs (graphic user interfaces) with audio and simple activities, while text and communication based courses can be designed for those at higher levels.\u00a0 Instructors can set language settings and create content in multiple languages to allow literacy students to learn English while using their first language for instruction.<\/p>\n

Ease of Use and Reliability<\/strong><\/p>\n

To choose an LMS one must consider criteria like installation, operating systems, teachers, students.\u00a0 Moodle works on Windows NT, 2003, 2003, XP and Vista servers, Linux, Mac and free webservers- Apache and MYSQL ( moodle.org; 2010)\u00a0 (Apache.org; 2010)\u00a0 .\u00a0 There are installation packages with instructions available on Moodle.org and other websites (goohio.com; 2010).\u00a0 Organizations can choose update times, and all content updates automatically, minimizing interruption (Moodle.org; 2010).<\/p>\n

Creating course content in Moodle is simple.\u00a0 Built-in WYSIWIG features permit easy text, images, audio and video input.\u00a0 To simplify course development, instructors can choose from different formats- timed, topic, SCROM or LAMS (Moodle.org; 2010).\u00a0 Instructors can use the hide feature to conceal blocs and activities to reduce visual clutter and create a simple interface.<\/p>\n

Students can find content easily through Moodle\u2019s top down approach and built-in search engine. \u00a0If permitted, students can repeat activities until they master concepts.\u00a0 Their private gradebook provides instant feedback on their progress after completing each activity. \u00a0Students can easily upload and submit assignments in word or alternate media(Moodle.org; 2010)(Microsoft Corporation; 2009).<\/p>\n

Moodle has thousands of users from individuals to institutions who have created a plethora of online tutorials, faqs, forums, videos, manuals, and support wikis.\u00a0 There are also over 50 service partners willing to provide technical support. (Point\/Counterpoint; 2010)\u00a0 (Moodle.com; 2010)<\/p>\n

Cost<\/strong><\/p>\n

Moodle is open-sourced; and therefore free.\u00a0 The only hardware needed for a server is a computer with a minimum of 160MB free, 256 GB memory and 1 GB RAM.\u00a0 This allows for 50 users.\u00a0 To allow for more users, more RAM must be added (Moodle.org; 2010).\u00a0 A computer with these features is available for less than a thousand dollars.\u00a0 It is possible to pay for a hosting service, but this is expensive (minimum $3000\/annum) (remote-learner.ca; 2010).\u00a0 Most organizations have IT personnel, so installation consists of paying IT staff to install Moodle.\u00a0 Therefore, installation should cost less than $1500.\u00a0 Instructors and IT personnel can handle regular maintenance inexpensively.<\/p>\n

Teaching and Learning<\/strong><\/p>\n

Good instructors create lessons that engage students in analyzing real world issues while promoting creativity, critical thinking and independent learning.\u00a0 (International Society for Technology in Education; 2008)\u00a0 Therefore, Moodle\u2019s developers focused on creating a feature rich learning environment. \u00a0(Moodle.org; 2010).\u00a0 Instructors can teach language concepts using lesson plans, activities, quizzes and interactive features such as forums or wikis to activate students\u2019 language proficiency. \u00a0For example, modals can be learnt using cloze and matching activities, and students can collaborate and advise on a workplace problem using the single discussion mode. \u00a0The vast number of add-ons increases the teaching capabilities of Moodle and improves the learning environment.<\/p>\n

Interactivity<\/strong><\/p>\n

Moodle\u2019s developers recognize interactivity is essential in good learning environments.\u00a0 Forums, chat rooms, blogs and wikis allow for peer and instructor-student interaction and group work.\u00a0 Add-ons like OpenMeeting and Elluminate facilitate oral interaction in the form of conversations, role-plays, debates, presentations and jigsaws.<\/p>\n

Organizational Issues<\/strong><\/p>\n

There are several options to deal with technical difficulties.\u00a0 Most organizations have their own IT personnel to solve problems.\u00a0 When instructors need to solve problems, user and developer created resources are only a search away.\u00a0 There are also service providers who help for a fee-for example, Open2Know charges 175.00 per hour for advice.\u00a0 (Open2Know.com; 2010).<\/p>\n

Novelty<\/strong><\/p>\n

While using Moodle is not a new idea, using it for EAL learning in Alberta is unique.\u00a0 If instructors use a variety of add-ons to focus on EAL acquisition using the task-based focus that dominates EAL, a truly unique product could be created.\u00a0 Organizations that choose to develop on-line EAL courses using Moodle will be at the forefront of EAL learning in Alberta.<\/p>\n

Speed<\/strong><\/p>\n

While the field of EAL is constantly evolving, in Moodle it is possible to create\/adapt and back up materials quickly.\u00a0 When instructors take over a previously taught course, all the materials, course plan, and resources are available in one place, saving time researching prior course materials which often happens in classroom settings<\/p>\n

Conclusion<\/strong><\/p>\n

Moodle is inexpensive, reliable, easy to navigate, provide a high level of interaction, integrate reading, writing, listening and speaking skills while fostering critical thinking skills.\u00a0 It enables instructors to meet all of the NETS standards (International Society for Technology in Education 2008).<\/p>\n

_______________________________________________________________________________________________________________<\/p>\n

References<\/strong><\/p>\n

Articles<\/strong><\/p>\n

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)<\/em>. San Francisco: Jossey Bass Publishers.<\/p>\n

Grazyna Pawlikowska-Smith. (2006) Canadian Language Benchmarks 2000. http:\/\/www.language.ca\/pdfs\/clb_adults.pdf<\/a>.<\/p>\n

Munoz, Kathy D. and Van Duzer, Joan (February 2005), Blackboard<\/em> vs. Moodle A Comparison of Satisfaction with Online Teaching and Learning Tools, b<\/em>y Hombolt State University<\/em> http:\/\/www.humboldt.edu\/~jdv1\/moodle\/all.ht<\/a><\/p>\n

Watt, David and Lake, Deidre (2004). Benchmarking Adult Rates of Second Language Acquisition & Integration: how long and how fast? \u00a0CCLB Journal<\/em><\/p>\n

Websites<\/strong><\/p>\n

CLBs Working For Alberta June 2007 http:\/\/www.atesl.ca\/cmsms\/uploads\/File\/Reports\/CLBsWorkingForAlberta-June%202007-1.pdf<\/a><\/p>\n

Communicative Competence-August <\/em>(2004) Calgary Immigrant Educational Services <\/em>http:\/\/www.atesl.ca\/cmsms\/uploads\/File\/Reports\/CommunicativeCompetence-August%202004-1.pdf<\/a><\/p>\n

Moodle Design Philosophy, http:\/\/docs.moodle.org\/en\/Philosophy<\/a>)<\/p>\n

Discover Desire2Learn – Transforming Teaching and Learning. http:\/\/www.desire2learn.com\/about\/<\/a><\/p>\n

E-Learning Method of Delivery for Full-Time Learners. Alberta Employment and Immigration <\/em>http:\/\/www.employment.alberta.ca\/AWonline\/ETS\/4352.html<\/a><\/p>\n

English as a Second Language (ESL). Alberta Employment and Immigration <\/em>http:\/\/www.employment.alberta.ca\/AWonline\/ETS\/4377.html<\/a><\/p>\n

Introduction to LAMS. http:\/\/www.lamsinternational.com\/demo\/intro_to_lams.html<\/a><\/p>\n

ISTE | NETS for Teachers 2008. 2008. http:\/\/www.iste.org\/standards\/nets-for-teachers\/nets-for-teachers-2008.aspx<\/a><\/p>\n

Remote-Learner.ca. http:\/\/www.remote-learner.ca\/hosting\/level1<\/a><\/p>\n

Microsoft Corporation. 2009. \u201cOffice Add-in for Moodle.\u201d http:\/\/www.educationlabs.com\/projects\/officeaddinformoodle\/Pages\/default.aspx#<\/a><\/p>\n

Moodle Installers. http:\/\/www.goohio.com\/moodle\/<\/a><\/p>\n

Moodle.org. in Download standard packages<\/em>, http:\/\/download.moodle.org\/<\/a><\/p>\n

Moodle.org Documentation. In About Moodle<\/em>, http:\/\/docs.moodle.org\/en\/About_Moodle<\/a><\/p>\n

MySQL: MySQL Downloads. http:\/\/dev.mysql.com\/downloads\/<\/a><\/p>\n

Point\/Counterpoint: Blackboard, Moodle, and Sakai. http:\/\/educause.mediasite.com\/mediasite\/SilverlightPlayer\/Default.aspx?peid=3f76ff6fc7354dbdb81202bb6a00146c<\/a><\/p>\n

Sakai vs. Moodle | Zacker.org. http:\/\/zacker.org\/sakai-project-vs-moodle<\/a><\/p>\n

Unemployment four times higher among university-educated newcomers, says national report card. 2010. Community Foundations of Canada<\/em>. http:\/\/www.cfc-fcc.ca\/news\/news.cfm?intNewsID=1692<\/a><\/p>\n

Welcome! – The Apache Software Foundation. http:\/\/www.apache.org\/<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Proposal to EAL Organizations to Create On-line Programs Using Moodle Introduction All language learning occurs in context, therefore the EAL industry has focused on language proficiency through a task \u2013based curriculum.\u00a0 Many instructors believe classroom learning provides the best learning environment (Pawlikowska-Smith; 2006).\u00a0 This belief coupled with a discomfort many instructors have with computer-based instruction, […]<\/p>\n","protected":false},"author":3530,"featured_media":0,"parent":130,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-14","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/naomi\/wp-json\/wp\/v2\/pages\/14","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/naomi\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/naomi\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/naomi\/wp-json\/wp\/v2\/users\/3530"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/naomi\/wp-json\/wp\/v2\/comments?post=14"}],"version-history":[{"count":21,"href":"https:\/\/blogs.ubc.ca\/naomi\/wp-json\/wp\/v2\/pages\/14\/revisions"}],"predecessor-version":[{"id":134,"href":"https:\/\/blogs.ubc.ca\/naomi\/wp-json\/wp\/v2\/pages\/14\/revisions\/134"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/naomi\/wp-json\/wp\/v2\/pages\/130"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/naomi\/wp-json\/wp\/v2\/media?parent=14"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}