Moodle glossary
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Easy Co-construction Narrative

Situation    As University teachers, BLOOC participants were particularly time-poor, but fast learners. We wanted to make the most of their visits to the course, no matter how brief. As a result, the course aimed to model effective Moodle learning designs that the teachers could use in their own courses. Rather than formally teach the pedagogy of online learning, we wanted participants to experience it themselves, particularly collaborative learning. However, it was unlikely that participants would take part in group activities that required co-ordination and regular contact.

Task    We wanted to add simple but engaging collaborative activities that were not dependent on simultaneous contributions from other course members (i.e. activities that involved individual tasks) but which would result in a collection of resources to create “social presence” (Kehrwald, 2010)  by making the other participants visible, and effectively share teaching knowledge among the academic community at the Bloomsbury Colleges.

Action    We introduced one or more activities each week (these included a Moodle Glossary, a Padlet - - “Wall of Media” and a Moodle database) that required participants to add an individual contribution that quickly grew into a rich set of interactive resources constructed by the participants themselves. The goal of the activity was to enable participants to experience a sense of community, build knowledge of teaching online together, and to experience learning through tools they could use in their own teaching. Tutors modelled each activity by adding an entry to the glossary or database, along with an image, or a virtual post-it note to the Padlet linking to an image or video and participants were invited to do the same.

Result    The activities were effective in engaging participants. The glossary activity was the 4th most frequently viewed activity in the course including the introduction forum. The Padlet activity attracted many positive comments from participants, including expressions of intention to use it in their own teaching.

Reflection    Motivation to participate was stimulated by the interactive dimensions of the activities – for example, the glossary terms could be auto-linked to words in the Moodle course, and the Padlet was simple, visually appealing and dynamic (e.g. a link to a YouTube video would immediately embed and play). The tasks themselves were successful in part because they were low-risk (requiring little technical skill) but high reward (the result was impressive). Participants were also able to create discussions around the tools about their plans to use the activities in their own teaching. The activities therefore created a light-touch social presence and prompted participants’ reflection on their own teaching and learning, which was one of the aims of the course.






Author(s): Paige Cuffe, Eileen Kennedy, Yishay Mor, tharindu, Steven Warburton
Published at: 10 Aug 2015 12:56 GMT
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