Amy Perrey's Blog


Moodlemoot Day 3PM Assessment and Evaluation
May 6, 2011, 6:51 pm
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MooMoodlemoot Edmonton – May 4th 2011 – PM

Differentiating instruction means creating multiple paths so tat students of different abilities, interested or learning needs experience equally appropriate ways to absorb, use, develop and present concepts as a part of the daily learning process. It allows students to take greater responsibility and ownership of their won learning, and provides opportunities for peer teaching and cooperative learning.

Assessment vs. Evaluation
Instead of students asking is this for marks, students ask is this for summative assessment!

Assessment = practice, dipstick, qualitative, performance, hidden curriculum, basis for improvement, pre, during, post learning
Evaluation – Game time, report on learning, quantitative, snap shot, post learning, redone? Course Grade

Using Formative Assessment
1. What does the student already know?
2. What does the student kind of know?
3. What does the student need to know?
What does Assessment look like?
1. homework
2. quiz, pop quiz, practice test
3. project
4. presentation
5. lab
6. entry/exit slips
7. textbook assisted prep
8. email
9. text message
10. journal, blog, wiki
Sound Like?
1. oral questions
2. touching base with a student
3. class discussion
4. Student to student chat
Feel Like?
1. anxiety
2. comfort
3. reassurance
4. empowerment
5. nothing
The benefits of using Moodle to assess students out weigh the time required to setup the question banks. This is because it is available to the student 24 hours a day, this is practice for your students. If you are going to be away sometimes they still have the practice they need to do their work. Students can go back and re-read, do quizzes and test, teacher can set up the tests so that they can have different questions each time they go in.
• practice tests for Math
• practice games for Math

Creating a Quiz Assessments
Display – questions per page – Unlimited
Shuffle questions – yes
Shuffle within questions – yes
Review Options – – checks off all immediately after the attempt, Later, while the quiz is still open and After the quiz is closed

Overall Feedback – Way to Go! You’ve really got a handle on this concept!!!
• Through data manager you can add questions that are already in the system.

How to Report Assessment
Formative and Summative Evaluation – for formative assessment students pick what formative assessments they wants to do.

Patricia Yeske
Teacher
Riverview Colligiate
Yeske.patricia@prairiesouth.ca

dlemoot Edmonton – May 4th 2011 – PM

DifferentiMoodlemoot Edmonton – May 4th 2011 – PM

Differentiating instruction means creating multiple paths so tat students of different abilities, interested or learning needs experience equally appropriate ways to absorb, use, develop and present concepts as a part of the daily learning process. It allows students to take greater responsibility and ownership of their won learning, and provides opportunities for peer teaching and cooperative learning.

Assessment vs. Evaluation
Instead of students asking is this for marks, students ask is this for summative assessment!

Assessment = practice, dipstick, qualitative, performance, hidden curriculum, basis for improvement, pre, during, post learning
Evaluation – Game time, report on learning, quantitative, snap shot, post learning, redone? Course Grade

Using Formative Assessment
1. What does the student already know?
2. What does the student kind of know?
3. What does the student need to know?
What does Assessment look like?
1. homework
2. quiz, pop quiz, practice test
3. project
4. presentation
5. lab
6. entry/exit slips
7. textbook assisted prep
8. email
9. text message
10. journal, blog, wiki
Sound Like?
1. oral questions
2. touching base with a student
3. class discussion
4. Student to student chat
Feel Like?
1. anxiety
2. comfort
3. reassurance
4. empowerment
5. nothing
The benefits of using Moodle to assess students out weigh the time required to setup the question banks. This is because it is available to the student 24 hours a day, this is practice for your students. If you are going to be away sometimes they still have the practice they need to do their work. Students can go back and re-read, do quizzes and test, teacher can set up the tests so that they can have different questions each time they go in.
• practice tests for Math
• practice games for Math

Creating a Quiz Assessments
Display – questions per page – Unlimited
Shuffle questions – yes
Shuffle within questions – yes
Review Options – – checks off all immediately after the attempt, Later, while the quiz is still open and After the quiz is closed

Overall Feedback – Way to Go! You’ve really got a handle on this concept!!!
• Through data manager you can add questions that are already in the system.

How to Report Assessment
Formative and Summative Evaluation – for formative assessment students pick what formative assessments they wants to do.

Patricia Yeske
Teacher
Riverview Colligiate
Yeske.patricia@prairiesouth.ca

ating instruction means creating multiple paths so tat students of different abilities, interested or learning needs experience equally appropriate ways to absorb, use, develop and present concepts as a part of the daily learning process. It allows students to take greater responsibility and ownership of their won learning, and provides opportunities for peer teaching and cooperative learning.

Assessment vs. Evaluation
Instead of students asking is this for marks, students ask is this for summative assessment!

Assessment = practice, dipstick, qualitative, performance, hidden curriculum, basis for improvement, pre, during, post learning
Evaluation – Game time, report on learning, quantitative, snap shot, post learning, redone? Course Grade

Using Formative Assessment
1. What does the student already know?
2. What does the student kind of know?
3. What does the student need to know?
What does Assessment look like?
1. homework
2. quiz, pop quiz, practice test
3. project
4. presentation
5. lab
6. entry/exit slips
7. textbook assisted prep
8. email
9. text message
10. journal, blog, wiki
Sound Like?
1. oral questions
2. touching base with a student
3. class discussion
4. Student to student chat
Feel Like?
1. anxiety
2. comfort
3. reassurance
4. empowerment
5. nothing
The benefits of using Moodle to assess students out weigh the time required to setup the question banks. This is because it is available to the student 24 hours a day, this is practice for your students. If you are going to be away sometimes they still have the practice they need to do their work. Students can go back and re-read, do quizzes and test, teacher can set up the tests so that they can have different questions each time they go in.
• practice tests for Math
• practice games for Math

Creating a Quiz Assessments
Display – questions per page – Unlimited
Shuffle questions – yes
Shuffle within questions – yes
Review Options – – checks off all immediately after the attempt, Later, while the quiz is still open and After the quiz is closed

Overall Feedback – Way to Go! You’ve really got a handle on this concept!!!
• Through data manager you can add questions that are already in the system.

How to Report Assessment
Formative and Summative Evaluation – for formative assessment students pick what formative assessments they wants to do.

Patricia Yeske
Teacher
Riverview Colligiate
Yeske.patricia@prairiesouth.ca



Moodle Day 3PM – Part 2
May 4, 2011, 8:29 pm
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Moodlemoot Edmonton – May 4th 2011 – PM

Best Practices for Integrating Video in Moodle

Cindy Yates – Managing Director 

The future of meida in education

www.Kaltura.org

 

Kaltura : This is the first opened sourced video platform. The video solutions for any site that you are working with. Kaltura is the leader with education because it is an opened sourced product, it is alos a core platform with dedicated applications on top. It includes rich media and not just video.

Video in Education: A lot of customers visit them because of the online classes that are including videos. Students have a numbers of different types of platforms for the videos, students watch on phones, computers, iPads. They set up a managing system that is similar to youtube for all videos being posted on Moodle.



Moodle Day 3PM – Part 1
May 4, 2011, 8:15 pm
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Moodlemoot Edmonton – May 4th 2011 – PM

LearnIT2teach Project

Robert McBride, Jim Edgar, Pat Fahy, John Allan 

This tools is available for plug in at Moodle.org  and for Moodle 2.0 

Moodle Committee Manage Resource (Activity)

  • Add Committee
  • Add the members and information
  • They use this for different committee on campus
  • There is a menu and a description of who is Members, President, Co-President
  • Group Email – automatically creates a group email based on who is members of the group

Creating Committee – Admin Side

  1. You create an event with information for your meeting. Has the date, start time and end time and a d description of what will be going on. It can automatically be emailed and put into your outlook email calendar.
  2. Files – there are public folders and private folders, people within Moodle can see what you are working on with the public folders, but the private folders is what you are not ready to share
  3. Planner Manager – Similar to Doodle. It is color-coded. If you have a few dates in mind you send off this planner manage and it gives you a percentage of how many people can make the meeting, then calculates the members best answer.
  4. Schedule – you can book out the room, they have a database with all the room that are available. If some rooms are reserved rooms, it sends off an email to book the room. You can look up to see if the room is available, check the room you want. It gives you a description of what the room has in it. By clicking on the room and time it will book the room for you and put it in your calendar and in the Moodle Calendar.
  5. Agenda – Everything is done online for appointments and information can you can save it out as a PDF. You put in the information of Name, Duration and brief description of what the agenda will be about. You can put in different topics, when the meeting is done you can put if the topic are still opened, in progress or finished.
  6. Topics List By You – these are what you are going to discuss and vote for in a particular agenda meeting.
  7. Teachers can’t make a committee only administrator can do this.
  8. This could work for schools, keep track of their staff meeting, other teachers and administrators can see their folders, check out what is going on, who is attending meetings. This could work for CEC different committees and information that needs to be passed on to administration.

User Point of View of Committee

  1. Users can send out emails through Moodle, through the committee email.
  2. Users don’t see all the editing options
  3. Agenda shows a clean version of the dates and information of the upcoming meeting and minutes.
  4. If the meeting already took place, the user can see who was absent, who was present, what the meeting notes were, different motions, agenda  topics. The user can’t change anything but can view all the options.


Moodle Day 3 AM – Part 2
May 4, 2011, 8:14 pm
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Moodlemoot Edmonton – May 4th 2011 – AM

Online Retention & Weaver

What Weaver Does?

They do active monitoring and trigger management. They take a look at students, teacher, and institutional reports and do courseware analysis. They took a look and give reports if the course is working, that communication between teacher and students is working. They have a social networking dashboard; they give charts to see who is communicating, who is doing well and who is in the middle. This helps so that the teacher can see who in the class may need help with the course.

  • Detailed Course Dashboard – shows students activity report, what resources they have been accessing, what assignments they have been working on, what is their grade, how many posts
  • They keep all data and look at standard deviation
  • They keep record of all the data and discussion between students, they look at line counts,

http://demo.loomlearning.com/

–       This is a version of their Moodle

–       They are waiting for 2.1 of Moodle

–       Students and teachers have LIVE Chat, Email and Phone for Support for their Moodle

 Training:

They trained all faculty through workshops, they also created a course that they worked through. It was a three week course, this helped them to learn about Moodle and Course Building. Essential training for Teachers – Topics follow different lessons for the teachers to work through.

 




Moodle Moot Day 3 – AM
May 4, 2011, 8:12 pm
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Moodlemoot Edmonton – May 4th 2011 – AM

Using Moodle Migration to Drive Instructional RE-Design

Brad Reamsbottom, Tyler Heaton, Alyssa Di Rocco 

University of Lethbridge – started with 3 classes of blended learning in Moodle and has grown since. Steps they took to get their faculty from blackboard to Moodle. They had to use Migration steps to get all of faculty onboard.

  1. IT and Faculty a group of 5-10 people that were the power uses, had discussions on how would Moodle help make our division better for the students and faculty, what would Moodle do for them and would Moodle help them meet their learning objectives. Everyone needs to see the value of Moodle!
  2. RE-Think your course! Take a look at the course that were designed in Web CT and look at what you want to change, what will this course look like in Moodle. If something didn’t work in Web CT – how will it change in Moodle?
  3. The transition – how do we move everything over? What needs to be moved over, do you need them? Time to RE-Think what is really needed to be moved over. It is a time to redesign.
  4. BATA Testing – students focuses on the calendar. University did a lot of focus groups with faculty and students.
  5. Ticket System for support that is attached to Course Design. If they send an email it will automatically crate a ticket for support. It went to the support team and all of them would work as a team to find solutions and what would work best. They will follow up with the support with face-to-face, emails and phone calls. They also wanted to follow up to see if the solutions were helping them out, if it was helping out their students and if the teacher was considering different options. The support team wanted suggestions and feedback on their service and if it worked.
  6. Moodle Workshop, these were 1 hour  – had workshops for teachers to learn about Moodle, teachers could sign up and RSVP to the workshop, so the support team knew how many people would be coming. This also gave them their user ids, so they could have everything set up and ready to go. When the faculty left they had a playground to work with. They found that the 1 hour workshop was enough time.
  7. Drop in Sessions – they then had sessions where teachers could come in and work, but they didn’t have great success in many faculty members didn’t come to the drop in sessions.
  8. Help Options – on the admin side you can retool the help information and put in your own help information and hyperlinks. (www.docsmoodle.org) they have a list of different tutorials in there for teachers. They also created many different video tutorials for teachers and faculty, they were making some many different tutorials.
  9. Campaign for Moodle – they created posters to create awareness that Moodle would be coming.  Sign saying – “Moodle is coming and Blackboard is leaving”.  Created a mascot for Moodle “Steve” – the Moodle Doodle, this has made it fun.
  10. 10.  The Design – you made the changes and start rebuilding. Finding different designs that help the students work better in Moodle, for example don’t let students keep scrolling. Set up your course so it easy for students to use. Show people what things look like and let them decided how to set up the course for themselves, they didn’t tell them what to do in the course. They showed them different examples that worked and let the teachers doing the design work. CRCD – Curriculum Redevelopment Center.

Online tutorials also have student tutorials – these will help the students.



Moodle Day 2 – Part 2 PM
May 4, 2011, 8:11 pm
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Best Practices in Moodle Course Design – Michelle Moore

Afternoon Session Part 2

Chief Evangelist

michelle@remote-learner.net

http://remote-learner.net

Additional Resources at http://pathfinder.remote-learner.net

Best practices in Moodle are always evolving and changing, so make sure you do what you can. Take small steps change what you can a first.

Best Practices

  1. Don’t Use more than 3 font styles per page. (Colors, Sizes) – If there is too much going on it becomes distracting for the students. If you try to make it fun and colorful for the students, when there are too many font styles this increase the cognitive workload for the students. The students spend too much time processing color and size of the fonts instead of looking for the curricular material.
  2. Do Maintain Consistency – pictures are the same size, in the same place, font is in the same place
  3. Don’t use the course page for content.  – There is too much text on a page, if the topic is too big – the unit is too much, the student should look at the course page and just have an introduction to the course.
  4. Don’t BE the one doing all the work! – if the course is made up of all quizzes the teacher is doing all the work. Think of ways to engage the student, in quiz module Question Creator Role. The students can then have access to create a few questions; the teacher can review the questions and use them in practice and review.
  5. DO let students participate and collaborate – start using wikis, glossary that students can add words to (this is her top favorite tool), Glossary can be used for links to websites. Workshop module is great for letting students give feedback to other students.
  6. DON’T make your users scroll side to side. Students have different sizes of computers; make sure to test your course in different computers and environments to make sure your course is easy to use with the students.
  7. DON’T forget about the value of logs – you can check what students are doing, they provide transparency in what they have been doing. Certain things are logged, for example: if there is a link or label there is no way to check the logs. If you add them as resources then you can see if they have checked on the links.
  8. DON’T overdo the activity names. Make sure the names you are using are not to long, or if they are add a label then link it to another page with content and the name
  9. DO use labels to guide students.
  10. Don’t be afraid of white space, if there is too much going on and no space anywhere the course becomes crowded.  Think of ways people in a newspaper write to keep it neat and tidy.
  11. DO use topic summaries for titles- if you put to much text in there then the jump to menu becomes crowded. If there is a paragraph it tries to put the entire paragraph into the jump to menu.
  12. DON’T force users to scroll and scroll – try not to put huge picture in the way of your course,
  13.  Do use images on your page
    1. 14.     Simplify your delivery – use the book module (it works in 2.0) we need to use the book module.  It is a downloadable feature.  Can guarantee that students can get to course content regardless of format (PowerPoint, Microsoft Word, etc.)
    2. Don’t be afraid to branch out! You can use hot potato, but don’t stick to the same tool over and over, try to give your students some variety.
    3. M2: Do dock the block – Navigation and Setting – you can dock different blocks when you do this you can get to them from anywhere, they are out of the way
    4. M2: Do give your learners completion track – students can check off what they have done in the course and can keep them organized and help them stay on track. It can help them remember where they are in the course and where they have left off.  Gives the students power of their course.
    5. M2: Don’t overdo the conditional activities.

Some students are color blind and it is important to use some stuff like, websites that will test colorblind situations, low bandwidth and screen readers.

The book module will help clean up your site and make it so it isn’t a scrolling page, you can embedded video into the book, add title, pictures and you can add your text into it. If you want to link in the book – make sure to AUTO LINK – (activity name and rename link) – there are a list of filters that you can use, pick activity name and auto link – this will help to make sure your links move over into other courses.

Glossary – bringing together collections of research, you can have ratings, you can attach things to it, this would be great for support and video files – glossary can be made from categories.

Broadcast room can be set up in the glossary format, making it easier for teachers to find different videos from different schools, subject areas and consultant.

Database Module – can look like an image gallery, hide fields, fields for keywords that make items searchable.

Wiki – students need specific instructions, some examples are like Class study guides or students creating a story together, collective resources where students work on a page to make a study guide. One class created choose your own adventures stories, breaking students into different groups of how the story would turn out. All the students work together to fix the grammar and punctuation.

William Rice – Moodle Teaching Techniques – Moodle Wiki

Mary Soch – Moodle for 7 – 14 yrs old – Great tips in the book, you can find her on Moodle – She is called Moodle Fairy.



Moodle Day 2 – PM
May 4, 2011, 8:09 pm
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Moodlemoot – 2011 – May 3rd- Edmonton

Afternoon Session Part 1

Developing Media for Different Modes of Delivery – Jamie Lundrigan

http://vimeo.com/22944189 – video for Portage College 

Media Used in a Moodle Classroom

Instructional Videos –  Camtasia www.techsmith.com/camtasia Screen capture software, this is done for instruction video to introduce themselves. Give a face to the students.

Xxtranormal www.xtranormal.com – used in the course content,
Voki www.voki.com – used to create animations in their course
Sitepal www.sitepal.com – can use picture of yourselves, it will talk and tell students what you want them to hear.

They develop site animations in house to help make their course interesting.
Captivate www.adobe.com/captivate  – used for quizzes and test
Adobe Presenter www.adobe.com/products/presenter/
 – similar to PowerPoint for presentations

Equipment Used:
Flip Camera
Snowball Microphone
Sony Camera
Audio Editing – Headphones that cover the entire ear
High dealings of transferring files and editing so different monitors are used.
Green Screen with three lights – used for different areas of the school, online course,
File Size and Bandwidth – they use remote learner,
High End video files have to be 64MB- all videos must be smaller size and have to be edited down. The video files have to no more than three minutes

Video Tips

White Balance – Auto white balance is ok, but if you use a white paper it works better.
Focus – for same position use manual focus and focus on eye, if moving around make sure to use auto focus
Audio – don’t be to close to the microphone it will make popping sounds, speak at normal rate and tone, make sure to talk like you are talking to a peer and not a student
Microphone – use professional microphone
Broadcast Room

–       Paint the wall white make it looks like a never ending space
–       Portage college http://portagecollege.ca
–       Moodle http://moodle.portagecollege.ca: