Archive for the ‘Moodle’ Category
I haven’t been blogging much about Moodle lately, but this news excited me very much, so I’ll do a quick write-up.
Moodle HQ has decided to move away from native mobile Moodle app development and will switch to developing with HTML 5 and the open source mobile development framework Phonegap. This will allow developers to work on a single codebase and compile a release for all mobile platforms simultaneously. The important part in the news item is this:
The app will be highly modular, and allow the community to contribute to development just like Moodle itself. [..] Although we will lose a little speed and smoothness in the interface when moving to HTML5, I think the idea of building up community effort around a cross-platform mobile client will far outweigh that and sets us up better for the long term. [..] The app will be licensed under the GPL. You are allowed to fork it and build your own custom apps if you wish. (Institutions may want to rebrand it and modify it for their own purposes).
This is the first open source project that I know of that has taken this approach. I’ve always found the way that the mobile space fragments development efforts irksome. I’ve also seen very few true open source projects targeting mobile technology. This masterstroke of Martin Dougiamas solves both of these problems. Once again he is at the vanguard of community based software development. His has my attention!
Update: I’ve now learned that this approach towards mobile started at CV&A Consulting, a Moodle partner in Spain. Kudos to Juan Leyva for coming up with Unofficial Moodle Mobile which will now drop the “unofficial” part!
Today I keynoted the Dutch Moodlemoot (mootnl12). I talked about how current times force us to let go of curricula, why it is more important than anything else to teach students how to learn, what it means to work in a knowledge society (work becomes synonymous with learning) and what this might mean for a virtual learning environment like Moodle. Unfortunately this talk was in Dutch and so will be the accompanying blogpost.
Hieronder, ongeveer op volgorde van de presentatie, links naar achtergrond informatie:
De Open Schoolgemeenschap Bijlmer is een school waar een aantal van de jaren zeventig onderwijs-idealen nog hoog in het vaandel staan.
Het Peter Drucker Institure is een goed beginpunt om wat meer over de grote business denker te weten te komen. Probeer ook zijn Wikipedia pagina. Alle quotes in de presentatie komen uit het boek Management.
De Wikipedia pagina over het Cynefin framework legt goed uit wat het is. Harold Jarche heeft een ijzersterke blogpost geschreven waarin hij dat framework toepast op leren en daar vergaande conclusies voor organisaties uit trekt. Lees ook zijn drie principes voor “net work”.
Meer informatie over de pedagogiek van Moodle staat in de Moodle Docs.
Het artikel over Massive Open Online Courses (MOOCs) is een goede inleiding. Zelf heb ik actief meegedaan aan de Learning Analytics MOOC. De Moodle discussie over corporate use-cases van analytics vind je hier.
Twee voorbeelden van mijn eigen leer-experimenten zijn de grassroot leesgroep over het Learning in 3D boek en de workshop op de Online Educa over Learning Scenarios. Allebei deze sites zijn gemaakt met WordPress.
Scott Jenson had jaren zijn eigen design consultancy and werkt nu als Lead UI Designer for Mobile bij Google. Hij weet dus waar hij het over heeft. Zijn boek The Simplicity Shift staat integraal als PDF online.
1. To what extent to you believe soft skills can be trained online?
“Believe” is probably the right verb for this question. Learning technology is still too often driven by opinions. Having said so, I definitely believe in it. First: a lot of soft skills have become online skills: how you behave in an online community, how you share knowledge through microblogging, or how you can be a good team member in an international virtual team. Additionally, it’s perfectly possible to practice all sorts of soft skills online. I see a natural increase of the “fidelity” of the practice process: from practicing in simple webchats, to practice in teleconferences, to practice with webcams or maybe even telepresence spaces. Finally, I think good design enables training of all sorts of skills.
2. What developments in the field of online training of soft skills do you find most promising? Can you name an example?
The biggest “opportunity space” is gaming. Recently I have been investigating two examples of games that try to train soft skills online:
- X-Team is a 3D game in which you have to visit as many pagodes as possible, before getting to the finish line in time. These pagodes are at islands that can only be reached through bridges. Each bridge can only be crossed a limited number of times (you are with 12, but only 6 people can cross the bridge, wat do you do?). Everything is measured, making it easy to guide a teambuilding process through facilitation and adjusting the game’s parameters.
- Code 4 from Hubbub and Demovides is a game that is played in runs of three weeks. This video explains the game (Dutch):
3. What do you think is the biggest challenge in training soft skills online?
Practice is key in developing skills, so that’s the biggest challenge: How do you get people to do what they find really difficult? How do you get them beyond their fear of trying new behavior? Well developed games might just be the solution to this.
4. In the evolution of learning, are there things you hope/desire and/or you’re afraid of? Alan Kay has a famous definition of technology: “Technology is everything that didn’t exist when you were born”. His pal Danny Hillis has an even better definition: “Technology is everything that doesn’t work yet”. We no longer call an elevator, technology. So I’m looking forward to seeing things we still call technology, actually work. For a nice example of how that could look like for smartphones with apps, read this (under “Why Mobile Apps Must Die”).
Being afraid is not something that fits in with how I look at life. I think we, as people, will always figure out our relationship with technology. But if I have to name something, I worry about the integrity of the Internet with the web as a platform for innovation on top of it. The five ”stacks” (as Bruce Sterling calls them): Amazon, Apple, Google, Microsoft and Facebook are all working hard to build closed ecosystems. We are going to suffer from this in the coming years and it will probably really have to hurt before these silos will be opened up.
5. What weblogs, people or organisations inspire you?
The person I learn a lot from is Stephen Downes. He writes a daily newsletter about this things he, as a philosopher, technologist and education theorist, finds interesting. His newsletter is published under a Creative Commons license and you can freely subscribe. Additionally, I keep a close eye on George Siemens and the Internet Time Alliance and I try to make time to read Audrey Watters: a learning technology journalist with a punk attitude. I keep on top of internet technology in general by listening to Guardian Tech Weekly and the shows of Leo Laporte (especially This Week in Tech). Thinkers such as Clay Shirky, Yochai Benkler, Lawrence Lessig and Douglas Rushkoff guide me.
One of my personal heroes is Martin Dougiamas, inventor of Moodle. It’s his natural leadership and personal character that have made Moodle as succesful as it is today, making even a giant such as Blackboard take notice.
Other organisations that inspire me are those that democratize education and technology in a non-commercial way. Think of Mozilla architects of the open internet (they also have a learning outfit and work hard at an Open Badges infrastructure), or the Peer 2 Peer University, Tactical Technology Collective and Ushahidi. It is no coincidence that all these projects are open-source. I believe in the value of open-source a lot, from a practical and a moral standpoint.
Packt is a new type of publisher. They have found a model that allows them to publish books (likely on demand) in what other publishers might call niche markets. They are usually the first publisher to have a book out about a particular open source product. They leverage the enthusiasm that exists in these communities in how they recruit writers, they stroke people’s egos by asking them to become (technical) reviewers of the books and they do most of the hard work that is necessary to create a book in countries that have lower wages than (Western) Europe and the United States. All of this means that the quality of the books is a bit hit or miss.
Another trick up their sleeves is the way they promote their books. They seem to understand the Internet well and offer bloggers review copies of books. I was offered a free copy of Moodle 2.0 for Business, Implement Moodle in your business to streamline your interview, training and internal communication processes by Jason Cole, Jeanne Cole and Gavin Henrick in return for a review. So here goes!
Most books about Moodle assume an educational setting. As I know a lot about Moodle and am starting to understanding corporate HR more and more every day, I was curious to see what I could learn from this title. The authors of the book have a very deep understanding about Moodle and have all used it for years (as they write “The authors of this book have collectively spent more than 5,000 hours experimenting, building, and messing about with Moodle”). They are active members of the Moodle community and work for a Moodle partner. In many places their hard-earned experience comes through like when they point out a fundamental flaw in Moodle richly complicated roles and permissions system on page 194. The books contains a few suggestions and warnings and I would recommend any reader to heed to them.
The books kick of by trying to to answer the “Why Moodle?” question. It nicely lists five learning ideas that form the core of Moodle’s educational philosophy (I must have mentioned them before many times, but they are worth repeating):
- All of use are potential teachers as well as learners – in a true collaborative environment we are both
- We learn particularly well from the act of creating or expressing for others to see
- We learn a lot by just observing the activity of our peers
- By understanding the context of others, we can teach in a more transformational way
- A learning environment needs to be flexible and adaptable, so that it can quickly respond to the needs of the participants within
The authors also mentioned the 2008 eLearning Guild survey about Learning Management Systems: “Moodle’s initial costs to acquire, install and customise was $16.77 per learner. The initial cost per learner for SAP was $274.36, while Saba was $79.20, and Blackboard $39.06″. Even though I think the survey is comparing apples with pears, I still think it says something: Moodle could be a way to get more functionality out of the same budget. Another good reason to choose Moodle is is that it “makes it easy to try things, figure out what works, change what doesn’t and move on”.
The meat of the book is a set of chapters which look at different parts of the HR process finished with a case study of a company or organization which has done something similar (see here for an overview of all the chapters in the book). Through these chapters a lot of the different Moodle functionalities are explained in very concrete terms. Many of the examples make quite creative use of Moodle. One of the first chapters for example deals with the hiring and recruitment process. Moodle is used to capture people’s resumes, rate the resumes, let people choose an interview slot and assess people with a simple online test. The authors have a pleasant tone and are not afraid to share their own failures to make the reader learn (like when they set up quiz questions in the wrong way, page 47).
Some of the case studies give real insight into the path that these organizations have travelled. I particular like the enlightening example from the Gulf Agency Company (GAC) corporate academy starting on page 164:
After a less than successful strategy of purchasing off-the-shelf SCORM content, GAC has now move to developing courses with a combination of internal subject specialists, HRD e-learning consultants, and facilitators. The course content is uploaded into Moodle course page with GAC-specific assignments and discussion forums added. There is a clear strategy to ensure that the learner does not simply click through a series of screens without context or interaction. Interaction and collaboration in courses is now a fundamental part of the learning process, with the courses tightly integrating content, tasks, and collaboration.
Through these chapters we get some good explanations of functionality that gets glossed over in many of the other books on Moodle. There is a good explanation of the database module, outcomes (a Moodle word for competences) are explained, the new way of setting conditions for accessing particular parts of the course and for considering a course complete get good attention and they have found some useful examples for relatively advanced role configurations. On the slightly more technical side they give sensible advice on how to install modules (page 209) and I love the fact that they explain how you create your own language for the interface (something that is usually very hard to do in other systems) on page 285.
The book ends with a few chapters that show you how you can integrate Moodle into application landscape. There are some good explanations about using webconferencing/virtual classrooms, the portfolio and repository APIs are used and they show you the first steps towards integrating authentication and enrollment.
The book has some minor areas that could be improved. It is written by three authors and seems to keep switching perspectives between the author as “we” and the author as “I”. Also, ocassionally the case studies become too much of an advertisement for a Moodle partner: “The uniqueness, and in some ways, complexity of the project meant that A&L were keen to engage with a service partner that had extensive knowledge of Moodle to enable them to bring the project to a succesful completion. Ennovation not only had the Moodle knowledge and experience that A&L were looking for, but also a proven reputation in the legal sector with their long term customer, the Law Society of Ireland.”
There are also a few things missing that I was hoping to read more about:
- The explanation of the portfolio and repository APIs wasn’t conceptual enough. I am not just sure that the average reader will be able to generalize from the exampls and see what a gamechanger this type of technology can be when it is embedded correctly in the organization.
- There is small battle going on in corporate Moodle land. Multiple service providers are creating their own more commercial “distributions” of Moodle with extra functionality that is relevant for enterprises: Remote Learner publishes ELIS, Moodlerooms has joule and Kineo and Catalyst have come together to create the aggresively marketed Totara LMS. The book never mentions this (I can think of good reasons why this is the case), but it is highly relevant to know more about these systems if you are considering using Moodle in your organization.
- Related to the previous point is reporting. Moodle is not known for its strong enterprise reports and this is something that many organizations commission some functionality for. It would have been nice if reporting had gotten a similar treatment as web conferencing. Maybe we can get that in the next updated version?
All in all this is strongly recommended reading for any curious person who uses Moodle professionally in an organization, no matter the level of their expertise.
Get it here if you want to let Packt know that you’ve read the review, they use this link to monitor which blogs give them the highest amount of traffic and might ask me to review another book if this link gets clicked on often. Get it here if you don’t want to pay any shipping costs and don’t mind me getting a 5% percent commission. Get it here if you like Amazon and don’t mind me getting a neglible commission. Get it here if you don’t like be tracked, live near London, love bookstores and are willing to call first to see if they have it in stock. Seriously, Foyles is a treasure.
Every week I will try and write down some reflections on the Open Online Course: Learning and Knowledge Analytics. These will by written for myself as much as for anybody else, so I have to apologise in advance about the fact that there will be nearly no narrative and a mix between thoughts on the contents of the course and on the process of the course.
So what do I have to write about this week?
My tooling for the course
There is a lot of stuff happening in these distributed courses and keeping up with the course required some setup and preparation on my side (I like to call that my “tooling”). So what tools do I use?
A lot of new materials to read are created every day: Tweets with the #lak11 hashtag, posts in all the different Moodle forums, Google groups and Learninganalytics.net messages from George Siemens and Diigo/Delicious bookmarks. Thankfully all of these information resources create RSS feeds and I have been able to add them all to special-made Lak11 folder in my Google Reader (RSS feed). That folder sorts its messages based on time (oldest first) allowing me some understanding of the temporal aspects of the course and making sure I read a reply after the original message. A couple of times a day I use the excellent MobileRSS reader on my iPad to read through all the messages.
There is quite a lot of reading to do. At the beginning of the week I read through the syllabus and make sure that I download all the PDF files to GoodReader on the iPad. All web articles are stored for later reading using the Instapaper service. I have given both GoodReader and Instapaper Lak11 folders. I do most of the reading of these articles on the train. GoodReader allows me to highlight passages and store bookmarks in the PDF file itself. With Instapaper thus is a bit more difficult: when I read a very interesting paragraph I have to highlight it and email it to myself for later processing.
Each and every resource that I touch for the course gets its own bookmark on Diigo. Next to the relevant tags for the resource I also tag them with lak11 and weekx (where x is the number of the week) and share them to the Learning Analytics group on Diigo. These will provide me with a history of the interesting things I have seen during the course and should help me in writing a weekly reflective post.
So far the “consumer” side of things. As a “producer” I participate in the Moodle forums. I can easily find back all my own posts through my Moodle profile and I hope to use some form of screen-scraper at the end of the course to pull a copy of everything that I have written. I use this Worpress.com hosted blog to write and reflect on the course materials and tag my course-related post with “lak11″ so that show up on their own page (and have their own feed in case you are interested). On Twitter I occasionally tweet with #lak11, mostly to refer to a Moodle- or blog post that I have written or to try and ask the group a direct question.
What is missing? The one thing that I don’t use yet is something like a mind mapping or a concept mapping tool. The syllabus recommends VUE and CMAP and one of the assignments each week is to keep updating a map for the course. These tools don’t seem to have an iPad equivalent. There is some good mind mapping tools for the iPad (my favourite is probably iThoughtsHD, watch this space for a mind mapping comparison of iPad apps), but I don’t seem to be able to add using it into my workflow for the course. Maybe I should just try a little harder.
My inability to “skim and dive”
This week I reconfirmed my inability to “skim and dive”. For these things I seem to be an all or nothing guy. There are magazines that I read completely from the first page to the last page (e.g. Wired). This course seems to be one of these things too. I read every single thing. It is a bit much currently, but I expect the volume of Moodle and Twitter messages to go down quite significantly as the course progresses. So if I can just about manage now, it should become relatively easy later on.
The readings of this week
There were quite a few academic papers in the readings of this week. Most of them provided an overview of education datamining or academic/learning analytics. Many of the discussions in these papers seemed quite nominal to me. They probably are good references to keep and have a wealth of bibliographical materials that I could look at at some point in the future. For now, they lacked any true new insights for me and appeared to be pretty basic.
Unfortunately I wasn’t able to attend any of the Elluminate sessions and I haven’t listened to them yet either. I hope to catch up this week with the recordings and maybe even attend the guest speaker live tomorrow evening.
It has been a while since I last actively participated in a Moodle facilitated course. Moodle has again proven to be a very effective host for forum based discussions. One interesting Moodle add-on that I had not seen before is Marginalia a way to annotate forum posts in Moodle itself which can be private or public. Look at the following Youtube video to see it in action.
I wonder if I will use it extensively in the next few weeks.
One thing that we were asked to try out as an activity was Hunch. For me it was interesting to see all the different interpretations that people in the course had about how to pick up this task and what the question (What are the educational uses of a Hunch-like tool for learning?) actually meant. A distributed course like this creates a lot of redundancy in the answers. I also noted that people kept repeating a falsehood (needing to use Twitter/Facebook to log in). My explanation of how Hunch could be used by the weary was not really picked up. It is good to be reminded at times that most people in the world do not share my perspective on computers and my literacy with the medium. Thinking otherwise is a hard to escape consequence of living in a techno-bubble with the other “digerati”.
I wrote the following on the topic (in the Moodle forum for week 1):
Indeed the complete US-centricness of the service was the first thing that I noticed. I believe it asked me at some point on what continent I am living. How come it still asks me questions to which I would never have an answer? Are these questions crowdsourced too? Do we get them randomly or do we get certain questions based on our answers? It feels like the former to me.
The recommendations that it gave me seemed to be pretty random too. The occasional hit and then a lot of misses. I had the ambition to try out the top 5 music albums it would recommend me, but couldn’t bear the thought of listening to all that rock. This did sneak a little thought into my head: could it be that I am very special? Am I so eclectic that I can defeat all data mining effort. Am I the Napoleon Dynamite of people? Of course I am not, but the question remains: does this work better for some people than for others.
One other thing that I noticed how the site seemed to use some of the tricks of an astrologer: who wouldn’t like “Insalata Caprese”, seems like a safe recommendation to me.
In the learning domain I could see an application as an Electronic Performance Support System. It would know what I need in my work and could recommend the right website to order business cards (when it sees I go to a conference) or an interesting resource relating to the work that I am doing. Kind of like a new version of Clippy, but one that works.
BTW, In an earlier blogpost I have written about how recommendation systems could turn us all into mussels (although I don’t really believe that).
Because of a very good intervention by George Siemens, the main facilitator of the course, we are now starting to have a good discussion about analytics in corporate situations here. The corporate world has learning as a secondary process (very much as a means to a goal) and that creates a slightly different viewpoint. I assume the corporate people will form their own subgroup in some way in this course. Before the end of next week I will attempt to flesh out some more use cases following Bert De Coutere’s examples here.
Bersin/KnowledgeAdvisors Lunch and Learn
At the end of January I will be attending a free Bersin/KnowledgeAdvisors lunch and learn titled Innovation in Learning Measurement – High Impact Measurement Framework in London (this is one day before the Learning Technologies 2011 exhibit/conference). I would love to meet other Lak11 participants there. Will that happen?
My participation in numbers
Every week I will try and give a numerical update about my course participation. This week I bookmarked 33 items on Diigo, wrote 10 Lak11 related tweets, wrote 25 Moodle forums post and 2 blog posts.
I have been involved in organizing a workshop on capability building in organizations hosted on my employer‘s premises (to be held on October 20th). We have tried to get together an interesting group of professionals who will think about the future state of capability building and how to get there. All participants have done a little bit of pre-work by using a single page to answer the following question:
What/who inspires you in your vision/ideas for the future state of capability building in organizations?
Unfortunately I cannot publish the one-pagers (I haven’t asked their permission yet), but I have disaggregated all their input into a list of Delicious links, a YouTube playlist and a GoodReads list (for which your votes are welcome). My input was as follows:
We don’t understand ourselves well enough. If we did, the world would not be populated with bad design (and everything might look like Disney World). The principles that we use for designing our learning interventions are not derived from a deep understanding of the humand mind and its behavioural tendencies, instead it is often based on simplistic and unscientific methodologies. How can we change this? First, everybody should read Christopher Alexander’s A Pattern Language. Next, we can look at Hans Monderman (accessible through the book Traffic) to understand the influence of our surroundings on our behaviour. Then we have to try and understand ourselves better by reading Medina’s Brain Rules (or check out the excellent site) and books on evolutionary psychology (maybe start with Pinker’s How the Mind Works). Finally we must never underestimate what we are capable of. Mitra’s Hole in the Wall experiment is a great reminder of this fact.
The mental model that 99% of the people in this world have for how people learn is still informed by an implied behaviourist learning theory. I like contrasting this with George Siemens’ connectivism and Papert’s constructionism (I love this definition). These theories are actually put into practice (the proof of the pudding is in the eating): Siemens and Stephen Downes (prime sense-maker and a must-read in the educational technology world) have been running multiple massive online distributed courses with fascinating results, whereas Papert’s thinking has inspired the work on Sugarlabs (a spinoff of the One Laptop per Child project).
Open and transparent
Through my work for Moodle I have come to deeply appreciate the free software philosophy. Richard Stallman‘s four freedoms are still relevant in this world of tethered appliances. Closely aligned to this thinking is the hacker mentality currently defended by organizations like the Free Software Foundation, the EFF, Xs4all and Bits of Freedom. Some of the open source work is truly inspirational. My favourite example is the Linux based operating system Ubuntu, which was started by Mark Shuttleworth and built on top of the giant Debian project. “Open” thinking is now spilling over into other domains (e.g. open content and open access). One of the core values in this thinking is transparency. I actually see huge potential for this concept as a business strategy.
Jay Cross knows how to adapt his personal business models on the basis of what technology can deliver. I love his concept of the unbook and think the way that the Internet Time Alliance is set up should enable him to have a sustainable portfolio lifestyle (see The Age of Unreason by the visionary Charles Handy). The people in the Internet Time Alliance keep amplifying each other and keep on tightening their thinking on Informal Learning, now mainly through their work on The Working Smarter Fieldbook.
Games for learning
We are starting to use games to change our lives. “Game mechanics” are showing up in Silicon Valley startups and will enter mainstream soon too. World Without Oil made me understand that playing a game can truly be a transformational experience and Metal Gear Solid showed me that you can be more engaged with a game than with any other medium. If you are interested to know more I would start by reading Jesse Schell’s wonderful The Art of Game Design, I would keep following Nintendo to be amazed by their creative take on the world and I would follow the work that Jane McConigal is doing.
The web as a driver of change
Yes, I am believer. I see that the web is fundamentally changing the way that people work and live together. Clay Shirky‘s Here Comes Everybody is the best introduction to this new world that I have found so far. Benkler says that “technology creates feasibility spaces for social practice“. Projects like Wikipedia and Kiva would not be feasible without the current technology. Wired magazine is a great way to keep up with these developments and Kevin Kelly (incidentally one of Wired’s cofounders) is my go-to technology philosopher: Out of Control was an amazingly prescient book and I can’t wait for What Technology Wants to appear in my mailbox.
I would of course be interested in the things that I (we?) have missed. Your thoughts?
Just over a year ago I reviewed four Moodle books published by Packt Publishing. Since then, a lot of new Moodle titles have been added to their catalogue. Richard Dias, Marketing Research Executive at Packt, has kindly sent me a copy of one of these new titles for review: Moodle 1.9 Teaching Techniques by William Rice and Susan Smith Nash, first published in January 2010.
William Rice has already published a couple of books with Packt. This book seems to be an effort by Susan Smith Nash to build on an earlier version of the book by Rice. She adds some learning theory and instructional design essentials to the earlier text.
The fact that this is an update of a much older book, doesn’t work very well. Let me share some examples of where it goes wrong:
- Chapter 2 used to be called “Forum Solutions”, now it has been retitled to “Instructional Material”. This is weird: Moodle’s core functionality and strongest pedagogical tool is first introduced as a way to clearly display course information and structure. Then on page 25 there is a paragraph titled “Creating a Separate Group for Each Student”. The context from the earlier book (you might want to do this to create private conversations with students) is omitted, making it a confusing set of pages.
- Chapter 4 has a section that explains how you can exclude quiz grades from a particular quiz in the grade book. The screenshots and explanations are taken from an earlier version of Moodle and do not relate to Moodle 1.9. Moodle 1.9 has a completely different grade book (and has been released since March 2008). It is unforgivable for a book that is published in 2010 to get this wrong. I don’t understand how the reviewer missed this. Hopefully a corrected version will be published as an erratum.
- The introduction to the book explains that a basic level of Moodle understanding is assumed for the reader as it wants to focus on learning theory. However it then spends more than 5 (of its 193) pages on explaining what an IP address is and how it can be used to restrict access to a quiz. It gets the Linux part on how to see your IP address wrong (another one for the errata).
The book doesn’t really make optimal use of the new and advanced functionality that Moodle 1.9 has on offer. Two examples:
- The concept of “groups” is used in the book in some descriptions of course activities (although not enough to call for its own spot in the index), but the concept of “groupings” isn’t mentioned anywhere. If I were to teach a course with Moodle tomorrow, I would definitely use this functionality as it allows you to be much more flexible in your course design.
- Ever since Moodle 1.7 it has been possible to play with roles and capabilities in Moodle. That functionality is relatively hard to understand and needed some maturation. It is much more usable now in Moodle 1.9. This functionality is only used once in the book (during the discussion on forums) and isn’t explained well enough to my taste.
Does the book have some valuable things to offer? It is not all bad:
- Some of the introductions to learning concepts are theories are good starting points for further exploration. For example, I liked the reference to Bruner’s “scaffolding” concept and spent some time reading the Wikipedia article on instructional scaffolding.
- The pages on basic chat etiquette and wiki etiquette are quite useful. They describe rules you can agree on with your students to make the online learning process more pleasurable.
- The ways of using the choice activity have been slightly expanded compared to the earlier version of the book.
- The last chapter has a nice example of a capstone project assignment that you could adapt for your own teaching. To use the workshop module as the basis for this project assignment is a bit risky, as I would not recommend anybody to use the workshop module in its current state (Moodle 2.0 should solve that problem).
All in all I would not recommend anybody to get this book. If you have 30 euros to spend on a Moodle book (this book isn’t cheap!) choose one of the ones I recommend here. If you have a basic understanding of Moodle and are looking for generalised teaching techniques for online courses you are much better served by Gilly Salmon‘s work on e-moderation (see E-moderating and E-tivities).
Hopefully I can be more enthusiastic about the next Packt title I get to review…
Yesterday morning I got up at 6:30 to deliver a presentation at the very first virtual Moodlemoot: iMoot 2010. All in all it was a hugely enjoyable experience. I had people attending from among other the United States, Ireland, Zambia, Australia, Japan.
The platform for delivery of the session was Elluminate, which worked flawless. I am still amazed at the fact that we now have easy access to the technology that makes a virtual conference with a worldwide audience possible.
My talk was titled “The Future of Moodle of How Not to Stop It”, an adaptation of the book by Zittrain.
I first recapped the recent discussion about the death of the VLE:
I showed how Moodle was conceived and developed when the web was less mature then it is now (the social web as we know it was basically non-existent) and how a teacher can create a learning experience for his or her students using nothing but loosely coupled free tools. Horses for courses.
I then looked at the two mental models that Moodle could adapt from Drupal:
- Drupal’s tagline is “Community Plumbing”. I believe Moodle’s could be “Learning Plumbing”.
- Drupal sees itself as a platform. This is exactly what Moodle should reinvent itself as.
In the final part of the presentation I looked at how the new Moodle 2.0 API’s (repository, portfolio, comments and webservices) will be able to help make the shift towards a platform. I finished with asking people to imagine what an appstore for repository plugins and what an appstore for learning activities would look like.
The slides are on Slideshare and embedded below (you can also download a 2MB PDF version). The session has been recorded. Once that recording comes online, I will update this post and try and share that here too.
The one difficult thing about a virtual conference, by the way, is communicating the dates and times. Timezones add a lot of complexity. iMoot, for example, provides users with a custom schedule for their timezone and replays each session twice after the live event. I am starting to believe in the Swatch Internet Time concept again. Wouldn’t a single metric .beat not be great? See you @850!