As our sixth run of the Learn Moodle MOOC draws to a close, it’s been gratifying to note that, alongside the technicalities of learning how to teach with Moodle, we’ve seen our participants broaden their horizons both geographically and pedagogically. When I left my UK high school to work for Moodle, I recall the surprise on colleagues’ faces to discover that, actually, Moodle was bigger than just our school LMS – or even a local education authority imposed LMS – or even a British LMS! One participant reminded me of this when she commented that not only had she learned good techniques for using Moodle with her class but that she was now aware that Moodle is not just used in the US.
Having educators from all over the world connect with each other in the MOOC allows them to find common ground in their teaching, share ideas and strategies that give their subject a more global perspective. This effect of ’changing perceptions’ is also apparent in participants who come to the course with some previous experience of Moodle. They are surprised to discover that it’s more than just a ‘document dump’, and they leave motivated to try out new features with their students:
Additionally, there have been a number of conversations in the weekly forums which have gone beyond the basics of setting up course activities. In a thread sparked by the workshop peer assessment results, we’ve discussed the role of facilitators in ensuring student feedback is effective and fair:
We’ve also been talking about time spent in a MOOC. Some organisations require a certain number of hours for accredited Professional Development. One participant pointed us to a recent study (HarvardZ and MITx: Four years of Open online courses) which states that A typical MOOC certificate earner spends 29 hours interacting with online courseware. The Custom certificate plugin allows teachers to specify number of minutes a learner must have been logged in the course in order to be eligible for this certificate, but how meaningful are such figures? Should our certificate include a time element?
These are the kinds of discussion we hope to continue over on Moodle.org where there is a dedicated Teaching with Moodle forum. And for those who want to continue learning Moodle, there are many courses, online and face to face at intermediate, advanced and administrator level available from our Moodle Partners.
Final smile and sigh:
In an earlier post I talked about the smiles and sighs. Here are my personal two from this last week:
Smile: the success of the Moodle mobile app. Each time we run the MOOC, more people access the course from the app. Each time we run the MOOC, more of the course is accessible from the app Participants can also do an optional quiz about mobile learning and an optional assignment from the app. If your organisation doesn’t use either the standard Moodle Mobile app or the branded Moodle Mobile app, you really should encourage them to!
Sigh: Questions asked in the forums are speedily answered by our experienced, regular attendees, and yet sadly the same questions are still repeated. Even a MOOC FAQ page doesn’t resolve the issue entirely. We need to give guidance in searching the forums to prevent this.
Once the course is over, Helen and I will post some completion and participation statistics and as usual, we’ll be going through the participant feedback and adapting the course ready for next time. Missed this MOOC? Or simply missed the workshop deadline? Get ready to sign up for our next run, starting on June 19th!