Preliminary Review on the Use of Moodle to Increase Self-Directed Leaning in Science and Maths Courses at College Level

Preliminary review on the use of to
increase in Science and
Mathematic based courses at college level

By
Putra International College, Malacca, Malaysia

and

Stamford College Malacca, Malaysia

Moodle driving jobs in education By Libby Levi available at
http://photo.itc.nps.gov/storage/images/redw/Webpages/originals/380.jpg under a Creative Commons Attribution Licence

“I never teach
My students.

I only provide
the conditions
In which they
can learn.”
Albert Einstein
Joker, prankster, school teacher, stage
performer, physicist, concert violinist,
mathematician, genius and Nobel Prize
Winner.

http://upload.wikimedia.org/wikipedia/commons/d/d3/Albert_Einstein_Head.jpg

• Learning Outcomes
• What is ?
• Moodle worldwide facts
• Why Moodle?
• Three case studies of Moodle use
• Setting up Moodle
• 4 Useful Maths filters (plugins)
• Engaging students with Moodle

• At the end of this presentation, you will be
able to understand:
Moodle is
• the behind Moodle
• the of using Moodle the set up and usage
of Moodle
• the use of Moodle as a

• selected around the world.
• methods of with Moodle

• Modular Object-Oriented Dynamic Learning
Environment
• An Learning Management
System (LMS) under the Public License
Read: you are allowed to copy, use and modify Moodle, source must be
provided to others; cannot modify or remove the original license and copyrights,
must apply this same license to any derivative work

• Created to help create
with a focus on and
of
• Is based on the *
(*ancient Greek paidagōgeō which means “to lead the child”)

Facts (from Moodle.org as of November 2011)

• Created by Martin Dougiamas Perth W. Australia, 2001
• Moodle 2.1.2 and Moodle 1.9.14
• 56 million users
• 5.7 million courses
• 22 countries
• Fast growing since 2003
• Total of 320 Malaysian sites
• Largest Malaysian site:
http://myline.utm.my/myline
with 418,000 users
(world’s 6th largest Moodle site)

• A LMS based on the
Learning Pedagogy:
where is an in which
learners or
based on their and
and .
(Bruner, 1960 & 1973)

Built on these 5 principles:
o We are all

o We a lot by
o We learn well by and
for others
others us
o We learn well when the
is and to
suit our needs Tom Lasic, http://alturl.com/9i5cf

Moodle pedagogical activities

Collaborative wikis, blogs, workshop, mind maps

Journal for reflection, peer evaluated forums

Surveys and choices, assignment uploads

SCORM objects, audio/video casts,
embedded games

Database, RSS feeder, mashable Voicethreads

Glossary, blog, quiz, Moodle lesson, flash card

Menubar and
breadcrumb
Login
screen

Server
Clock

Course
menu
Quotation
icons
block

Online
Monthly users list
Planner

By Moodlerooms. http://www.youtube.com/watch?v=OMYzsAurxHY

Automatic
Individualised grading
Learning experience

Less paper
Content can be reused To carry

Web 2.0 features (comments)

Info 24/7
Results
analysed
with reports Polling of students
Feedback to students

By Moodlerooms. http://www.youtube.com/watch?v=OMYzsAurxHY

Submit assignments
Interact with peers inside online
& outside of the physical
classroom

Complete coursework
at anytime of the day

Experience
Individualised learning

View grades
in a centralised
location Receive results for
automated activities

University of British Columbia, 2011

• “ is more important than
who does the teaching”
(2001 Nobel Laureate and physicist, Carl Wieman)

• “ from graduate
student-instructors
than they did from a highly-rated veteran
professor giving a traditional lecture”
(Carl Wieman, 2011)

University of British Columbia, 2011
UBC, Spring 2010, 250 physics students, 3 hours a week of classes x 11 weeks.

Interactive Method Traditional Lecture Method

Taught by two Grad Students Taught by a long tenured professor
; TV remote-like Lecture mode
“clicker” devices ; almost no lecturing
, higher attention Lower attendances, lower attention
Traditional methods

Teachers received No real-time feedback of students’
on quiz results learning and understanding

Depends on Depends more on the instructor’s
and how the brain unique style and approach
learns
Outcome: Outcome:
of 12-question quiz: 74% Average score of 12-question quiz: 41%

Sven Åke Bjørke, Senior consultant/University lecturer, Pedagogical Development Centre/Centre for
Development Studies, University of Agder, Norway, 2003

Problems faced
1. Is uploading a PPT file online = E-learning?
2. Computers as enemies of teaching? Barriers to F2F?
3. Copy, Cram & Reproduce pedagogy in Asia restricts growth

Factors that determine high learning outcomes (E-Learning)
1.
2. Education needs to be than
technology- driven.
3. Technology must be


Components
• 2 face-to-face periods totaling 7 weeks

• – main pedagogy
• Students have access to resources (university library,

detailed study guides, timetables, videotaped lectures)
• Continuous , frequent
• Global and practice

Results
were ;
(2007). Only 6 dropouts out of 94
from the 2005 intake of students.

System Specifications – An entry level VPS Moodle Site

, 10 Gig HD
Genreal rule of thumb: Moodle can support 50 concurrent users per 1GB of RAM

 RM90 per month with a local web hosting co.
CentOS 5.5, Moodle is
very
(gzip compression enabled) resource
hungry!

with (eAccelerator 0.9.5.3)

 512Kbps Net pipeline
, 25 IT students

CRUCIAL FACTORS IN SETTING UP THE MOODLE SERVER FOR SPEEDIER WEB ACCESS

A slow
Moodle site
can cripple
your class

Gzip
&
mod_deflate

THE IMPLEMENTATION OF A LMS TO INCREASE SELF-DIRECTED LEARNING IN DIPLOMA
STUDENTS AT STAMFORD COLLEGE MALACCA

Qualitative
Questionnaire

27 questions

after 4
months of
a semester

25 Diploma IT
students

STUDENTS AT STAMFORD COLLEGE MALACCA

Logs recorded by Moodle

Log records
(hits)

Log activity
(timestamp)

Coursework Learning Time STUDENTS AT STAMFORD COLLEGE MALACCA
Score (Secs)

Alternate Hypothesis:
The more time the student
spends learning online, the
Learning
Time higher will be his/her Test grade
(Secs)

Correlation

Coursework
score

Conclusion:
P-values < 0.05 leads to
Rejection of null
hypothesis

http://docs.moodle.org/20/en/Using_TeX_Notation

 Converts code into mathematical notation
 Has its own syntax, with a steep learning curve!
 Insert mathematical notation in the editor by using $$ markers

Text in a
Moodle
editor
gives:
Disadvantage of Tex:
Formula is rendered as an images,
Displayed gif Cannot be accessed by Web browser
output readers

http://docs.moodle.org/20/en/Using_TeX_Notation

 This filter converts algebra code into nice GIF images.
 Requires the Tex filter to be installed.
 Simplifies the notation compared to Tex

Notation

gives:
Displayed Disadvantage of Algebra filter:
output Formula is rendered as an images,
Cannot be accessed by Web browser
readers

http://www1.chapman.edu/~jipsen/mathml/asciimath.html

 Easily produce good-looking math formulas on webpages
 Using a simple calculator-style syntax
 Embed code <script type="text/javascript" src="ASCIIMathML.js"></script>
 Moodle filter available
Output
Syntax
Updated
graph

Simple
syntax

http://www.geogebra.org
 GeoGebra shows algebraic relationships and their graphical
representation.

Movable
sliders

Graph updates
in real time

 Create a .ggb object and upload it to the Moodle site
 Install the GeoGebra filter on your Moodle site

Free worksheets at www.geogebra.org/en/wiki/index.php/English

(C)at sits in middle of
a falling ladder.
Path taken is shown

Animated
gifs

Allows automatic assessment of students’ math quizzes

Ask your students to expand (x+4)(x-3)
Moodle marks as correct the answers
x2 + x - 12 and x2 - 12 + x.

At the moment,
STACK runs only
in Moodle 1.9.x

Ian Wild, Moodle 1.9 Math, Packt 2009

Setup: http://stack.bham.ac.uk/wiki/index.php/Installation
Demo: http://stack.bham.ac.uk/
Installation is … Demo
well, let’s just say site
you need a
good Server
admnistrator!

Block

Opaque
question type
Ian Wild, Moodle 1.9 Math, Packt 2009

http://www.mmlsoft.com

 FREEWARE filter that converts algebra code into nice GIF images.
 Requires the Tex filter to be installed.
 Simplifies the notation compared to Tex Copy and paste
The formula into
the Moodle
editor

http://moodle.org/mod/data/view.php?d=13&rid=1454

Dragmath is for
DragMath
requires
those who have
Java Runtime problems typing
Environment Tex notation
(JRE) 5.0
and Tex

http://docs.moodle.org/20/en/DragMath_equation_editor

A good reason
to upgrade to
Moodle 2.0.x

http://moodle.org/mod/forum/discuss.php?d=182627

More math functions
for your Moodle 2.0.x
administrator to install

http://www.wiris.com
http://www.slideshare.net/wirismath/wiris-quizzes-presentation-at-eatp-conference

Calculator icon

Interactive Whiteboard support

http://www.wiris.com/quizzes/gui/editAnswer.html

x3 - x
x(x2 -1)

x • (x -– 1) • (x + 1) Wiris is able to assess
variants of the
student’s answers

http://hotpot.uvic.ca/

Hotpot simplifies
the quiz creation
process in
Moodle!

http://www.khanacademy.org

Embed
websites in
Moodle to lock
in the user

http://www.yaymath.com

Another great
Maths
learning site!

http://www.ted.com

Ah…TED videos.
So much to learn,
so little time!

http://demonstrations.wolfram.com/

From the creators
of Mathematica


Download the
103Mb
CDF Player to
your PC/laptop


Toggle the values
to see the
animated object

http://vimeo.com/18872453

Students log
into Moodle
and answer
MCQs

Instructor receives real-time visual feedback
of students’ understanding
Paper: http://www.excellencegateway.org.uk/page.aspx?o=271818

http://bigbluebutton.org Why spend USD
$$ when you can
go for an Open
Source s/w?

VOIP chat

Webcam

Text chat & Session Screen Whiteboard Presentation
translation record, sharing
playback

http://moodurian.blogspot.com/2011/07/t-his-mashup-was-originally-posted-by.html

Moodle
quiz

Xerte
screen

HTML
webpage

http://www.webtolife.co.nz//content/hyper-forum-documentatoin

Colour coded contextual
forum postings
for asynchronous learning

http://www.okmindmap.com

Youtube
video
node plays
in Chrome
browser

Use of OKMindMap on
Stamford Melaka’s
Moodle site

(a Moodle
plugin
exists)

http://webmarginalia.net/

Threaded forum posts with
feedback from the lecturer

http://moodle.org/plugins/view.php?plugin=assignment_uploadpdf

Annotated PDF files
with instructor
feedback


Keep your Youtube
videos in one place.

Reduces
distractions and
keeps students
focused within your
Moodle page.

http://www.chatbotmaker.com/videofiles/00/mp4

Virtual Chatbot
with Google’s
Automated Speech
Recognition. Works
only in Chrome.

http://www.mobilemoodle.org/momo18/

Stay up to date on
mobile for Moodle
developments

http://www.mobilemoodle.org/momo18/
Maths equations
and graphs on
handsets

http://www.moodbile.org/
The look of the
future – mobile
e-learning!

http://www.contentgenerator.net/

SCORM (Shareable Content Object
Reference Model) is a standard that allows
Moodle to record a student's progress in the
Moodle Gradebook.
Students’ scores are
recorded in Moodle.

Creating a SCORM
object in a game

Adding the
SCORM object in
Moodle

http://www.contentgenerator.net/ SCORM-enabled
games engage
the student in
learning.
Scores and
progress can
be recorded.

SCORM
http://moodle.org/mod/data/view.php?id=7198 repository
at moodle.org

An example of a SCORM game after a
successful installation in a Moodle
coursepage.

http://www.jsheducation.com/viedownloads.html Science
SCORM
repository

http://wikieducator.org/Exemplary_Collection_of_Open_eLearning_Content_Repositories

SCORM repository
at wikieducator.org

http://moodurian.blogspot.com

moodurian.blogspot.com
40 posts about Moodle
8,488 page views, 2,713 visitors
Since May 2011

http://moodle.org/cousre/view.php?id=55

Moodle.org, the main
source of Moodle
information:

http://moodle.org/mod/forum/view.php?id=752

Mathematics Tools forum, the main source of
maths plugins news at moodle.org

http://moodle.org/mod/forum/discuss.php?d=66147

Science teachers forum at moodle.org


Authos: Ian Wild
Publisher: Packt Publishing
ISBN: 1847196446
edition 2009
276 pages Good stuff!

Synopsis:
•Engage and motivate your
students with exciting, interactive,
and engaging online math courses
with Moodle
•Integrate multimedia elements in
math courses to make learning
math interactive and fun

Highly
Recommended
Even for
Moodle 2.0 users

SUMMARY
Educators who know how to

, use

, and
and
have the power
grid to turn the learning lights on for
many, many students.
http://feaweb.org/time-on-task-a-teaching-strategy-that-accelerates-learning

• Kam Boon Seng (MSc. IT, OUM(M))
• Stamford College Malacca
• MSc In Information Technology,
Open University (Malaysia) 2011
• Email: frankie@stamford.edu.my
boonsengkam@gmail.com
Tel: 6012-6585109
• Blog: moodurian.blogspot.com
Moodle site: scm.moodleace.com

Preliminary Review on the Use of Moodle to Increase Self-Directed Leaning in Science and Maths Courses at College Level

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Preliminary Review on the Use of Moodle to Increase Self-Directed Leaning in Science and Maths Courses at College Level