Keynote for the Schools Moodle Moot in Sydney, 3-4 October 2013 hosted by Pukunui Technology. As the first keynote, I framed my presentation to guide participants to the themes of the conference they may want to focus on.

1. Future
Learning
Joyce Seitzinger
Faculty of Health, Deakin University
@catspyjamasnz
3 October 2013
Keynote Australian School MoodleMoot
Sydney

2. KIA ORA! GOEDENDAG! G’DAY!

3. MY E-LEARNING ROLE
Moodle
Admin
Course
Builder
Learning
Designer Teacher
eLearning
policy &
strategy
Trainer
Moodle
Helpdesk
Graphic
Designer

4. SOCIAL MEDIA SAVED MY LIFE…

5. NETPRAX
Deakin University, Faculty of Health
March 2013 - Jun 2014
100 participants
Embedding networked practice for
personal learning, teaching practice
and research practice
iPad based
Mozilla Open Badges
Yammer/Facebook/Blog
Twitter.com/netprax

8. #SMOOTAU13
TWITTER.COM
@CATSPYJAMASNZ
HTTP://TINY.CC/SMOOTAU13

9. #SMOOTAU13
Future
Learning

10. LEARNING DESIGN

11. May 2010, http://www.cats-pyjamas.net/moodle-tool-guide

12. SUITABLE FOR OWN COMMUNITY

13. 1
3CRICOS
Provider
Code:
00113B

14. !"#$%&'%(#$%%
!"#$%&'($)&*$+,-'$
.%$'%+$/0$.($("/1$
)*+,*%-."/$0%1/-$%
2+..%1*+#%3&1+4"1$5%
)*"1%/&(%2"61%1&%
(#$%71$,*6&.&8/9%
>3-)6($?$+&6%'$
+-8%@$A%+$/0$B/-CD$
+,%*$B/%'+-"*'@$
5"*'-;%3$("/3$
E/-C$)&*$.%$+-8%;$
?$'%)/3%@$!&'$
%''&(D$8)D$+3/%7$
4&9'%D$8&+),-*:D$?$
FG@$H'%$4"3$'%94$
&''%''8%*+$@$$
I%#&3;$,-:,J
')"3%3'$#-+,$
FG@$E/-CC%'$;"$
*"+$-*K"9K%$&*($
-*+%3&)+-"*@$
L"99"#$/0$#-+,$&$
FG@$>,%($#-99$.%$
8"+-K&+%;$+"$$.%&+$
"+,%3$0%"09%@$$
:(+;%
H'%$+"$&''%''$
9%&3*-*:D$
4"38&+-K%$"3$
M+$)&*$.%$+3-)6($+"$
'%+$/0D$8&6%$'/3%$
("/$09&*$+,%$
9%''"*$4-3'+@$N"3+,$
+,%$%44"3+@$
23%&+$+"$03%'%*+$
-*4"38&+-"*$#-+,$
-*./-9+$$&)+-K-+-%'D$
03":3%''$.&3'$&*;$
+-8%$9-8-+'@$$
O%'@$H'%$&'$
.3&*),%;$B/-CD$
')%*&3-"D$)&'%$
'+/;(D$3"9%$09&(@$
$
<"@$P%''"*'$&3%$
'"9"$&)+-K-+-%'@$
Q/'+$-*)9/;%$
&)+-K-+-%'$+"$%&3*$
,-:,%'+$')"3%D$&9'"$
/'%$+-8%3$+"$'%%$
#,"$)&*$4-*-',$R'+@$
<$##&6%
H'%$4"3$03%'%*+-*:$
.3&*),%;$-*4"D$
-*)9/;%'$&)+-K-+-%'$
S&'(@$T"+,$"*9-*%$?$
"449-*%$&3%$
0"''-.9%D$&9'"$
:3"/0$&''-:*8%*+'$
O%'@$A%+$)9%&3$
:/-;%9-*%'$@$H'%$
I/.3-)'$&*;$
8&36-*:$:/-;%'@$
&*;$$;%&;9-*%'$
FG@$U''-:*8%*+'$
',"/9;$%*)"/3&:%$
%V09"3&+-"*$"4$
+"0-)'@$S:$N%.$
B/%'+'$
FG@$H'%$23"/0$
U''-:*8%*+'$+"$
)"99&."3&+%$
<"@$$G-99%3'$#"/9;$
9-6%$$-+$-4$("/$/'%;$
3&*6$)"9/8*$-*$
+,%$:3&;%.""6$$&'$
&$9%&;%3."&3;$
=##+863$61%
H'%$+"$)"99%)+D$
&''%''$?$03"K-;%$
4%%;.&)6$"*$
&''-:*8%*+'$
S&'(@$L"3/8$,&'$
/'&.9%$;%4&/9+$
'%++-*:'@$U$*&8%$
?$;%')3-0+-"*$-'$
%*"/:,@$
L"3/8$$
0&3+-)-0&+-"*$8/'+$
.%$3&+%;$$.($
+%&),%3$&*;$7"3$
0%%3'@$H09"&;$4-9%'$
A%+$/0$&$'%3-%'$"4$$
4"38&+-K%$
&''%''8%*+$
&)+-K-+-%'$$+,&+$
-*K"9K%$;-')"K%3(@$$
O%'@$P%&3*%3'$)&*$
;%.&+%D$3&+%$&*;$
)"88%*+$@$O"/$?$
0%%3'$-*+%3&)+$$
&'(*),3"*"/'9(@$
O%'@$T($8%%+-*:$
)3-+%3-&$$("/$$%&3*$$
'+&+/'@$23"/0$$$
-)"*'$$4"3$$%V0%3+$
*"K-)%$$%+)@$
>&0(3%
W-')/''-"*'$D$
/09"&;$;")'$"3$
8%;-&$
S&'($+"$'%+$/0D$
3%B/-3%'$'"8%$
%44"3+$+"$8&*&:%@$
O"/$)&*$'&K%$),&+$
9":'$
?*"1%
!"9;$3%&9J+-8%$
+%V+$),&+$
;-')/''-"*'$#-+,$
)9&''$
<"@$>,%3%$&3%$*"$
0"-*+'$$+"$.%$
%&3*%;@$>""$
/*'+3/)+/3%;$
FG@$5,&+$-'$
K%3'&+-9%@$$5&*$.%$
/'%;$&'$&$$
4"38&+-K%$
&''%''8%*+$+&'6$
O%'@$)"99&."3&+%$?$
%V09"3%$+"0-)'D$
"*9-*%$;%.&+%'D$"3$
#"36$'8&99$:3"/0'$
FG@$X3"K-;%$)9%&3$
+&'6$+"$.%$
)"809%+%;$/'-*:$
+,%$),&+$+""9@$&*;$
&:3%%;$%++-B/%++%$
$
FG@$>,%$),"-)%$-'$
:"";$4"3$'%94$Y
&''%''8%*+$"*$
6*"#9%;:%$"4$&$
+"0-)$
X9&)%$-*$:3"/0'$
.&'%;$"*$),"-)%$
+,%*$$/*,-;%$*%#$$
+"0-)'$.&'%;$"*$
:3"/0$'$$
Z"+%$&*;$A/3K%(@$$
A")-&9-'%3'$$#-99$
%*="($'%%-*:$
3%'0"*'%'$43"8$
"+,%3'$$$
FG@$M4$+,%3%$&3%$*"$
#-**%3'$"3$3-:,+$
&*'#%3'$$+,%*$$-+['$
*"+$8/),$4/*@$A%+$
9-8-+'@@4-3'+$-*$#-*'$
?*&+,$%
H'%$4"3$P%&3*%3$
;%)-'-"*$8&6-*:D$
K"+-*:$&*;$+"0-)$
'%9%)+-"*@$
S&'(@$W%4-*%$+,%$
"0+-"*'$&*;$
#,%+,%3$("/$#&*+$
+"$$9-8-+$*/8.%3'$
0%3$),"-)%$"3$*"+@$
=,*+$4$0#%%
@%A%2+..%#$"0,*%'&0%
10$"#(0$B0$2"0CD$
!E-.&0$0#%%
@A%2+..%C+8%"0&(6C%
'&0%+6'&03"1+&6D%
F&,+".+#$0#%
@A%2+..%$3-"1*+#$%
2+1*%&1*$0#D%
%
%
%
G+..$0#%
@A%2"61%1&%H$"1%%
&1*$0%-$&-.$D$%
>3-)6($+"$'%+$/0@$
5&*$.%$/'%;$4"3$
+%&),%3$+"$03%'%*+$
-*4"D$.%++%3$#-+,$
P%&3*%3$%*+3-%'$$
5&*$.%$/'%;$4"3$
+%&),%3$+"$03%'%*+$
-*4"D$./+$.%++%3$+"$
9%+$+,%$P%&3*%3'$
&;;$+"$$;&+&.&'%@$$
W&+&.&'%$-'$
K%3'&+-9%$?$&99"#'$
3%'%&3),$+"$.%$
03%'%*+%;$-*$
49%V-.9%$#&('@$
P%&3*%3'$)&*$3%&;$
"+,%3$%*+3-%'$$?$$
)"88%*+$"3$3&+%@$
5,&*:%$
0%38-''-"*']$
P%&3*%3'$)&*$3&+%$
%*+3-%'$D$$&*;$
)"88%*+D$)&*$.%$
'-809%$0%%3$
&''%''8%*+@$
I"1"H"#$%
U99"#$P%&3*%3'$+"$
)"99%)+D$$',&3%$?$
'%&3),$)3%&+%;$
&3+-4&)+'$$
!""#$%&'"(&!")*+,)*-.&/%,(-%(0&
S&'(@$W%4&/9+$
'%++-*:'$&3%$:"";@$
A%+$-+$'"$+,%$
&/+,"3['$*&8%$-'$
',"#*@$$
P%&3*%3'$&;;$$
%*+3-%'$+"$+,%$
:9"''&3($+"$;%4-*%$
+%38'$"3$03%'%*+$
-*4"38&+-"*@$$
O"/$*%%;$+"$
;%'-:*$$9%&3*-*:$
+,&+$&99"#'$4"3$
%V09"3&+-"*$&*;$
&/+"*"8($
P%&3*%3'$)&*$3%&;$
"+,%3$%*+3-%'$$?$$
)"88%*+$"3$3&+%@$
U$K%3($'")-&9$+""9@$
J.&##"0/%
H'%$4"3$9%&3*-*:$
&)+-K-+-%'$+,&+$
:&+,%3$3%'"/3)%'$
"3$03%'%*+$-*4"$
P%&3*%3'$)&*$3%&;$
"+,%3$%*+3-%'$$?$$
)"88%*+$"3$3&+%@$
M*+%3&)+-"*$-'$
&'(*),3"*"/'@$
By
@moodle
muse

15. Objectives Themes Activities Resources Assessment
The objective or
learning goal may
already be
established in the
course descriptor
or be an element
from a unit
standard.
Scaffolding to
provide clear
expectations and
instructions that
will guide learners
through the unit of
work.
Themes link and
explain resources,
and fill any gaps
that may not be
covered by
resources
available
elsewhere.
What the learners
need to DO to
bridge the gap
between
objectives and
assessment.
May include
Discussion
• Expert interview
• Journaling
• Quizzes
• Experts
• Projects
• Web searches
• Case studies
• Scenarios
• Role play
What the
learners need to
build skills,
knowledge and
understanding to
complete the
activities and the
assessment.
Subject support
may include
• library
• Internet
• workplace
• fellow students
• tutor or
facilitator
• subject
specialists
Other support
may include
• learning skills
• pastoral care
Identify the
evidence that is
needed to show
that students have
achieved the
specified
outcomes.
The assessment is
derived from the
objectives. May
also be identified
as the performance
criteria of a unit
standard.
OTARAModelbyKateHunt&MauriceMoore

17. RECIPE FOR A MOODLE ACTIVITY
• 1 Spark
• 1 Purpose
• 1 or more (stepped) tasks
• Suggested interaction, response or follow up
• Time (or effort) indication
• As many resources or previous work as needed
• Be sure to go back regularly and stir in feedback

18. BLOOM’S TAXONOMY FOR THE DIGITAL
AGE
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Higher Order Thinking Skills
Lower Order Thinking Skills
Remembering
Understanding
Applying
Analysing
Evaluating
Creating
Higher Order Thinking Skills
Lower Order Thinking Skills

19. Andrew Churches
http://edorigami.wikispaces.com/
Bloom's+Digital+Taxonomy

20. http://tpck.org
INCREASINGLY MORE COMPLEX

22. LEARNING DESIGN
Mark Smithers
Adding Life to Content in Moodle
Natalie Denmaede (@MoodleMuse)
Moodle for Motivation Tool Guide
Mark Drechsler
Moving beyond ‘pump and dump’
Megan Atkins
Moodle, Poodll and the whole
kaboodle
?
Richard Jones
Do not fear whitespace

23. OPEN BADGES

24. OVER TO MOZILLA & DOUG BELSHAW…
http://www.slideshare.net/dajbelshaw/open-badges-rocket-fuel-for-the-
accreditation-of-skills

25. THE REAL TRICK: BADGE PATHWAYS
http://carlacasilli.wordpress.com/2013/04/28/badge-pathways-
part-2-the-quel/

26. MOODLE & OPEN BADGES: JUST AS NATURE INTENDED
http://blog.credly.com/digital-badges-as-mother-nature-
intended/

27. OPEN BADGES
Julian Ridden (@MoodleMan)
OpenBadges and Moodle
Me
Anytime

28. PERSONAL LEARNING NETWORKS

29. cc licensed flickr photo by courosa: http://flickr.com/photos/courosa/

30. cc licensed flickr photo by courosa: http://flickr.com/photos/courosa/2922421696/
INSERT ANY PROFESSIONAL

31. ABOUT THE TOOLS
http://nogoodreason.typepad.co.uk/no_good_reason/2007/12/my-personal-wor.html
By Martin Weller

32. ABOUT THE PEOPLE
cc licensed flickr photo by shareski: http://flickr.com/photos/shareski/

33. You have the
building
blocks…
Flickr cc license by fragmented http://www.flickr.com/photos/fragmented/2645000

35. …how will you arrange them?
Flickr cc license by fragmented http://www.flickr.com/photos/fragmented/2645000

36. • Low Profile
• Low
Communication
• In your own time
• High Profile
• Low
Communication
• In your own time
• Low Profile
• Low
Communication
• In your own time
• High Profile
• High
Communication
• Streamed
Staff
Room
Filing
Cabinet
MagazinePortfolio
Design your PLN. Build your filter.
You

37. cc licensed flickr photo by courosa: http://flickr.com/photos/courosa/2922421696/
INSERT ANY PROFESSIONAL

38. 38
CRICOS
Provider
Code:
00113B

39. 39
CRICOS
Provider
Code:
00113B

40. cc license http://www.flickr.com/photos/shareski/2655113202/

41. DOUG BELSHAW’S WEB LITERACIES

42. PERSONAL LEARNING NETWORKS
Vinny Stocker
Conditional activities, course
Completion and pirates
Lindy Klein
Pick-a-path Moodle

43. NETWORKED PROF DEVT

44. COMMUNITIES
OF PRACTICE

49. NETWORKED PROF DEVT

50. MAKER CULTURE

52. “We need more
learning by making,
through projects
and inquiry and
hands-on
experimentation.
Not learning by
clicking, or learning
by worksheet.”
- Audrey Waters
http://hackeducation.com/
2012/11/21/top-ed-tech-
trends-of-2012-maker-
movement/

53. MAKER SPACES IN SCHOOLS
The MENTOR program seeks to design
low-cost makerspaces in high schools,
and the pilot program was in 10
California high schools this year. The
goal: 1000 makerspaces in high
schools all around the world in four
years. And the emphasis, according to
Otherlab’s Saul Griffith:
1) Self-directed learning (building your
own project as a better motivator to
engage in engineering).
2) Lower the cost of building and
realizing dream projects through lower
cost tools (software and hardware.)
3) Making making more social and
engaging.
http://hackeducation.com/
2012/11/21/top-ed-tech-trends-
of-2012-maker-movement/
http://www.flickr.com/photos/
memakerspace/7094430831

54. “The rise of platforms like
Pinterest and Instagram, and
Facebook's multimillion-dollar
acquisition of the latter, shows
how visual content is
becoming an increasingly
important force for
communication online.”
"Pictures have also become a
short form way of
communicating lots of
information quickly and
succinctly," says Samuals.
http://www.fastcompany.com/
3000794/rise-visual-social-media

58. MINDMAPPING / DRAWING

60. Lynda Barry’s course outline
http://www.openculture.com/2013/01/
join_cartoonist_lynda_barry_for_a_university-
level_course_on_doodling_and_neuroscience.html

62. WHERE CAN AN EDUCATOR START? WITH
WHAT YOU MADE EARLIER…
• www.slideshare.net/timbuckteeth
• www.slideshare.net/gconole
• www.slideshare.net/courosa

63. MAKER CULTURE
Susannah Brown(@SoozieTwits)
Creating and evaluating a maker lab
Aleta Villanueva
Frontloading for inquiry projects
in Moodle
?
Steve Collis

64. STOPS WE DIDN’T MAKE
BUT YOU CAN STILL TRAVEL THERE

65. http://www.gapingvoid.com/Moveable_Type/archives/
Copyright: Hugh McLeod

66. Website: www.deakin.edu.au
About.me/joyce.seitzinger
Blog: www.cats-pyjamas.net
Twitter: @catspyjamasnz
LinkedIn: find Joyce Seitzinger
STAY CONNECTED!