10 Oct

One-day of Moodling

Last week, the 10th New Zealand MoodleMoot took place at NorthTec in Whangarei. After a night of torrential rain, the community day, the one that I attended on 5 October 2016, brought bright sunshine and warm temperatures. That was a good start to the day. After a short walk and sinking one of my shoes almost ankle-deep into mud on the way to NorthTec, we found the venue, the Interactive Learning Centre, but nobody was there.

Everything was very quiet, not what I had expected from a conference that was to start in about 30 minutes. Fortunately, we did meet a few other conference attendees. An attendee from NorthTec showed us the way to the registration desk, which was half-way across campus in another building. That’s where all the pre-moot activity was. Lots of smiling faces, and Moodlers I hadn’t seen in a while. I must admit that my last MoodleMoot had been a few years ago. It was nice to be back in the fold and catch up with a number of people throughout the day.

Once everyone was settled in the lecture theater, the short presentations could start. Stuart Mealor, the co-organizer from HRDNZ, was the MC and did a wonderful job introducing every single speaker with a personal note.

I liked that we had a single stream. That made the decision very easy, which presentations to attend, and allowed everyone to talk about them during the breaks knowing that we had all been listening to the same.

Moodle in New Zealand and other places

What follows are some insights from the presenters on the day. If you want to see what others had to say, check out Twitter #mootnzx.

Chris Gaul from NMIT talked about online exams using Moodle and what NMIT has learned by trial and error. While the exams worked really well on laptop and desktop computers, students working on iPads had quite a lot of problems as pages froze. In future, they would need to do more testing on mobile especially when they want to allow students to use their own devices for the exams. The exams take place on Moodle, but students still sit them in a room at NMIT and are supervised.

Tip from Tabitha Roder: Don’t have all exam questions on one page as the page will time out at some point. Break the questions up over multiple pages.

Scott Huntley from Pukunui Technology over in Australia, a Canadian working for an Australian company with a Kiwi name, shared his love for all things Pi, Raspberry Pi. He brought along a bag full of different Pis and shared, which ones can run Moodle well, and which ones were an experiment. It was incredible to see the $5 computer, the Pi Zero. Did you know that it was shipped on the cover of a magazine in the UK? Talk about disposable technology. Granted, Moodle only ran very slowly on it, but if you take a Pi 3, it’ll be a pretty decent experience.

Justin Hunt, the maker of PoodLL, talked about his journey as independent developer of Moodle plugins. While Justin is most well-known for PoodLL, the way to do audio and video recordings in Moodle, he’s actually developed over 40 plugins and maintains a good bunch of them. It was interesting to learn that Japan is still far behind in eLearning in his opinion and that it’s mostly foreign teachers who are enthusiastic about it. Justin predicts though that Japan will take off at some point and when it does, it’ll be doing great innovative things and in a well-designed way as so many other things are done in Japan. Watch out for the Japanese eLearning wave.

Pete Jones from New Zealand Language Centres (NZLC) talked about the transformative effect that Moodle had on delivering a better experience for all his clients, not just the students learning languages, but also centre instructors and administrative staff. NZLC took its placement test online. In doing so, staff reviewed the then existing test and its deficiencies and improved it to work better for students and also to yield better results for placing students into the appropriate groups.

By going online, NZLC examined a number of processes closely and took the plunge to change them. For example, students now fill in the registration form online preventing admins to decipher bad handwriting. Lecturers can more quickly grade the placement test and are not as rushed when it comes to giving the students their results. They also start classes on Tuesday morning rather than Monday afternoon after the Monday morning placement test giving students the opportunity to get to know each other a bit more before classes start. By taking the placement test online, students now sit comfortably in front of a computer screen rather than on tables of 4 to 5 people getting into each other’s way with the papers.

Yvonne Hamilton from EIT discussed how EIT uses groups in Moodle for teaching. Instead of selecting a group or grouping for each activity in Moodle, they figured out that sections can be set to be visible for certain groups and that those permissions propagated through to all activities within that section. Now they create all the sections, place the activities for each group in to their respective section and then set the group permissions. That is much less work than doing that on an activity level. EIT also uses the One Topic format to reduce the number of tabs and scrolling that students and instructors have to do.

Chad Outten from My Learning Space in Australia talked about gamification in Moodle and its benefits. There are a few aspects of games that we humans like: flow, resilience, progression, motivation, goals, rules, choices, feedback, status, access, power, and rewards. He did mention that gamification improves engagement and motivation, but there are not clear indications for better learning. More research is still needed. Chad likes a few plugins that can be used to bring more gamification into Moodle, amongst them Level up and Stash. I think Stash could be used for individual activities that then cumulate in a course badge.

Tip from Tabitha: Use Stash in group activities where individual members’ actions contribute to the group stash and everyone needs to contribute before certain other activities are unlocked so as to engage all group members.

Barbara Stokes from EIT presented a moving example of how she came to love teaching again by transforming it and taking it online with Moodle allowing her to increase student engagement and make her teaching and the learning for students more interesting. For example, she uses the Q&A forum to encourage students to post their answers without seeing other students’ answers already. It is also a good place to give students feedback on their answers.

Yong Liu from Unitec had everyone sitting on their seat’s edge during his fast-paced presentation on the ingredients for a good Moodle course. Moodle is not a repository for files, but should be used with its interactive capabilities in order for learners to be active. Take a look at his slides to see for yourself.

Paul Devine from NMIT talked about making Moodle beautiful. He didn’t regard something as “beautiful” in the typical sense of “pretty”. He said that “‘beautiful’ is less what it looks like but more how it makes you feel.” Paul showed results from research that showed how better design increases engagement and emotional attachment. Sometimes already very subtle changes can bring forward a better design that is more pleasing to the eye. NMIT experimented with colors and icons and differentiating individual sections of courses more easily to guide the learner through a course.

In order not to make the course to impersonal, they also have sections of “tutor notes” where a picture of the tutor and a speech bubble are displayed so that the tutor can provide more information, rephrase it or ask reflective questions. This makes the course more human than if there were only the activities.

Other speakers included Wendy Macaskill from the National Library’s Services to Schools who creates courses in Moodle for a variety of adult learners in the role of library support at schools. In these courses, group activities as well as learning journals play a big role. Hazel Owen from Ethos Consultancy talked about assessments in Moodle and the possibilities that are available there, and George Horwath and Dani Mao from Otago Polytechnic presented their way of using Moodle with international students. Martin Dougiamas from Moodle sent a video message as he couldn’t be at the Moot in person.

If there were an award for most-referenced presentations during the moot, it would go to Pablo Guerrero from WIRIS. His graphs and maths impressed everyone although New Zealand did not always get the best results.

And what about ePortfolios?

What would a MoodleMoot be without some love from its friends? 😉 I would say that Mahara falls into that category because both go very well together. However, since this was not a Mahara Hui (Note: The next national one in NZ is going to be held in Auckland from 5 to 7 April 2017; more information soon on the hui website), I could not just talk about Mahara. I started talking about portfolios in more general terms and then illustrated the integration that is possible using Mahara.

Preparing for this presentation it was great to see how tightly Mahara and Moodle work together and that ePortfolios can really complement an LMS allowing learners to take control of their own learning and keeping the learning evidence they wish to keep independent of what they need for a particular course at this time in their learning journey.

The majority of the presentations on the community day could only be a maximum of 15 minutes long and that included questions and discussion. So I thought the best approach would be a pecha kucha with 20 slides and 20 seconds for each slide (I removed the timer now that the presentation is over to make it easier to move from one slide to the next). I do actually like pecha kucha quite a bit as I need to be very disciplined in what I can say as time is limited. It does require more preparation to get the timing right, and as I’ve seen in a pecha kucha earlier in the year, I do need to watch my speed and leave time for breathing.

Unfortunately, not all was smooth sailing.

I knew that Slides would support remote presentations, meaning that I could present from my computer and show the presentation on the big screen even though I could not connect my computer to the projector itself. Everything went without a hitch during the preparation and testing in the room, but when I was about half-way through the presentation, I realized that the slides on the big screen were advancing slower than on my screen. I hadn’t noticed before because I had my back to the projector and didn’t check each slide as I thought I saw the correct slides on my computer screen and don’t like it when presenters talk to the screen rather than the audience.

Trying to speak and problem-solve is tricky, but I could get the projector to show the correct slides again and advanced them manually as I knew what I was saying and how much time I needed for each slide.

I did record the presentation afterwards again as I could not use the recording from the day.

In this session I learned that I would need more preparation time in the room with timed presentations. I’ve given a number of remote presentations with the live view of Slides before that didn’t have a problem at all. I just hadn’t done remote presentations with my computer being on a different network than the presenter computer. This will need some more testing.

I think, my next few presentations will not be timed ones though so that I don’t have to fret immediately about running into technical problems, but can be a bit more relaxed.

18 Mar

Mahara at MoodleMoot.de 2012

Last week, the German MoodleMoot 2012 took place in Münster. Sigi Jakob-Kühn organized the session entitled “Mahara-Netzwerk – Austauschworkshop für Akteure und Neugierige”.

I was honored to have been asked by her to give a virtual presentation and be available for Q&A afterwards. Thankfully, Sigi could get a time slot that was not too bad for NZ time. Thus, I could stay for the entire session and learn how Mahara is being used in Germany and in Austria by schools and universities through mini presentations.

This event showed me that I should practice presenting in German more as I stumbled through some of the words and sentences more than I would have wished for. Being used to speaking English all day, I am a bit rusty in German. Following the presentations of members of the audience was much easier. 🙂

There’s also a recording of my presentation which includes the 2 minutes that I could not be heard in Germany due to Skype losing its connection and me not realizing it as I was in presentation mode.

Oskar-von-Miller Schule Kassel

Claudia Schmidt reported how the Oskar-von-Miller Schule in Kassel uses Mahara. The students keep their electronic portfolio in Mahara and use it as basis for face-to-face discussions with their teachers. They have certain activities to fulfill that they post on their pages.

The students also keep an application portfolio with which they school has had great success (after a great deal of convincing of potential employers to consider them).

Pädagogische Hochschule Wien

Thomas Strasser showcased how his students use Mahara to document their experience of their student teaching for their practical studies. They do not only use one type of portfolio, but depending on the purpose, there are three types that are important:

  • showcase / presentation portfolio
  • reflection portfolio
  • process portfolio

They experiment with a number of ideas from the Mahara 1.4 Cookbook to make the portfolio work more relevant for the students. The portfolio is not seen as assessment portfolio but rather as vehicle for giving constructive feedback and discuss it with peers instead of just with an instructor. They also emphasize social interaction and encourage their students to publish hobbies and special interests on their profile pages for others to discover and connect with them.

Language Center of the University of Leipzig

Kátia Aiko Murata Arend outlined how she uses Mahara with her Portuguese language students. She uses it with her students to collect and reflect on texts for media and text analysis thus keeping all her teaching and learning material in Mahara. The students add to that throughout the semester and are highly motivated using this medium in their studies.

KAMahara in Karlsruhe

Norman Mewes and Sigi provided some examples of how they use Mahara in the school context. KAMahara is a Mahara installation for a project which is used by a number of schools to explore its potential.

Students use the ePortfolio to apply for jobs, for example. They also do not wait to make their pages available to their teachers until they have finished their portfolio, but give them access throughout the development process to invite feedback and improve their showcase portfolio which they are going to use for their job application along the way.

Sigi showed us a couple of examples highlighting students who use Mahara to document and reflect upon their internships in the real world. She showed how different the portfolios of the students can be depending on the preference of the students and how they wanted to express themselves.

During the MoodleMoot, a number of presenters had another presentation slot in which they went into more detail regarding their use of Mahara. But already these brief showcases allowed me a glimpse into how Mahara is being used in German schools and German and Austrian universities. The variety of uses is fantastic and also the getting together of the practitioners to share their ideas and discuss them with each other.