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Moving to MoodleIngrid Mostert
Institute for Mathematics and Science Teaching University of Stellenbosch
South Africa
South African Context
- Advanced Certificate in Education
• Under qualified teachers
- Blended learning model
• Limited access to further training
face-to-screen
face-to-paper
face-to-face
Residential Course
Readings
Discussionson LMS
Interactive Telematic Sessions
Administration
COMMUNITY
Center visits
Assignments
Blended Learning Model for the ACE in Mathematics
face-to-face
Discussionson LMS
face-to-screen
COMMUNITY
face-to-paper
bulk & personal
SMS’s
long-distance travel
fax
post
internet &
computer
Specific Outcomes
• Critical engagement with content
• Establish long term network
Barrier
• Lack of convenient internet access
Proposed Solution
Mobile LMS
Available tools
• All students have a cell phone
• SMS’s are very effective
= Moodle + Mobile Interface
= WebStudies + Opera Mini
face-to-face
Discussionson LMS
face-to-screen
COMMUNITY
face-to-paper
bulk & personal
SMS’s
long-distance travel
fax
post
internet &
computer
internet &
CELLPHONE
Contributing Factors
• Additional Functionality
• Added incentives for involvement
• New LMS
• More clarity regarding schedule
• Second year of study
Have you ever used your cell phone to access Moodle?
(all 76 students enrolled in 2010)
No response
21
YES22
NO31
Future Focus
• Specialised mobile training
• Simplify structure
• Ensure mobile internet access
• Greater focus on pedagogy
• Effective monitoring & evaluation