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Presentation from Share-e-Fest 2013, Wintech, Hamilton, New Zealand
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Moodle & Student Engagement – Theory & practice
Moodle And Student Engagement
– Theory and practice
Yong Liu
Moodle & Student Engagement – Theory & practice
Contents
• eLearning
• What is learning
• Bloom’s taxonomy
• Constructivism and Moodle
• Behaviourist
• Conclusion
Moodle & Student Engagement – Theory & practice
eLearning
• Student centred learning
o Knowledge is constructed by studentso The lecturer is a facilitator
• Activity based learningo Discussiono Collaborationo Peer reviewing
Moodle & Student Engagement – Theory & practice
What is learning• The acquisition of knowledge or skills through
experience, practice, or study, or by being taught (Google Dictionary 2013)
• Learning is not something done to students, but rather something students themselves do (Ambrose 2010)
• New learning is constructed from old (Petty 2009)
Existing learning
New learningCognitivist Constructivism
Moodle & Student Engagement – Theory & practice
Bloom’s taxonomy (Bloom 1956)
EVALUATION -- (judge, critically appraise ) • Make a judgment • Comparing and contrasting • Evaluation
SYNTHESIS -- (create, design, invent ) • Solve problem • Write essay • Design • Give constructive
suggestions • Design a policy or strategy or device •Hypothesis • Create new ideasANALYSIS -- (consider the parts separately)
• Analyze a situation, experiment • Classify • Compare • Give reasons
• Give causes and effectsAPPLICATION -- (do it after being shown how)
• Apply • Calculate • Use • Punctuate
COMPREHENSION • Explain • Classify • Interpret • Describe
KNOWLEDGE • State • Define • Recall • Describe
Low-order skills
Fully functional knowledge
High cognitive demand
Low cognitive demand
Moodle & Student Engagement – Theory & practice
Bloom’s taxonomy
Example
• 108 ÷ 4 = ?
• A cage is full of dogs. There are 108 legs inside the cage. How many dogs are there in the cage?
Application
Synthesis
There are 10 lollipops in one basket and 8 cookies in another basket as gifts. Each student took one gift from one of the two baskets. At last, both baskets are empty and each student got a gift. How many students are there?
Moodle & Student Engagement – Theory & practice
Bloom’s taxonomy• Knowledge: to be able to recognize the divide sign on the calculator
(Petty 2009).
• Comprehension: to be able to explain how to divide with a calculator.
• Application: to be able to succeed with 108 ÷ 4 = .
• Analysis: to be able to break down an arithmetic problem expressed in words and recognize the component parts.
• Synthesis: to be able to recognize a question as an arithmetic problem, and decide how best to solve it, e.g. to know when to divide.
• Evaluation: to be able to check your own working and problem-solving strategies or that of another, and recognize errors and omissions.
Moodle & Student Engagement – Theory & practice
Bloom’s taxonomy
• For a given topic, learners must have all the skills in the taxonomy to have fully functional knowledge. (Petty 2009)
• The lower skills are required for the higher skills.
Moodle & Student Engagement – Theory & practice
Constructivism and Moodle
• The principles of learning according to the cognitivist: (Petty 2009)
o Teachers need to set high-order tasks. (Analysis, synthesis and evaluation)
o High-order skills can be taught and are not God-given gifts.
o Set ladders of tasks. (Set tasks that gradually climb Bloom’s taxonomy as if it were a ladder)
Moodle & Student Engagement – Theory & practice
Constructivism and Moodle • Common constructivist teaching strategies
o ‘Teaching by asking’ or guided discovery – Let students construct (Petty 2009).
o ‘Diagnostic’ question and answer, and use of poor answers to explore and correct misunderstandings – Let students evaluate.
o Explaining tasks that require students to express their understanding to each other or the teacher
o Group work requiring students to discuss the material, so that constructs are made and peer checking and teaching takes place. (This requires high-order tasks and questions)
o Students creating ‘mind-maps’ or ‘spider diagrams’ and other summaries that identify the key points and how these parts relate to the whole.
Moodle & Student Engagement – Theory & practice
Behaviourist: rewards and motivation
• Learners require some reward or ‘reinforcement’ for learning -- Nobody learns for nothing! (Petty 2009)
• Divide long tasks into a number of shorter tasks -- Courses are often divided into modules to increase the frequency of rewards
o If a learner is never successful in your lessons, he/she will soon give up.
o Stress key points and summarize them at the beginning and at the end of classes
• Reinforcement should follow the desired behaviour as soon as possible.
Moodle & Student Engagement – Theory & practice
Conclusion
• Moodle is a well designed effective learning platform
• Always use Bloom’s taxonomy check your activities
• Follow the constructivism principles
• Effectively and efficiently use Moodle tools
• Being a facilitator not a dominator
Moodle & Student Engagement – Theory & practice
References
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. John Wiley & Sons.
Petty, G. (2009). Teaching today: A practical guide. 4th Edition, Nelson Thornes.
Bloom, B. S., and Krathwohl, D. R. (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals. New York: Longmans, Green
Hofmann J. (2013) Applying Bloom’s Taxonomy to Learning Technologies, May 14, 2013, Retrieved 2nd Oct, 2013, from http://www.astd.org/Publications/Blogs/L-and-D-Blog/2013/05/Applying-Blooms-Taxonomy-to-Learning-Technologies
Google dictionary (2013) Retrieved 2nd Oct, 2013, from https://www.google.co.nz/webhp?hl=en&tab=ww&ei=g1FPUs3UFNGYlAWH5YGoCw&ved=0CBMQ1S4#hl=en&q=learning&tbs=dfn:1
Moodle & Student Engagement – Theory & practice
Questions
Yong [email protected]
http://www.slideshare.net/yong_liu/moodle-and-student-engagement