Moodle Teaching Techniques


Moodle Teaching Techniques
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Overview
Table of Contents
Author
Support
Sample Chapters
  • Applying your teaching techniques through Moodle
  • Creative uses for Moodle's standard features
  • Workarounds, providing alternative solutions
  • Abundantly illustrated with screenshots of the solutions you'll build
  • When and how to apply the different learning solutions
  • Especially good for university and professional teachers

 

Book Details

Language : English
Paperback : 192 pages [ 235mm x 191mm ]
Release Date : September 2007
ISBN : 184719284X
ISBN 13 : 9781847192844
Author(s) : William Rice
Topics and Technologies : All Books, Other, e-Learning, Moodle, Open Source


Table of Contents

Preface
Chapter 1: Introduction
Chapter 2: Forum Solutions
Chapter 3: Chat Solutions
Chapter 4: Quiz Solutions
Chapter 5: Lesson Solutions
Chapter 6: Wiki Solutions
Chapter 7: Glossary Solutions
Chapter 8: The Choice Activity
Chapter 9: Course Solutions
Chapter 10: Workshop Solution
Index
  • Chapter 1: Introduction
    • The Moodle Advantage
    • What will We Accomplish with this Book?
    • Some Moodle Requisites
    • Standard Modules
    • Instructional Principles and Activities
      • Big Ideas
      • Distributed Practice
      • Guided Notes
      • Immediate Error Correction
      • Juxtapose Examples and Non-Examples
      • Lesson Outline
      • Mnemonics and Other Reminders
      • Pre-Correction
      • Response Cards
      • Self-Monitoring
      • Socratic Dialogue
      • Time Trials
      • Instructional Principles and Activities Mapped to Moodle Features
    • Summary
  • Chapter 2: Forum Solutions
    • Single-Student Forum
      • Why not a Single-Student Wiki Instead?
      • Creating Single-Student Forums
        • Create a Forum for Each Student/Group
        • Enrolling Students
        • Create a Group for Each Student
    • Motivating Students to Interact with a "Best-of" Forum
      • Asking Permission and Setting a Policy
      • Which Type of Forum?
        • Single Simple Discussion Forum
        • Standard Forum
    • Keeping Discussions on Track
      • Use a Custom Scale to Rate Relevance
      • Split Discussions
        • Will Splitting Change the Meaning?
        • Will Splitting, Move Replies You want to Keep in Place?
    • Monitoring Student Participation in a Forum
      • Who has Posted to a Forum?
        • What Postings has a Student Made?
    • Summary
  • Chapter 3: Chat Solutions
    • Uses of Chat
      • Test Preparation and Online Study Groups
        • Creating Study Groups
        • Groups Carried Over to Other Activities
        • Key Settings for Study Groups in Chat
        • Assigning Review Topics
        • What Kind of Questions?
      • Reviewing Papers and Other Assignments
        • Making a One-on-One Chat
      • Guest Speakers
      • Including Chats from Previous Classes
        • Copying a Transcript
      • Foreign Language Practice
        • Preparation for Foreign Language Chat
        • Compiling and Reviewing Chat Transcripts
        • Copying Chat Transcripts
        • Assigning a Chat Transcript as an Editing Exercise
    • Tips for a Successful Chat
      • Basic Chat Etiquette
      • Prepare for a Definite Starting and Ending Time
      • Limit the Number of Participants
      • Prepare a Greeting for Latecomers
      • Focus
      • Insert HTML
    • Summary
  • Chapter 4: Quiz Solutions
    • Distribute Quizzes Over Time
      • Advantages and Limitations of Distributed Practice
      • Opening and Closing Quizzes at Predetermined Times
      • Indicating that a Quiz is Closed
    • Use Quizzes for Frequent Self Assessment
      • Exclude Self Assessment Quizzes from the Gradebook
    • Making Quiz—A Learning Tool
      • Questions Must be Specific
      • Adding Feedback to Quiz Questions
        • Feedback for a Multiple Choice Question
        • Feedback for a Numeric Question
    • Reinforce Expertise with Timed Quizzes
    • Host a Proctored, Timed Test from a Secure Location
      • Different Kinds of Network Addresses
        • Full IP Addresses
        • Partial IP Addresses and Private Networks
      • How to Determine a Computer's IP Address
        • On Microsoft Windows
        • On a Macintosh
        • On a Linux Computer
    • Summary
  • Chapter 5: Lesson Solutions
    • Moodling Through a Course
      • Need for Sequential Activities
      • Activity Locking versus Sequential Lessons
      • Lesson Settings
        • General Settings
        • Grade Options
        • Flow Control
        • Lesson Formatting
        • Access Control
        • Other Lesson Settings
    • Controlling the Flow through a Lesson: Instructional Pages, Questions, and Remedial Pages
    • Use a Lesson to Create a Deck of Flash Cards
      • Keep It Moving
      • Lesson Settings that Help Create a Flash Card Experience
    • Use an Ungraded Lesson to Step through Instructions
    • Spot Students who are having Trouble
      • A Workaround
    • Summary
  • Chapter 6: Wiki Solutions
    • Use a Wiki to Relate Material to Big Ideas
      • Why a Wiki?
        • Why not a Forum Instead?
        • Would a Journal do it?
        • So, Why not a Blog?
        • An Assignment
        • Let's Agree to Disagree
    • Individual Student Wikis
      • Creating Individual Wikis
      • Guided Note Taking with Individual Student Wikis
        • Creating a Text File for the Wiki's Starting Page
        • Creating Multiple Starting Pages
        • Multiple Text Files Create Multiple Starting Pages
        • Upload the Text Files for the Wiki's Starting Pages to Your Course
        • Create an Individual Student Wiki in your Course
        • While Creating the Wiki, Select the Text Files for the Initial Pages
        • Test the Wiki as a Student
        • Leveraging Guided Notes Created by Students
    • Suggested Wiki Etiquettes
    • Summary
  • Chapter 7: Glossary Solutions
    • Moodle's Glossary Functions
      • Automatic Linking to a Glossary
      • Course versus Site Glossary
      • Main versus Secondary Glossary
      • Managing Student Contributions to a Glossary
      • Ratings and Comments
    • Adding Memory Aids to Glossary Entries
    • Student-Created Class Directory
    • Student-Created Test Questions
    • Making Use of the Random Glossary Block
    • Summary
  • Chapter 8: The Choice Activity
    • A Look at the Choice Activity
      • Students' Point of View
      • Teachers' Point of View
        • Number of Choices
        • Limit
        • Time Limit
        • Publish Results
        • Privacy
        • Allow Students to Change their Minds
    • Choosing Teams
    • Asking for Students' Consent
    • How are We Doing?
    • Preview the Final
    • Summary
  • Chapter 9: Course Solutions
    • Am I in the Right Room?
    • Important Announcements
    • Moving Blocks to the Main Course Area
      • The Goal
      • Comparing the Two Links
      • A Caveat
      • The Method
      • Using this Workaround with Other Blocks
    • The Syllabus
      • Printer-Friendly for Letter and A4 Sizes
      • Online Calendar with Event Reminders
    • Summary
  • Chapter 10: Workshop Solution
    • Workshop Basics
      • Plan your Strategy
      • Grading Grades
    • Step-by-Step Example: Create the Workshop
      • What Work do you want the Student to Submit?
      • Will a Student Assess the Work of his/her Classmates, and if so, How will that Affect the Student's Grade?
      • How much of the Student's Grade Depends on Assessing the Work of his/her Peers, and How much on the Work the Student has Submitted?
      • What is the Criteria for Assessing the Work?
      • What Submissions will the Student Assess?
      • If Classmates Assess Each Others' Work, will They do it Anonymously?
      • Must the Classmates Agree on a Grade, or Can they Make their Assessments Independent of Each Other?
    • What is the Schedule for Submitting the Work, and Assessments?
  • Summary

William Rice

William Rice is an e-learning professional who lives, works, and plays in New York City. He is the author of books on Moodle, Blackboard, Magento, and software training. He especially enjoys building e-learning solutions for small and mid-sized businesses. His greatest professional satisfaction is when one of his courses enables students to do something that makes their work easier and more productive.

His indoor hobbies include writing books and spending way too much time reading slashdot.org. His outdoor hobbies include practicing archery within sight of JFK Airport, and trying to keep up with his sons on the playground.

William is fascinated by the relationship between technology and society: how we create our tools, and how our tools in turn shape us. He is married to an incredible woman who encourages his writing pursuits, and has two amazing sons.

You can reach William through his website at http://williamrice.com

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Errata

- 8 submitted: last submission 26 Sep 2012

Errata type: Typo | Page number: 2

"expalins" should be "explains" in the first paragraph under What This Book Covers.

 

Errata type: Typo | Page number: 8

http://homepages.gold.ac.uk/polovina/learnpyramid/about.html should be http://homepages.gold.ac.uk/polovina/learnpyramid/about.htm

 

Errata type: Typo | Page number: 29

in the central screen shot, third line of description, "feel" is miss-spelled as 'fee'.

 

Errata type: Typo | Page number: 41

comma not needed and want should be capitalized in title: "Will Splitting, Move Replies You want to Keep in Place?" should be "Will Splitting Move Replies You Want to Keep in Place?"

 

Errata type: Typo | Page number: 45

In the third paragraph, the second word "classes" is misspelled as "calsses"

 

Errata type: Typo | Page number: 45

In the second paragraph, second line "other" is misspelled as "otehr"

 

Errata type: Typo | Page number: 45

Typos not already noted: Paragraph 2: contibute for contribute Paragraph 2: incude for include Paragraph 3: unintened for unintended Paragraph 4: student for students Also, on Page 13, I believe a platypus counts as a mammal and should be in the examples column?

 

Errata type: Typo | Page number: 66

Last paragraph. "Supplying the students with quizzes they can take at their own" 'at' should be 'on'

 

Sample chapters

You can view our sample chapters and prefaces of this title on PacktLib or download sample chapters in PDF format.

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What you will learn from this book

  • Using forums to motivate students and give them one-on-one attention
  • Keeping forum discussions on track
  • Managing chat sessions
  • Using quizzes for student self assessment
  • Adding immediate feedback, time limits, and location restrictions to quizzes
  • Making creative use of lessons
  • Using wikis for individual and group activities
  • Making creative use of glossaries
  • Using choices for quick reviews, surveys, and reminders
  • Organizing courses
  • Building better courses with blocks
  • Making expectations clear with workshops

The learning solutions are based on proven, accepted instructional principles and traditional classroom activities, such as Distributed Practice, Self Monitoring, Pre-correction, and more. This book will help you to motivate team work in your students.

Chapter 1: Introduction
Chapter 1 tells you who this book is for and the approach the book will take to creating learning solutions, and briefly describes the educational principles and practices upon which the techniques are based.

Chapter 2: Forum Solutions
This chapter offers you solutions for managing your forums. The first two sections focus on making the best use of forums. The last two sections focus on managing your forums.

Chapter 3: Chat Solutions
The key to making the best use of Moodle's”or any LMS's”chat function is to use chat in a way that takes advantage of its unique strengths, instead of trying to make it act like a face-to-face meeting. In this chapter, we explore the questions “What is chat good for?” and “How can I achieve success in an online chat?” Because Moodle's chat function is similar to most other chat software, the answers to these questions apply more widely than just to Moodle.

Chapter 4: Quiz Solutions
A quiz can be more than just a test. At its best, a quiz can also become a learning experience. Moodle offers features that help you to accomplish that. This chapter gives you five ways to use Moodle quizzes for more than testing.

Chapter 5: Lesson Solutions
A Moodle lesson can be a powerful combination of instruction and assessment. Lessons offer the flexibility of a web page, the interactivity of a quiz, and branching capabilities.

Chapter 6: Wiki Solutions
We usually think of a wiki as a group activity that students engage in on their own schedule. A wiki is a powerful tool for collaboration, and it does enable students to participate in a group activity from anywhere at any time. However, a wiki can also be a powerful tool for individualized learning. This principle is called “differential learning”. It means that the learning experience should be customized for each student. With individual wikis, you can differentiate the learning experience for your students.

Chapter 7: Glossary Solutions
Most people think of glossaries as nothing more than special-purpose, online dictionaries. But a glossary can also be a fun collaborative activity for your class, and a teaching tool. Let' look at the capabilities of the Glossary module first, and then ideas for using glossaries for more than just vocabulary building.

Chapter 8: The Choice Activity
Moodle's Choice is the simplest type of activity. You can use a choice to: Take a quick poll, ask students to choose sides in a debate, confirm the students' understanding of an agreement, and gather consent.

Chapter 9: Course Solutions
In this chapter, the solutions are focused on making your course easier to navigate. The goal of all these solutions is to reduce the time and effort your students spend figuring out what to do next, so they can get on with the learning. Sometimes, just slightly reducing the effort students spend on navigating through your course requires a great effort on your part. But almost anything you can do to help your students navigate easily through your course is worth the effort. The result is less time spent wondering what to do next, and more time spent on your course content.

Chapter 10: Workshop Solution
Moodle's Workshop module is one of the most complex, and powerful, activities. This chapter takes you through the process of creating a full-featured workshop. It focuses on helping you to make decisions that create the kind of workshop experience you want for your students.

In Detail

Moodle is a free, open-source Learning Management System (LMS). Moodle is designed to help educators and trainers create online courses with opportunities for rich interaction. It is the world's most popular online learning system. It has many modules, which you can use to make your course unique and create an environment where your students will get maximum benefit.

Visit Moodle Teaching Techniques' Free Online Edition http://moodlesolutions.packtpub.com

Approach

This book has a friendly approach and even experienced trainers will benefit a lot from it. It uses copious screenshots, for you to get a feel of the course site even while you are learning by building the solutions.

Who this book is for

If you are a teacher or a corporate trainer with a desire to design effective and innovative Moodle courses, then this book is your best choice. The book assumes that you have a basic understanding of Moodle, but it does not need any programming knowledge. It's all about teaching and not programming. If you are new to Moodle, start with Moodle E-Learning Course Development by the same author.

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