Feedback from students on using moodle

Here are comments a couple of students emailed me.

Hey Kristen,I didn't use moodle much because i kept forgetting about it. Sometimes i would use it to catch up on work if i was away, but i mainly used it at the end of the semester so i could complete some of the work sheets i had missed, that would go towards me passing the course.I liked that there were forums on moodle and all the worksheets were on their. I also like how there were links to websites and you could interact with others.I wouldn't say im more confident on the computer now because i knew how to do everything before, but it is good to keep doing things on the computer like e-mailing so we don't use up lots of paper and so we don't forget how to use a computer. .....M.


Ac R & W was really the only section in moodle I checked into throughout the course, probably because you were the only tutor consistent in the class work updates etc on moodle. Though I didn't use moodle constantly throughout the semester I found it really helpful when I needed to do a major catch-up in all my end of course assessments. P.

Hey, I only really used Moodle for catching up on things that I missed and finding a link to another website. I think it is really handy tho! K.

embedding digital skills learning outcomes in the Academic Reading and Writing Course

As I said in my October 2011 posting, I think the learning outcomes for the Academic Reading and Writing Course are generally appropriate, however, what I have been thinking about is how to embed some important basic digital skills learning outcomes in the course. These are:

Use digital skills to complete class work, including emailing lecturer, sending attachments, accessing resources on Moodle, posting to a discussion forum, posting to a Wiki

Use an online learning tool to work on reading skills in self-directed study (Pathways Awarua)

The justification for the new outcomes is to:improve flexibility; enable differentiated learning to cater for students’ needs; and ensure all students have the basic digital skills that will allow them to participate confidently in other programmes that are delivered, at least partly, online

sharing interesting websites in Moodle

Last semester I posted websites I thought might be useful, eg on report writing, in the weekly sections in Moodle. However, I felt this made the Moodle course look more cluttered and potentially overwhelming. This semester I decided to post these links in a word document in the introductory section of the course. I showed this to students in class a couple of times and encouraged them to send me links for me to add. (One student did).

However, the links weren't very visible in this format. Next time, I think I will try set interesting website links up as a topic in the Moodle forum to give them more visibility. This would also make it easier for students to add links.

involving students in writing summaries of class

This semester, I wrote summaries of what we did in each class and posted these as word documents, "Today in class..." in the Academic Reading and Writing Moodle course. These were intended to help students who had missed class to catch up easily, so they didn't fall behind, without taking up a lot of teacher time. I thought students who attended class, but wanted to go over things again, might also find the summaries helpful.

I found the summaries time consuming to write, and they are not 'reusable' beyond this semester. Initially, I delegated a couple of students to help draft the summaries and send these to me. I thought this would be another good way for me to see their writing skills and gave them an authentic purpose for writing. However, I let this slip by the wayside and took over writing the summaries myself. On the one hand this meant the summaries were much fuller and probably more useful to students who had missed the class. On the other hand, I had taken away an opportunity for students to use their developing writing skills for a real purpose.

I'll try to get some student feedback about this activity before deciding on my approach for next semester.

Using a wiki

I am going to try to get the class using a wiki as they collaborate to do research for the report writing assignment. To minimise risk of losing the work on the wiki, I have suggested students also record the information elsewhere - eg in a word document or paper notes. (If they use word, we will need to copy text into notepad' before adding it to the wiki. I'll take copies of what is on the wiki frequently too.

I think this particular collaborative task lends itself to a wiki, as students will research an aspect of sustainability on campus and in Foundation Learning, in pairs. Each pair's research will be added to the wiki. Then all students will use these 'findings' to write their own report. I have assigned one student with good digital skills to be the 'encourager and technical support' person and I also expect to have this role.

As with my wider use of Moodle with the students, I am hoping to build their familiarity with this common learning platform.

Some of my colleagues in Foundation Learning are also enrolled in the Academic Reading and Writing course, so they can also see how the students and I are using Moodle. This helps us learn together about what works - and what doesn't. Some staff come to me with technical questions about using Moodle, the visualiser etc, and I can often problem solve with them, or if not, know where to get help. Because I'm only slightly ahead in my learning, and I'm there on the spot when they need help, it is perhaps easier for me to respond to learning needs. That's what I want too when I'm learning - typical adult learners.

using the 'AVERmedia visualiser' to model reading strategies

I am learning how to use this new technology in the classroom, to put up documents that we can collaboratively annotate, and also to make short videos to post on Moodle. For example, I made a couple of short clips to model some pre-reading strategies - thinking out loud - so students could see and hear what was doing. I model these strategies in the face-to-face class, and sometimes spend time going over them again with students who don't feel they've 'got it' yet, outside of class time. However, I thought posting video clips on Moodle might also improve access and flexibility for students. They could view them in their own time, pause, replay. I suggested to students that they might also like to make some videos about reading and writing strategies they are using, to share with the class. Haven't had any takers yet :( There never seems enough time to follow up on these ideas.

It was hard at first to learn to use the Visualiser. I had attended a demonstration, but really had to learn myself, overcoming frustration, remembering which cable to plug where.... I am good at asking for help - the problem was the new technology was new to all staff at first. However, Audrey from Vet, and Donald from ITS joined me for some practise sessions. It helps to remind myself, learning involves some pain as well as satisfaction! I model perseverence to my students!

I think only one student has looked at my videos, but I will survey them to check. The sound quality was fine on my computer, but a bit jumpy in H121, so that would be off-putting. (I am happier with the numeracy videos I have made for Animal Care).

Encouraging and monitoring students' use of Moodle

To keep modelling and encouraging students to use Moodle, I spent a little time during most classes going into the Academic Reading and Writing course in Moodle, to show them resources or messages. I also held a 30 min. tutorial session 2 mornings p.w. in H121 computer lab, where students could drop in to chat or get help with any course work, including finding their way around Moodle.

I tried to keep the format of the Moodle course clear,and not add too many items. (Last semester I put up lots of useful links - but on reflection, felt it was probably overwhelming).

Even trying to be more restrained about posting content or messages, a student told me recently, he didn't like going in to Moodle because it just made him feel bad about all the things he felt he had to do. On the other hand, some students have commented they like it as it allows them to reread what we covered in class, at their own pace. They also said they liked being able to catch up if they missed class. I guess if something works even for a few students, it's worth persevering.

A bit about my Foundation Learning Students and the Learning Outcomes

This semester I have been teaching the Academic Reading and Writing course in the Certificate in Foundation Learning, Level 3. This is a semester length programme for students who don't have any/ many qualifications from school, who are generally entering tertiary education for the first time. Most need to build reading skills, formal writing skills and develop softer, but essential, skills to manage their own learning.

Most of the students in the current cohort are 16-20 years old, but there are a few older students (35 -55). There is quite a wide range of reading and writing skills in the class, from Step 3 on the Reading Assessment Tool, to Step 6, (the top of the scale the Assessment Tool measures), with the majority of learners at Step 3-4.

I think the learning outcomes for the course are appropriate, given the aim of the course, and allow for quite a bit of flexibility in terms of learning activities and assessment. Here they are:

• Use a variety of sources to research information for written assignments
• Summarise passages succinctly and accurately
• Recognise and use appropriate grammar, punctuation and writing styles
• Interpret assignment questions and marking criteria
• Plan, draft, proofread and edit assignments
• Demonstrate understanding of plagiarism and its implications
• Use APA style referencing correctly
• Structure a sound argument that will support, defend or explain an idea
• Develop an appropriate personal writing style
  

Traditionally, there has been a lot of emphasis on the face to face sessions, which occur over two days p.w. for 3.5 hours in total. This is appropriate as lecturers are trying to re-engage students in learning. Ensuring the classroom is a positive and safe place for learners is a key underpinning goal, so that students are prepared to take the risks that are part of learning.

Moodle had been used to a limited extent before I started teaching this course, as a fairly sparse filing cabinet for handouts, which were also available as hard copies. I felt the limited use of Moodle partly reflected a lack of staff confidence in using it (and limited time to learn how to), but also because of the belief that adding another layer of complexity might overwhelm students. Some students are just beginning to learn how to use computers, in a separate course which is part of the Certificate.These are the older students. They often find using computers very stressful, and although some may have access to a computer and the internet at home, this is largely for their children's usage.

I surveyed students at the beginning of the course about how they felt about computers, what they used them for, whether they had a computer at home and whether they had broadband. This semester about 75% had a computer at home, and almost all of these had broadband. The younger students reported using computers for games, facebook and Youtube, and said they were fairly confident.

From previous experience I knew full attendance at the face-to-face classes was unlikely. Some students work part-time. All are learning how to manage their study on top of other commitments and daily life, eg flatting/ away from home for the first time; caring for other family members. I wanted an efficient mechanism for helping students to catch up on any work they missed, plus to help students learn how to use a platform that is widely used at Otago Polytechnic, and build their computing skills. I explained all these skills were important to learn as part of preparing for future study, and that therefore we would be using Moodle. There would always be a summary of what we did in class each day and the handouts would be posted there. Students would be expected to catch up on anything they missed in this way, however, to reduce stress, hard copies of handouts were also available to students who needed this, especially early in the course.

I'm very much a beginner at using Moodle myself, and I knew some students might need quite a bit of support. I arranged to use the seminar room in the Robertson Library for an hour during a couple of classes early in the course (impossible to find a free computing room at Polytech initially, when I had my classes). This had the added benefit of getting them into the library - a place they need to feel comfortable in. Initially, there were two tasks. The first was to introduce themselves in an introductory forum I had set up, using formal writing skills (not like a posting in Facebook I told younger students). The second was to open a punctuation worksheet I had posted, make corrections, save and send to me. As I anticipated, this was a huge task for some of the older students, but younger students and I were able to buddy up with them to minimise pain and frustration.

Hello again!

Here I am, two years after setting up this blog, writing a second 'introductory' post!

I guess I'm not naturally drawn to blogging, yet, anyway! My initial motivation for setting up a blog was to meet a course requirement for participants in the Flexible Learning class in 2008. Unfortunately I pulled back from that course shortly afterwards, as I couldn't manage it alongside other priorities at that time.

The Flexible Learning course lives up to its name and Bronwyn Hegarty, the course facilitator jumped through hoops backwards to accommodate and encourage learners like me - and I was able to complete this course in 2010.

This year I'm informally enrolled in both Facilitating Online and Constructing Courses to Enhance Learning, and a blog is, again, a requirement. I am hoping to find I enjoy blogging and that it is a useful tool for engaging with others and exploring my own ideas. I guess some of my reluctance is about spending even more time at my computer, and my preference for reflecting about many things in a more private setting.

My main role at Otago Polytechnic is still with the Embedding Literacy and Numeracy Team - working with lecturers in certificate level programmes to help them embed the teaching of reading, writing, numeracy and speaking and listening skills alongside other vocational content. Helen Lindsay and Ellen Morland are the other members of this team, and then we have L & N coaches and champions in various Schools.

This year, we need to get as many lecturers, who are teaching on certificate level programmes, as possible, to gain a formal qualification in embedding literacy and numeracy teaching. To this end, a GCTLT elective has been developed. Lecturers who are using the new Adult Literacy and NumeracyAssessment Tool, and embedding, will naturally be accumulating assessment evidence for this and should get a lot out of sharing ideas and experiences with others.