JUST TAKE IT ONE STEP AT A TIME. Where are you on the 1 to 5 stages:
Virtual Learning Environment Use:
Dipping In:Early experimentation on VLEs often consist of logging in, personalising a profile. Defining some settings which make the look and feel of personal pages more familiar allowing users to ‘own’ a space. JUST DO THIS FOR AS LONG AS YOU LIKE !
Repository:The first stages of utilization of the VLE often falls in to using the VLE as a ‘storage space’. A file repository in which Powerpoint files and Word documents are uploaded to allow students access after OR BEFORE (FLIPPING THE CLASSROOM) the lesson has been taught.The early utilizers often do not make use of technology within class time, but point their students to an online space where teaching materials and learning content from the lesson has been stored.
Full-time: This next stage of development, described as the ‘break through’ phase, takes the teacher from simply uploading and storing files on the VLE to actually making use of these and some other resources during lesson time.The integration of VLE use during classroom time evolves with the ever-growing confidence of the teacher and a solid dependable IT system. While it often takes a little bit of time for most teachers to move from Utilization to the Integration stage, most gradually ‘get there’ so long as the necessary support systems are in place.
The Learning Revolution: This reorientation phase, as described in the Model of Adoption is perhaps THE most important of all ‘learning with technology’ stages. It is here that teachers ‘reconstruct’ the meaning of pedagogy in the face of technology. The focus on teaching shifts towards student-centered learning. This is when teachers become ready to ‘facilitate’ learning instead of simply being arbitrators of knowledge. Here, support is provided by the teacher on ‘how to…’ but also where the teacher readily admits that they are not the expert, and thus is learning alongside the students. This is potentially the largest jump of all and takes a lot of confidence and a significant amount of trust both in your own skills as a teacher but also in the fact that the students will learn what they need to know, perhaps in their own way.The significance of this stage is that we will start to produce not students who are simply able to regurgitate facts and figures but thinking, analytical students who are able to pose questions and search for answers.
Optimisation: This stage as describe within Hooper and Rieber’s article revolves around the ability of both educators and the education system to continuously evolve to optimise the use of technology within the learning context.
There is an amazing collection of advice here, so dont feel alone, there are thousands of teachers using Moodle. That is one thing that makes it so strong.
Re: Using Moodle Platform
by Ralf Hilgenstock - Saturday, 3 October 2009, 10:05 PM
in my opinion key successor is planning and strategy. Make a plan what your participants should learn and how they should work in a course. Try to describe it in your own standards and terms. This will be depending on your environment, your topics and the type of students in your course.
Is it a online course or a blended course?
Are they working alone or as a group?
Should the group start at the same time or at different times? What does this mean for your didactical planning and the communication elements?
What are the information they need in the course and in which order?
What are communication needs for the course and the process?
What are collaborative elements for the course or group work?
What is the assessment: formative or summative evaluation elements?
How long should they learn/work in your course (15 minutes or 40 hours)?
If you know enough about this, you can think about the 'activities' in your Moodle course room. Which activities support your goals and course strategy best?