MoodleWhat is Moodle?(Modular Object Oriented Distant Learning Environment)

Differentiation (including G & T)

Distance Learning

Personalised Learning

Online collaboration

Learning styles

Active engagement

Interactive lessons

Peer assessment

National strategy on Virtual Learning Environment Use“The aspiration is that by 2010 all schools will have integrated

learning and management systems…

…There are four key areas of functionality, all of which will contribute to a personalised learning experience:

1. Communication tools: email, messaging, or discussion boards, to enable dialogue between

peers and mentors (Moodle has messaging, discussion forum, peer assessment tools , polls,

wikis and glossaries)2. Individual working space:

to enable the creation and sharing of learning resources which can be accessed online, outside lesson time and from any location

(Moodle has online assignments where learners can upload a single or a series of assignments.)

(Learning platforms and personalising learning: An essential guide. BECTA 2007)

National strategy on Virtual Learning Environment Use“The aspiration is that by 2010 all schools will have integrated learning and

management systems…

…There are four key areas of functionality, all of which will contribute to a personalised learning experience:

3. Management tools: so teachers can manage e-learning resources and assess, monitor and track

individual and group progress (Moodle provides easy control of resources provided for pupils (resources and

assignments made available at specified times) Online Mark book and Activity Reports)

4. Access that is safe and secure, at any time and from any internet enabled device.

(Moodle can only be accessed using a valid user name and password Can be accessed from any device that can browse the Internet Logs of user activity for monitoring purposes)

(Learning platforms and personalising learning: An essential guide. BECTA 2007)

Progress in 2008 to 2009 A series of Moodle CPD sessions provided throughout

the year covering: Introduction to VLEs and Moodle. Setting up a learning course and providing learning resources to

learners. Setting up assignments and using the online mark book to monitor

the progress of these assignments and to provide feedback. Using the built in quiz maker to produce quizzes that be used for

formative assessment. Using discussion forums

One to One sessions provided for individual staff members

Representatives from other schools attending Moodle sessions.

Progress in 2008 to 2009Law Department

“Pretty much all course resources that can go on Moodle are on Moodle, broken down into exam units and then topics”

“There are also past papers where available/mark schemes (depending on where we are at in the year, I occasionally hide these), tests, some quizzes … (hidden until used then available for self testing), articles for extension activities etc..”

“We have used forums to varying success.....I do think I need to keep plugging away at these and create a culture....”

“I also like the way I can save updates etc.. Normally with law I might see an article etc and then print it and stick it in a file to use for handout updating later in the year. Now I just upload to Moodle.”

Karen Reynard

Progress in 2008 to 2009Computing Department

“The major way I use Moodle is as an online mark book and feedback tool…this means there is a permanent record of the feedback I have given.  It sorts out the logistics of monitoring a large amount of coursework.”

“…I can link to websites and upload computer based training resources such as web pages, training videos and quizzes.”

“By making my own videos and uploading these I can demonstrate precise skills.”

“I can check whether students have accessed the resources as Moodle monitors their activity.  So if they say they have uploaded work I can check whether they did and can confirm the data and time of submission.”

Julie Sharp

Progress in 2008 to 2009History Department

“I have used Moodle as a forum for Y12 students to submit their projects and then evaluate their classmates. In previous lessons we have looked at the work in class which whilst extremely useful is extremely time consuming .”

Margaret Stanley

“…It has really helped us to develop the use of PowerPoint and extend the students' independent learning.”

“Although I have only used forum activities in combination with PowerPoint, I consider the Moodle lessons to be effective because the students have been able to view presentations which have links to websites and then have to write posts to a forum”

“The most able follow all the links and really stretch their knowledge. They then go on to make the most detailed posts or to show the best conceptual thinking in a concise style. .”

Colin Williamson

Progress in 2008 to 2009Sociology Department

“…Once set up, the course is user friendly and very easy to access.”

“…It has really helped us to develop the use of PowerPoint and extend the students' independent learning.”

“…You can even place important dates onto the system to share with the student, such as upcoming exam dates.  It really helps with creating a community and allows both the teacher and student to be more creative and develop their knowledge, understanding and skills.”

Caroline Newton

Progress in 2008 to 2009

Media Studies Department

“Media is currently mostly using Moodle as the hub for the students coursework productions. I provide lots of resources and various assignments & tasks which the students can respond to and upload relevant responses.”

“…I can set deadlines and highlight specific tasks, I can immediately see who has done what and I can separate students into their groups”

“…student work is easy to access and assess; I can also do this from home and don't have lots of paper to cart around & keep safe.”

Stephen Adams

Progress in 2008 to 2009

Chemistry Department

“…{Year 12} have now done two pieces of homework which have been automatically marked and instant feedback given to .”

“The usual problem of students claiming they hadn't got access to a computer at home and the sixth form computer room being full happened BUT only four students didn't complete the set work.”

“...{Paul} has uploaded pupil resources to Moodle so they can be accessed at home (or anywhere in the world!)”

“…Both of us have uploaded some homework exercises …We've both put in links to external websites as well.”

Heather Bowden

Parents comments on Moodle use

“Good to know what {pupil} was doing and how well she was progressing…”

“…my daughter doesn’t always seems to put 100% effort into everything but still does well – knowing i could have a look and ask questions is a useful tool for a parent!...”

“I think this is a positive step forward … this helps the parent/school relationship – as i am sure you know asking ‘what have you done at school today’ of a teenager doesn’t always tell a parent much!”

Parents comments on Moodle use

“I think it's a great idea to be able to monitor my child's progress with Moodle ({pupil} had to show me what to do though!) ”

“…I just think it's good to be able to keep an eye on progress.”

“Hope it will continue when he is in year 10?”

Parents comments on Moodle use

“The use of Moodle was useful, up to a point. My main problem was in interpreting the information presented...”

“I was able to notice that {pupil} had, on at least one occasion, logged on in the early hours of the morning. I think that we should have been notified of this when it happened. Perhaps the system should not allow access by pupils during the night?”

Plans for 2009 to 2010 Starter courses Promoting Moodle features that lead the way for personalised

learning by Providing hands on cpd sessions on

using discussion forums Peer assessment tools Using the online mark book and assignments to monitor pupil

progress Learning tools:

Glossaries Wikis Polls, surveys and questionnaires Quizzes (that get automatically marked!) Third party learning packages

Supporting individual staff and departments through sessions, ongoing support and coaching.

Plans for 2009 to 2010 Creating links with and/or supporting other schools that

use (or are starting to use) Moodle.

Larger parent user base

Exploring the possibility of feeder schools using Moodle to provide prior learning evidence.

Developing Moodle use in supporting Gifted and Talented provision.

Explore collaborative activities with higher education bodies

Plans for ICT Dept 2009 to 2010

Moodle to be integrated in all ICT learning from Year 7 upwards.

Lead the way in fully exploiting Moodle as a personalised learning tool.

Demonstration Time