Moodle (LMS) and teaching—the e-learning effect

Teaching goals inspired by MOODLE

In 2009, I made some important decisions. I had only been using Moodle since November 2008, but it so inspired me it caused me to thoroughly redesign what and how I teach in class. My goal in 2009 was to become lead teacher for ICTPD, a goal which I achieved, and from that point on I started to make a difference at my school and the schools in our ICTPD cluster.

Science courses in Moodle bring better results

Since 2009 I have been utilising and designing Moodle courses with Year 9 and Year 10s to fit in with the new curriculum and key competencies outlined in the New Curriculum document also aligned with Science department expectations at New Plymouth Boys High School (NPBHS).

The results for the junior-level classes were very encouraging. Comparing the top-level Year 9 Science class in 2009, their participation was high, and their exam results were very good. But what stood out was in the mixed-ability Year 9 class. Over the year, they increased their participation and use of the tools in Moodle, so much so, that their exam results were amongst the highest in that year-level.

MOODLE courses and objectives for 2010

Consequently, in 2010, upon the success of the Year 9 class results I have now incorporated senior classes into this Moodle-based approach to see how MOODLE would affect and/or improve the motivation, participation, and results of year 11, 12 and 13 Science. I have constructed of the Moodle courses at senior level to align with the new curriculum by making the courses more interactive, inclusive and student directed.

The results are already showing!

Shy and low participators drawn into participation online and offline by MOODLE

One of the best things that has to be mentioned here is the inclusiveness Moodle generates for students.

I found last year in class that the students that were shy, low participators, who kept to themselves were drawn out of their shells when working in Moodle. These students became participators in the activities on Moodle. They participated in tests, games, discussions, messaging—and improved their results overall. In fact, as a result of the Moodle environment, they participated more in the class environment and became more confident overall.

For example, when comparing the Year 12 class in 2009 (without Moodle) to the Year 12 Science in 2010 (using Moodle), the 2010 class is achieving 85% pass rates for achievement standards and unit standards for the course, compared to only 65% for the 2009 class.

Further points and observations on the affect of using Moodle within classes in 2010 have been:

• The Year 12 Science class are highly motivated to using the Moodle course—and this is only the first digital hybrid course created for Science.
• The results for Year 13 will not be as high, but two of the students in the Year 13 Science class are taking scholarship Science at the end of the year as a result of their digital hybrid class utilising Moodle.
• The Year 11 Science class using Moodle utilises it as a Biology block course, because it covers that section of the school’s Year 11 Science course.

Working with Māori students using MOODLE as a new experience for learning

Year 11 Māori students benefit from using MOODLE

The Year 11 Māori students who struggle with conventional learning methods have been placed on a Moodle course I created in order to assist my colleague Jason Ruakere. The aim is to motivate these students in the same way my Year 12 Science students have been motivated to use MOODLE and get the same results by:

• creating greater student participation
• assisting the students to take ownership of their learning both online and in class.

I continue to assist Jason Ruakere in constructing Biology and Science block-courses for the Year 11 Maori students who are have difficulty in achieving by conventional pedagogical methods at NPBHS. These students are now becoming interested in learning by Moodle (LMS).

Planning for Year 9 Māori students who struggle with conventional pedagogical methods

I have seen the potential for further utilising Moodle’s unique way of encouraging participation online, and how it draws out the students to participate more fully in class, and learn more effectively as a result. I have also recommended to Jason and the principal that the goal for 2011 and beyond is to prepare courses utilising Moodle for Year 9 Maori students entering NPBHS who struggle with conventional teaching methods.

Capturing these year 9 students engagement early could be a key to changing their perspective on learning and bring them better results, which will be known in 2011, but we hope will affect their attitudes for their learning adventure at school.

At the same time, I will continue with the Year 11 students as they move to year 12.

I want to assist Jason further with this now and in the years to come to improve academically the performance of Maori students as a whole at NPBHS and other schools if possible in the Taranaki area.

MOODLE—a new and exciting approach that changes student attitudes to learning

The use of Moodle has generated positive learning attitudes and engagement by the students. I encourage students to let go of past ideas about how they learn, and engage in the new educational realm of using tools like Moodle. Using my new e-learning pedagogy, the students who experience some anxiety from setbacks experienced in class, may benefit from the new experience of directing their own learning. Using Moodle should generate more positive experiences for the students, and a greater willingness to try new things, and learn more efficiently and effectively. This is what Moodle and e-learning is all about.

The next step is to utilise the next version of Moodle (Moodle 2.0). This should enable users to fine-tune teaching materials and courses, and utilise new tools available in the Moodle 2.0 LMS to improve student expectations and results even further.

Evangelising Moodle as a learning tool—with good reason

Objectives in assisting my school and cluster in all subjects in the use of MOODLE

As lead teacher for ICTPD, I do not just assist Science teachers, but assist all colleagues at the three schools within the Windwand cluster. My aim is to provide individual help, group assistance, course-building, and course-development. I have demonstrated Moodle to all the departments at my school. I have made it my goal to make changes in the way not only the Science department delivers its courses and content, but also how other departments do so around the school.

The overall school objective at my school, for me, is to generate better participation by students and a greater interest in learning by utilising courses within Moodle. Ultimately, not just making my classes hybrid digital classes, but helping the transition with other departments and classes as the school moves to being a digital school, and assisting the ICT department in any way I can in this goal.

Assistance from Francis Douglas Memorial College

Estelle Meyer at Francis Douglas Memorial College (FDMC), has assisted in introducing me to teachers who are keen to make the move into e-learning and try new ideas in pedagogy and course design, and encouraging student participation by using Moodle. Some have tried classes with Moodle, and the results have been positive from both teachers and students. This year at FDMC, teachers of new subject areas have taken up Moodle. They have added Religious Education, Music, Library, and Youth Ministry to the original subject areas of Science, Social Studies, Benilde, and Geography.

Presentations on MOODLE

Since 2009 I have presented beginners courses on Moodle. Following are a list of presentations:

• ULearn ’09: This beginners course looked at the underlying theories of learning using an LMS, what it unlocks educationally in the minds of students. In this presentation I covered the basics of what Moodle is and how to develop a simple course, and provided a CD of helpful course design tips and tools.
• Learning@School Conference 2010: I presented another beginners course on Moodle at Learning at Schools in Rotorua. This presentation was modified from the one at u-learn to incorporate more interactivity with the participants, again how students learn from Moodle was the theme, but the participants were engaged in stating a course after a short talk from myself, and how to use the resources and activities to start a course up. The CD I gave to participants was modified to show easy to follow diagrams and labels.
• MOODLEmoot: in April, Christchurch, where I was asked during one of the workshops to demonstrate for 15 minutes some of the quizzes and games I had developed for generating active student participation in the courses.
• U-learn 2010: in Christchurch, and will present a new beginners course for Moodle for teachers. In this course they will go through how to make an interesting and active course for the students to participating. The course will look at what to do and what not to do when making a Moodle course for students. How to encourage active participation and how to motivate the shy quiet in the students to participate online in Moodle. A new CD incorporating simple to follow steps and pictures to put together resources and activities for the course will be provided, aimed at getting the teachers up and running at their own schools.
• The PTA of NPBHS: which covered how to set up courses, grade book, logs, and activities generation.
• Whanau Waiora at NPBHS: As a result of this presentation I was asked to do a workshop over two days of the July holidays to Maori language teachers from schools in New Plymouth. The workshop covered how to set up MOODLE, how to set up a course, how to put in tests, activities and games, and how to use grade book.

Personal involvement, qualifications, and commitment to Moodle

I am an active participant in online courses on Moodle and e-learning in general. I have successfully completed MOODLEbites for teachers, Moodle course developer, and currently working towards Moodle course creator certificate.

I am very keen to continue my work with Moodle, and continue assisting teachers individually and in groups, and in any way I can with Moodle and e-learning at the three schools beyond the Windwand cluster contract which runs out this year. This is a small beginning. I see in the future that provides all New Zealand’s students a cutting edge e-learning education that keeps pace with the rest of the world. I want to be at that cutting edge and help the learners of tomorrow engage in learning and enjoy it.

Moodle presentation by Justin Hyde

Further information:

Following is a Presentation by Justin Hyde on his work with Moodle

• NPBHS web site (opens in new window)
• Moodle New Zealand (opens in new window)