Dynamic courses: individual learning paths and online collaborative exercises in moodle 2

info@sofos.nl - www.sofos.nl

Pieter van der Hijden MSc
Sofos Consultancy, Amsterdam, The Netherlands

DYNAMIC COURSES: INDIVIDUAL LEARNING
PATHS AND ONLINE COLLABORATIVE
EXERCISES IN MOODLE 2

2012 – Sofos Consultancy / Pieter van der Hijden (pvdh@sofos.nl) - This work is licensed under
a Creative Commons Attribution- Noncommercial-Share Alike 3.0 Unported License.
1


ABOUT

2


AGENDA

3


1. DIGITAL DIDACTICS

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5



A course is visualised as a necklace of learning activities (the perls)

6



A learning activity
can be
implemented by a
variety of Moodle
modules
7



The perls of the necklace have to be replaced by selected Moodle modules. 8



From now, life can be even more complex. No longer a sequence alone, but also
selections, iterations and parallel actions. 9



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Type Example Description
Parallel groups 5 groups of 7 All resources are
students, shared, some
or 7 groups of 5 activities are in
students group mode
Level groups Level-1, Level-2, Each student is
Level-3 allocated to a
certain level; a
level has its own
resources and
activities
Stages or phases Stage-A, Stage-B, All students are
Stage-C allocated to a
certain stage; a
stage has its own
resources and
activities
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2. PARALLEL GROUPS

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2. PARALLEL GROUPS

What?
Set-up groups (example):
 7 groups of 5
participants
 5 groups of 7
participants
Occasionally using the first
or the second grouping.
The visible result, a
block for 7S group
work and a block for
5D group work.

13


2. PARALLEL GROUPS

How (1/2)?
1. Create various groups

2. Populate the groups
with participants

Manage groups via
the Settings block

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2. PARALLEL GROUPS

How (2/2)?
3. Create facilities for
groups from this
grouping, e.g. Grouping 7S uses separated group activities.
forum, wiki, chat-room
4. Place them in an
orphaned section
5. Create an HTML block
to navigate to these
facilities easily
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3. LEVEL GROUPS

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3. LEVEL GROUPS

What?
Create level groups, e.g.:
 Level-1

 Level-2

 Level-3

Each level group has its The teacher sees all groupings, the participants only
see their own groupings.
own resources and
activities.

17


3. LEVEL GROUPS
How?
1. Create groups called Level 1 –
3.
2. Make participants member of
the group that corresponds with
their actual level.
3. Create 3 groupings as well
(Level 1, 2, 3)
4. Populate grouping level 1 with
group level 1 (etc.)
5. Specify for resources and
activities which level applies.
Note: The settings for a resource and
for an activity have the option to set
the grouping that is applicable.

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4. PHASES

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4. PHASES

What?
 To distinguish phases
(stages) that make
specific resources and
activities available to all
participants.

Part of the course page as seen by the teacher. The
participants only see the resources and activities for
the current phase.

20


4. PHASES
How?
1. Create a single group (“All”)
2. Populate this group with all
participants
3. Create groupings Phase-
A, Phase-B, Phase-C.
4. Populate grouping Phase-A
For each phase a separate grouping..
with group “All”. •
• All participants in one group.
5. Create resources / activities • Teacher links group to one of the groupings.
for each of the phases.
6. Change the phase by
manually removing group
“All” from grouping “Phase-A”
and then adding it to
grouping “Phase-B”.

21


5. PROCESSES

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5. PROCESSES
What (1/2)?
 Participant executes
activities 1, 2, 3 in
sequence.
 Participant selects
between 4 and 5.
activity 6.
activities 7 and 8 in
arbitrary sequence. Hopscotch squares; foto BRC Krommenie

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5. PROCESSES
What (2/2)?
Example of an individual
learning path as seen by the
teacher:
activities 1, 2, 3 in
sequence.
 Participant selects between
4 and 5.
 Participant executes activity
6.
activities 7 and 8 in
arbitrary sequence.

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5. PROCESSES

How? (1/4)
 Determine for each
resource and each
activity when it has to
be considered
“completed”.

On the settings page of every resource/activity you
can indicate whether the completeness has to be kept
or not. If so: should it be assessed by the participant or
by the system? In the latter case, which criteria apply?

25


5. PROCESSES

How? (2/4)
 Set the completeness
criteria for every
resource and activity

The criteria for setting the completeness of a forum
contribution in an automatic way. Other activities come
with other criteria. For resources the only criteria is to
have opened the resource only for display.

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5. PROCESSES
Overview of the automatic completeness criteria as available for the various activities and resources
Type Name Completed?
Activity Assignment advanced viewed and being rated (before possible deadline)
Activity Assignment offline viewed and being rated (before possible deadline)
Activity Assignment online viewed and being rated (before possible deadline)
Activity Assignment single upload viewed and being rated (before possible deadline)
Activity Chat viewed (before possible deadline)
Activity Choice viewed and/or submitted (before eventual deadline)
Activity Database viewed and/or rated (before eventual deadline)
Activity Feedback form viewed and/or submitted (before eventual deadline)
Activity Forum viewed, being rated, n times new discussion or reaction, n times new discussion only, n times
reaction only (before potential deadline)
Activity Glossary viewed, being rated, n times new entry (before possible deadline)
Activity Journal rated (before eventual deadline)
Activity Lesson viewed and/or rated (before eventual deadline)
Activity Quiz viewed and being rated (before possible deadline)
Activity Scorm viewed and/or rated (before eventual deadline)
Activity Survey viewed (before possible deadline)
Activity Wiki viewed (before possible deadline)
Activity Workshop viewed, being rated, n times new entry (before possible deadline)
Resource all viewed (before possible deadline)

27


5. PROCESSES
How? (3/4)
 For each activity or resource:
set its restricted access
conditions (for the
participants)
 Implementation (see picture):
a. Set via visible/hidden (eye
icon)
b. Set grouping
c. Set group modus
d. Set conditions on ratings and
completion
Note that only the conditions
labeled “d” are really individually
and automatically set.

28


5. PROCESSES

How? (4/4)
 For each activity or
resource: set its
restricted access
conditions (for the
participants)

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6. COLLABORATIVE EXERCISES

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Focus on
collaborative
learning

Source: ISAGA
Dharadam game-
session

31


What?
1. Participants will work in
groups; each group
represents a certain role.
2. The role play passes
various phases; the
facilitator (teacher)
determines the moment
a new phase may start
(and which one). Planning board that may serve as basis for a role play:
the rows are roles, the columns are phases.
3. In each phase, each role
will have access to role
and phase specific
resources and activities.

32


How?
1. Use groupings to
indicate the different
phases.
2. Use opening a certain
web page to let a
participant select a
role.
3. Be sure that all roles
and activities:
 Only are available in a
specific phase
Part of a course page as the teacher will see it. The participants only
 Only are available for see the resources/activities for the current phase, i.e. as far as they
a specific role, i.e. regard their selected role.
available as a certain
role definition web
page has been
opened before.

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7. CONCLUSION

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7. CONCLUSION
 Conclusions
 Groupings can be used creatively (sub-groups according to various criteria, level
groups, phases/stages/steps-of-play.
 Restricted access offers new and extended options, but also new challenges:
 Less is more.
 Structured learning paths, no spaghetti.
 Wish list
 Logical constructions “NOT” and “OR” (and brackets) for restricted access (now only “AND” is
supported).
 Iteration of activities (including automatic reset of “completed”); now only concatenation, selection
and parallel are supported.
 Migrations between individual level and group level and vice versa; populating groups via individual
choice.
 Variables to be set, changed, displayed and used in conditions (now, the only way is working via the
grade book which is very clumsy).
 Recommendation
 Study well-known offline collaborative exercises and analyze whether they can
be supported by Moodle or not.
 Follow-up

35


THANK YOU!

Pieter van der Hijden MSc
Sofos Consultancy, Amsterdam, The Netherlands
www.sofos.nl – pvdh@sofos.nl

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