The continuous cycle of Moodle evolution at Australian College of Nursing - Drew Burgess
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The document discusses the evolution of the Australian College of Nursing's Moodle platform from a basic online discussion thread to a fully developed system with Moodle 2.4. It highlights the challenges faced throughout this journey, including issues with engagement and system management, as well as the importance of maintaining enthusiasm, support, and continual education. Key success factors included strong executive support, thorough training, and fostering a positive and passionate culture among educators and students.
The continuous cycle of Moodle evolution at Australian College of Nursing - Drew Burgess
- 1. The continuous cycle of Moodle evolution at Australian College of Nursing Drew Burgess Manager, Education Support MoodleMoot – July 1st 2014
- 2. Outcomes of this presentation • Understand ACN’s journey/evolution from a simple thread discussion to Moodle 2.4. • Highlight the successes, pitfalls, failures of the evolution
- 3. Australian College of Nursing • Two offices – Burwood, Sydney and Canberra • Dual sector – o Higher Education – accredited with TEQSA o Registered Training Organisation (RTO) – accredited with ASQA
- 4. Australian College of Nursing o Also have to comply with ANMAC (Australian Nursing and Midwifery Accreditation Council) when the courses ensure registration of change of duties of an already registered nursing practitioner o Approx. 4000 students enrolled each financial year
- 5. Australian College of Nursing • Graduate Certificates o Accredited for 16 specialty Graduate Certificates o Usually 12 months in length o 4 subjects in total – 2 subjects each semester o 20 weeks semesters o 150 hours per subject – 120 course work / 30 assessments o Expectation: 7.5 hours per week per subject o Students can commence either February or July semester o Around 80 separate subjects available
- 6. Australian College of Nursing • RTO o Immunisation – monthly – up to 100 students o Runs for 3 months o Lots of overlap o Advanced Diploma o Medication management o Principles of Emergency Care
- 7. Australian College of Nursing • Our website: • http://cnnect.acn.edu.au • My email: • drew.burgess@acn.edu.au
- 8. Which do you prefer?
- 9. Or
- 10. A student’s perspective • Students are in the system for a short period of time – they want it to be as simple as user friendly as possible. • Therefore, we to aim for the structured garden.
- 11. Timeline
- 12. Our Evolution • 3 P’s • Positive • Passionate • Patient
- 13. A simple ‘thread’ • A very primitive ‘thread’ online discussion with paper based study guides and resources. • Costly • Heavy • Not practical for a nurse
- 14. Moodle 1.9 • Start date - June 2009 • My manager at the time thought I might enjoy this new online learning…..and a whole new world opened. • Previously, I had passion, but no knowledge
- 15. Moodle 1.9 •Was a very very steep learning curve for all •We didn’t have any outside support, I quickly became the expert. •Sat on internal server – started causing issues
- 16. Moodle 1.9 • Quickly became ‘out of control’ • I was the administrator but didn’t have time to ‘monitor’ everything. • Started to break • Was embarrassing • Educators disengaged
- 17. Decision time • When is the right time? • When have we got time?
- 18. Moodle 2.4 – the evolution • As stated, decided in January 2013 • Launched in July 2013 • Pukunui
- 19. Moodle 2.4 – the evolution – educators and tutors • Executive management support – even if they don’t know exactly what you are talking about – convince them that it will be ok. • Presented to internal staff • Had key dates in place and made everyone aware of these • Lots of training sessions/drop in sessions/sand pits/encouraged self development/ • Remain super enthusiastic
- 20. Moodle 2.4 – the evolution – educators and tutors • Demonstrated how good it will be • Dragged them ‘kicking and screaming and moaning etc.’ • Some needed to be told ‘this is the way it is’ • Bought everyone a Moodle 2.0 Course Development book • Discussed at every meeting on every level of staff • Created ‘how to’ guides • Champions
- 21. 3 P’s • Be Positive, Passionate and Patient o Almost to the point of insanity / ability to ‘lose yourself’ within the project o Share your passion and enthusiasm – it’s infective o Be willing to answer questions / listen to problems etc. o Acknowledge the problems or issue, but remain openly positive that it can be sorted – even if inside…. o Keep engaged with like minded people – who wont bring you down
- 22. What else?
- 23. Maybe???
- 24. Time • Time is needed: o To set up o To explain/educate o To explain/educate AGAIN o To fix
- 25. Energy • Your own energy levels need to remain high • Be open to criticism / ‘helpful’ suggestions
- 26. Love • Love Moodle and all its idiosyncrasies • Love ‘where you are’ – it may not be perfect but it’s the best it can be at this point in time • Love and get excited by what you can see in ‘the future’ – share this vision
- 27. Weeds / Pitfalls • Rogue educators/tutors • Rogue system issues – e.g. – Gradebook • Disinterest • Cheating the system • Planning issues – ‘The best-laid plans of mice and men/Often go awry’
- 28. Weeds / Pitfalls • Poor instruction • Poor lay out • Poor educator / tutor engagement • Set and forget mentality • Forgetting the Pedagogy • Firewalls / IE
- 29. Fruits and Flowers / Successes • Students can access their material anywhere • Educators/tutors loving it • Students loving it • Demonstrated learning and engagement • Branching out • Passion / Enthusiasm
- 30. Garden surprises • Educators loving it – I mean REALLY loving it • People thinking you know everything • People thinking you know nothing
- 31. Failures • Tutor education • Support staff • Grade book • Poor design / technology issues • TIME
- 32. Summary • ‘key’ staff on your side • Lead by example • Remain positive, passionate and patient (3 P’s) • Involvement with the Moodle Community • Seek Professional Help • Constantly Evolving
- 33. Just Remember