Difference between revisions of "Teaching with Moodle for total beginners"

Jump to: navigation, search

Note: You are currently viewing documentation for Moodle 2.2. Up-to-date documentation for the latest stable version is available here: Teaching with Moodle for total beginners.

m (Reverted edits by Ergunhaziran@yahoo.com (talk) to last revision by Helen Foster)
Line 1: Line 1:
Magnetic Servant Coach uses three significant leadership tools that are unique only to him/her and are neither completely Eastern nor completely Western. These three areas are carefully crafted through evaluation of each unique leadership philosophies both from East and West. This concept is materialized based on as how human society is operating at current times. We are leaving in a global village that all of the cultures and their belief systems are being influenced by one another. Electronic communication technology is capable of delivering messages from East to West and vice verse without discriminating any source or any user. Majority of world’s population is able to follow up the current news and world affair policies which was not even conceivable about two decades ago. Outsourcing of businesses, services are commonly practiced from East to West and vice versa. Athletes and coaches travel around the globe not only for competitive purposes but also occupy both the managerial and the sport coaching positions outside of their native cultures or countries etc. Historically sport is one of the earliest professions that helped the globalization process of humanity. Ever since the International Olympic Games were formed and organized sport has been one of the main tools that used by governments and societies to reach out and export and import ideas, customs and technologies to one another. The practices of Cross-cultural leadership techniques and philosophies have benefitted both civilizations of East and West.  Yet neither techniques nor philosophies of leadership of each culture did go thorough without going through a revision process. Whether Eastern or Western each leadership principle or philosophy has been going through a vigorous process of what seems to be ‘welcome and meet Joe and Cheng’ introduction sessions. When it comes to the leadership and its effectiveness human factor cannot be ignored nor eliminated. Should this happen the leadership process turns into practice of ‘ideology’ and may not make positive changes on human endeavors. Ideologies are designed and crafted for specific type of groups of individuals or societies and may not be applicable to the needs and inspirations of other cultures that are different. If we can use this argument and apply it to the sport settings we can see that a Zen coaching leadership style (applied by a Chinese coach) may not be of the most effective coaching practices when it is practiced on an American football program. Similarly a Western autocratic leadership style (applied by an American coach) may not be an effective leadership tool to coach a Japanese ladies volleyball team. Both the leadership philosophies and the Cultures have to be studied and learned in order for the coaches to be successful and effective.
+
This page is intended to offer a really easy way to start teaching using Moodle. The idea is twofold: first, transfer simple paper-based tasks onto Moodle, then explore more advanced teaching methods that don't have such an exact paper equivalent.
  
Effective Leadership Rules:
+
This will be enough to give anyone a taste of what Moodle can do and will hopefully set you up to start learning more on your own. It's also a lot easier than the full-blown Moodle teacher certificate and has instant rewards in terms of:
1. Visioning and setting an example
 
a. Create an inspiring vision and shared values
 
b. Lead change
 
c. Lead by example
 
d. Demonstrate confidence
 
2. Empowering and energizing
 
a. Inspire and energize
 
b. Empower people
 
c. Communicate openly
 
d. Listen, support and help
 
3. Leading team
 
a. Involve everyone, use team approach
 
b. Coach, bring the best in your team
 
c. Encourage group decision
 
d. Monitor  progress but do not micromanage
 
  
The Tao of Communication (Balanced Exchanges)
+
* saving time and money on photocopying course materials
Purposes Why?
+
* less paperwork (or paper marking) to carry with you
Yin (receiving) Yang (sending)
+
* less correcting (marking) overall
Learning Education
+
* richer and more interactive homework and/or assignments
Understanding Persuading
+
* formal evaluation of discussion skills and contributions (some students excel here whilst performing poorly elsewhere)
Being inspired Inspiring
+
* a wider range of deep-learning activities to stretch more able students
 +
* having all your detailed feedback about the targets you have set stored in the ''Gradebook'' automatically, not lost on the one paper copy of the essay, which you handed back to the student.
  
Form How?
+
Starting ideas for existing practice:
Yin (receiving) Yang (sending)
 
Listening Speaking
 
Watching Showing
 
Reading Writing
 
Knowledge speaks but wisdom listens (Jimi Hendrix).
 
  
East* versus West
+
* Hand out worksheet = place word document onto a course and tell the students where it is
Philosophy, Cultural Values, and Mindset
+
* In-class end-of-unit test = create a quiz with a single attempt, adaptive mode off, and have questions and answers randomly ordered with the feedback + scores hidden for a while. Stick to short answer and multiple choice items for an easy life smile
 +
* Set essay homework = create assignment
 +
* Show video with worksheet = embed a YouTube video in a quiz as a description, then show all the questions on one page
  
East: Main Philosophies: Buddhism,
+
Starting ideas with more advanced features ([[Constructivism|social constructivism]])
1. Cosmological unity
 
2. Life is a journey towards eternal realities that are beyond the realities that surround us
 
3. Circular  view of the universe, based on the perception of eternal recurrence
 
4. Inner-world dependant
 
5. Self-liberation from the false "Me" and finding the true "Me"
 
6. Behavioral ethics
 
  
Western Philosophy
+
* Hold an online debate after preparing in class. Specify a minimum number of posts/replies per student, use a rating scale and have a choice afterwards for a final vote. Optionally assign some students as moderators after giving them appropriate permissions.
Western Philosophy
+
* Run a collaborative project in groups, using a separate groups discussion forum for the lead-in and a wiki for the final project output. Assess them on their forum contributions (sum of ratings), contribution using the history of edits as well as the overall quality.
Christianity**, Rational, Scientific, Logical schools
+
 
1. Feeling oneself as an element of the Divine
+
==See also==
2. Life is service (to the God, money, business, etc.)  
+
*[[The Good Teacher]]
3. Linear view of the universe and life, based on the Christian philosophy where everything has its beginning and the end.  
+
 
4. Outer-world dependant
+
Using Moodle forum discussions:
5. Self-dedication to the goal (success, happiness, etc.)
+
*[http://moodle.org/mod/forum/discuss.php?d=114826#p504007 Social and organizational aspects of "How to" MoodleDocs]
 +
*[http://moodle.org/mod/forum/discuss.php?d=123690 Top 10 homework ideas for beginners]
 +
 
 +
[[Category:Teacher]]
 +
 
 +
[[de:Lehren_mit_Moodle_f%C3%BCr_Anf%C3%A4nger]]

Revision as of 23:11, 8 June 2011

This page is intended to offer a really easy way to start teaching using Moodle. The idea is twofold: first, transfer simple paper-based tasks onto Moodle, then explore more advanced teaching methods that don't have such an exact paper equivalent.

This will be enough to give anyone a taste of what Moodle can do and will hopefully set you up to start learning more on your own. It's also a lot easier than the full-blown Moodle teacher certificate and has instant rewards in terms of:

  • saving time and money on photocopying course materials
  • less paperwork (or paper marking) to carry with you
  • less correcting (marking) overall
  • richer and more interactive homework and/or assignments
  • formal evaluation of discussion skills and contributions (some students excel here whilst performing poorly elsewhere)
  • a wider range of deep-learning activities to stretch more able students
  • having all your detailed feedback about the targets you have set stored in the Gradebook automatically, not lost on the one paper copy of the essay, which you handed back to the student.

Starting ideas for existing practice:

  • Hand out worksheet = place word document onto a course and tell the students where it is
  • In-class end-of-unit test = create a quiz with a single attempt, adaptive mode off, and have questions and answers randomly ordered with the feedback + scores hidden for a while. Stick to short answer and multiple choice items for an easy life smile
  • Set essay homework = create assignment
  • Show video with worksheet = embed a YouTube video in a quiz as a description, then show all the questions on one page

Starting ideas with more advanced features (social constructivism)

  • Hold an online debate after preparing in class. Specify a minimum number of posts/replies per student, use a rating scale and have a choice afterwards for a final vote. Optionally assign some students as moderators after giving them appropriate permissions.
  • Run a collaborative project in groups, using a separate groups discussion forum for the lead-in and a wiki for the final project output. Assess them on their forum contributions (sum of ratings), contribution using the history of edits as well as the overall quality.

See also

Using Moodle forum discussions: