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    The edLAB group at the Puget Sound Center for Teaching, Learning and Technology offers innovative professional development worldwide.

    We are offering one, all-online, instructor-led, hands-on course this spring:

    (If you were hoping to register for the March-April Create Powerful Online Learning with Moodle course, please register for Build Understanding... instead.)

    Register now! or View the flier for this course or request more information from instructor Matt Huston

    * Clock and credit hours are available for an extra fee.


Skip Course categoriesSkip Informal Learning + Moodle Buzz

Informal Learning + Moodle Buzz

Informal Learning Blog
  • New skills for learning professionals

    This month’s big question asks, “In a Learning 2.0 world, where learning and performance solutions take on a wider variety of forms and where churn happens at a much more rapid pace, what new skills and knowledge are required for learning professionals?”
    Last month I opened the IADIS eLearning 2009 Conference in Portugal with an address [...]
  • Reflections on working smarter

    No art is less spontaneous than mine. What I do is the result of reflection and the study of the great masters.
    -Edgar Degas
    Learning is not compulsory… neither is survival.
    -W. Edwards Deming
    Formal education will make you a living. Self-education will make you a fortune.
    -Jim Rohn
    If you hold a cat by the tail, you learn things that [...]
  • ASTD groks informal learning

    Informal Learning was the theme of Tony Bingham’s keynote presentation at ASTD’s International Conference and Exhibition in Washington this month.

    To my surprise, he brought up a recent article I wrote for CLO magazine on the importance of making connections.
    Here’s a recording of Tony’s presentation.
Moodle.org: Moodle Buzz
  • Make the Most of Your Studies: A Case Study and Web Usability Study Using the Collaborative Virtual Learning Environment Moodle with Postgraduate Students from Oil & Gas Related Courses, Thesis from Syndia Lengyel

    Type: Thesis
    From: Syndia Lengyel
    Published: 18 May 2009

    Course and Institution:
    Dissertation in MSc Information Management at The Robert Gordon University, Aberdeen, Scotland (submitted 18 May 2009)

    Search Terms / Classification:
    Moodle, Virtual Learning Environment, VLE, e-Learning, Postgraduate students, UK Higher Education, Usability, Usability Study

    Data Collection Techniques:
    1. Usability Testing and Observation
    2. Interviews
    3. Questionnaires
    4. Freedom ofInformation Requests
    5. Additional data sources (relevant conferences, literature review)
    Total number of pages:
    255 page (Note: 103 pages are dissertation text)

    File size:
    4,42 MB

    Marked received:
    A (excellent)

    Abstract:

    The overall aim of this study was to draw-up recommendations on how the collaborative virtual learning environment 'Moodle' could be integrated and embedded more effectively in the studies ofpostgraduate Oil & Gas related courses at The Robert Gordon University. A single intrinsic case study approach was chosen. Data was collected using usability testing and observation, interviews, questionnaires, Freedom of Information Requests and additional data sources such as relevant conferences and secondary research for literature review.

    Background information was provided by introducing the University’s infrastructure, relevant student demographics related to the investigated module ‘Business Essentials’ and analysing theMoodle implementation. By focussing on students’ and academics’ information needs, an evaluation of current processes and setups within the University’s network and Moodle was undertaken. Navigation and consistency as core usability issues were investigated and examples of a potential re-design provided. The e-learning aspect was evaluated by investigating interactivity in ‘BusinessEssentials’. By adapting existing learning content, a demonstration of using Moodle feature in the investigated module was given. Additionally, challenges and opportunities outside the Moodle environment were identified. Within the analysis recommendations were made as appropriate in the relevant sections.

    Key findings of this study were that usability issues need to be addressed in order to provide meaningful information to individual user groups. Furthermore, existing Moodle features need to support interactive learning and address students’ learning style. Additionally, staff training regarding Moodle features, e-learning facilitation and search skills needs to be addressed. Finally, it was found that the University would benefit from establishing a Knowledge Management strategy. A summary of recommendation was detailed in a separate chapter.


    Limitations and Implications:

    As mentioned previously, this study mainly investigated specific settings, processes and participants from The Robert Gordon University regarding one specific module, which was part of the University’s Masters Energy Programme. Data collected showed that a high number of students have a non-European educational background. Therefore, the findings of this study might not be transferable to students from a British educational background. Although invited to this study, only a small number of distance learning students took part in this research (section 2.2,Table 2.3). Consequently, key findings relating to student preferences were mainly developed from data provided by full-time students. Finally, access to programming code or specific settings was not requested for this study. Proposed recommendations might be limited by current configuration settings.


    Originality and Value:

    As this study was undertaken using a single intrinsic case study approach, key findings and recommendations were tailored to the Energy Centre’s needs in the first instance. Where applicable and appropriate, however, The Robert Gordon University as a learning organisation could adapt these for other schools and departments.

    Navigation recommendations were partly based on the latest developments towards Moodle 2.0, which were discussed within the Moodle community. For that reason, this study may be of interest to core Moodle developers. Indicated challenges and opportunities might be of interest to other administrators and users of the Moodle community.

    Finally, this study might be of interest to other researchers or practitioners undertaking an investigation into web usability or the use of virtual learning environments.


    Added to this database by: Syndia Lengyel
  • Tracking Students' Reading with the Moodle Database Module, Presentation from Jay Melton

    Type: Presentation
    From: Jay Melton
    Published: 6 June 2009

    It has been well established that extensive reading should be an integral part of any language program seeking to expand learners' potential. Many options exist to keep track of students' progress. These range from paper-based solutions, where students write out by hand what they read, to sophisticated, and often proprietary, computer-based tracking systems that include testing for comprehension. This presentation outlines development of a computer-based solution that lies somewhere in between paper-based and proprietary systems. The learning management system moodle and its database activity module will be the focus of the presentation. Moodle's database activity module provides an extremely flexible way to collect a variety of data types. Teachers can use the module to track their students' reading over any time period chosen. Teachers can choose what data is to be collected according to their needs. The data can then be sorted according to the data submitted. For example, students' ID numbers, book titles and series, number of pages, ratings, or any other data field created can be used to examine students' reading reports. Data can be exported into CSV, Excel, and/or ODS files. Attendees of this presentation should leave with a better idea of how to adapt the moodle database module to collect data from their own students. Privacy issues are considered in the presentation.

    Added to this database by: Jay Melton
  • Students Adore Moodle, Blog entry from Phil Shapiro

    Type: Blog entry
    From: Phil Shapiro
    Published: 21 May 2009

    Many great inventions come to life because an inventor somewhere became frustrated. In the late 1990s Martin Dougiamas became frustrated with a learning management system (LMS) he was supporting at a college in Australia. Students and professors at that college kept asking him if the LMS they were using could include certain features they needed. While the LMS could support those features, its developers were slow in bringing them to life. So Dougiamas said: "Well, to meet these learners' needs, I'm going to have to do it myself."

    Added to this database by: Helen Foster