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H807 Week 2 Act 2 MOODLE IN THE CLASSICS

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Edited by Karl Duff, Thursday, 17 Feb 2011, 23:22

Case study 2 is that of Glasgow University and their use of moodle to encourage active learning in the Classics. I selected this case study as I am interested in how the traditional classroom environment can be enhanced with the forums and support of Moodle. I also mentioned in the introductory forums that I have no background in the Classics but have come across them repeatedly in my reading.

This case study is quite refreshing in the author's honesty. Ian Ruffell clear identifies the objectives as being to encourage learners to take an active and critical role in their learning. This can happen in the classroom but also in a moodle environment where there's plenty of opportunity for discussion and reflection. It is also suggested that a sense of community can be fostered through this intervention, this is interesting as many learners would argue that elements of socialisation are lost in elearning.

Learners were encouraged and rewarded for their on-line presence with assessment marks for their contributions. This was in reaction to less successful courses where contributions were unassessed. I wonder does the assessment element encourage interaction and eventually becomes habitual and enjoyable or do some learners just do it because they have to.

The author believes that there "was a marked increase in their [learners] capapcity for critical discussion through different media". For me, this is a substantial comment as it achieves what I have always wanted to achieve, an increase in active or participative learning due to a strategic innovation with technology.

Finally, this case study compares the activity and community of learners with a previous run blended learning course. Interestingly there are actions that can be taken to combine the positives from both courses.

K

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H807 Week 2 Act 2 PODCASTING IN ARCHAEOLOGY

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Edited by Karl Duff, Thursday, 17 Feb 2011, 23:18

I'm delighted with this week's focus on case studies on elearning, following on from our discussions on innovation.

The first case study I looked at was on the use of Podcasting in Archaeology in Swansea University. I selected this case as I'm a big fan of podcasting in general, whether for entertainment, general interest or work. I have used podcasts in my Instructor role to add a "different voice" to the input.

Elizabeth Mullet has already analyzed this case study so I'll avoid repeating her detailed observations but rather focus on the potential and limitations of podcasting in this environment.

Podcasting with images was introduced to give a more engaging and personal input from the lecturers rather then the generic content that can be sourced from text books. The lecturers took advantage of their archaeological visits to sights of interest by recording images and adding commentary. In effect they were customising and personalising the learning experience for the learners, many of whom would not have had the opportunity to visit such sites.

What's interesting about this innovation is that it addressed and succeeded in improving on a lack of site recognition amongst learners. It is "learner-centred" and encourages collaboration amongst learners even on different courses. This has expanded into the faculty whereby they share with colleagues outside of their university.

It is clear that the podcasts create an element of "authenticity" to the learner environment and encourage reflection amongst learners. It is an opportunist innovation though, as the podcasts are created in tandem with site visits but what if there were no site visits or how can the same benefits be gained outside of this subject area. The case study also mentions learners have an interest beyond "PowerPoint", have published on-line themselves and have used web 2.0 technologies in their own assessed work. What if the audience were not so accepting of technology? possibly a more traditional learner would this innovation achieve the same level of success?

K

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Good to be back!

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As the song goes It's good to be back. I finished H808 quite happily with the submission of my ECA. I was very proud of this paper and see a direct progression in style and substance since my first OU assignment. Unfortunately after a long wait I got a result that didn't reflect this progression I think it was about 73% which is 1 or 2 % more then my first assignment. I was also dissappointed to see that everything below a distinction is a Pass - bit unmotivating. The feedback came after even a longer wait and came by post (irony not lost!!)- I read it once and haven't touched it since. It was so different from the constructive, supporting feedback I had received from Lesley. Anyhow it was a great paper - so there!! I got 75% in my first TMA get in there!! And some really spot on feedback from tutor Dave.

So why am I back... ? well after finishing H808 on the up I started straight into H800. This has been up and down, depending a lot on my availability - I sometimes feel unworthy of posting if I am late engaging which has a counter motivational affect.  Anyhow H800 is probably less technical as you remember me having to take command of wikis blogs & podcasts on H808.

You've been on my mind for some time but I must admit I'm using you...Yes week 12 requires us to use a blog. So my next post will be part of Act 2...don't hate me!!

Karl

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