ELT article published by Prof. Jonathan Acuñaat http://reflective-online-teaching.blogspot.com/
attendance, grades, and homework submission.
For these “tasks” teacher
shave a great number of tools that have been added to the Moodleplatform, such as forums, chats, surveys, wikis, and the like. The only oneinconvenience is that there are no ongoing training sessions to empowerfaculty in the use, virtues, and potentials of the LMS. As a consequence,the Moodle platform is
from my point of view- underused.
Universidad Latina’s LMS
is intended to help our students to achieve their
learning goals satisfactorily with their professors’ assistance. From my
personal pool of experiences with the system, the Moodle platform hasbeen used to boost student critical thinking and autonomous learning,something that at times does not fully happen in class. In the F2Fenvironment, students refrain themselves from expressing their ideas orconcerns. However, within the LMS learners are able to mull over the classcontent, reflect upon learning tasks, and finally produce some sort of discussion, assignment, or reflection connected to the course content andobjectives. For me, this is one of the greatest pluses the system offersusers. With this system students have regained their voices that cannot beusually heard in class time.
When one thinks of the Web 2.0 tools that can best fit one’s current
teaching conditions, it is necessary to bear in mind what the purpose is andthe technology trend students are in. In my case, with ELT students, we
have come to use Twitter to create a “community of practice” especially
aiming at those who are in their teaching practicum or taking the last