Ecuador

January/February 2012
Special thanks to Evelyn Rodriguez from the IES Abroad Quito Center for submitting these photos!

A Note from John S. Lucas
Dear colleagues, While Moodle allows faculty to bring together content and assessment, the success of a course still depends crucially upon talented and experienced professors to guide students and to shape their experience in class. With this in mind, we are now working to make our use of Moodle more interactive. Interactive learning through Moodle can help to engage students, increase their e ciency, and ensure that they are ready to take full advantage of the class sessions you prepare. Interactive learning means more than just reading material, viewing a video, or completing a quiz. It also means sharing information with you and with each other through Moodle. It means engaging with the material through synthesis, analysis, evaluation, and response to the materials you have created. These are the higher orders of learning that we associate with critical thinking and which indicate a more sophisticated level of academic achievement. Over the next few months, you will see examples of excellent interactive teaching through Moodle in this newsletter, in webinars that we share with you from IES Abroad in Chicago, and from your Faculty Champions and Regional Educational Technology Specialists. Finally, I am pleased to announce the Moodle Faculty Development and Incentive Program, a new series of initiatives designed to spark your creativity and encourage you to share your teaching techniques with your peers around the world. The awards o ered through this program include the following: 1. 2. 3. 4. Greatest Growth in Educational Technology Faculty Leadership Travel Award Most Creative Interactive Moodle Activities Best Use of Video

The descriptions of each award and deadlines for submission are located in MoodleLearn inside the Faculty Resources section. You may also speak with your Center Director or your Program Dean about how to apply for any of these initiatives. Happy Moodling!

Moodle Tip of the Month...
If you need to add HTML code within an HTML Block for icons, widgets or embedded video, don’t forget to click on the “toggle HTML source” button which directs you to the HTML editor. The toggle button allows you to switch between two editing modes: HTML source code and text. Guides and tutorials for the Moodle modules and blocks featured in the monthly newsletter can be found on the MoodleLearn website: https://moodlelearn.muat.iesabroad.org Use the following generic log in: User ID - iesstudent Password - Student1

Ecuador

January/February 2012

Featured Moodle Module - Wiki Activity
A wiki activity is a collection of collaboratively authored web documents. Basically, a wiki page is a web page everyone in your class can create together, in the browser, without HTML experience. A wiki starts with one front page. Each author can add other pages to the wiki by simply creating a link to the page. In Moodle, wikis can be a powerful tool for collaborative work. The entire class can edit a document together, creating a class product/project, or each student can have their own wiki and work on it with the instructor and their classmates. It may be useful to think of a wiki's front page as a structured table of contents. Essentially, a wiki is organized by its links. In the wiki settings you can allow binary content (images and/or attachments). You can also grant students certain administrative privileges within the wiki pages such as writing/editing text, read-only, removing other pages and reverting back to a previous version of the wiki page. In the wiki activity there is a history tab that is used to display the details of each entry. You can view the author, version, date created and last modi cation date in the history tab. There is usually no central editor of a wiki, no single person who has nal editorial control. Instead, the community edits and develops its own content. Consensus views emerge from the work of many people on a document.

In edit mode, your course weeks/topics can be moved, hidden from students, highlighted or turned on using the section edit icons. This is useful if you want to indicate (or highlight) the current week/topic for your students. You can also hide certain weeks/topics from student view. To create a label for a topic or section: • Click the “Turn editing on” button. • Go to any week/topic. • Next to each week/topic, select one of the icons in the list located on right side of the section: = Show only this week/topic. = Highlight this week/topic as the current one. = Show/hide this week/topic from students. = Move week/topic down.

Highlight Course Weeks/Topics as Current Topics

New Modules/Blocks
Workshop Module: The Workshop Module allows peer assessement of documents, and the teacher can manage and grade the assessment. *Supports a wide range of possible grading scales *Teachers can provide sample documents for students to practice grading The Hotpot Module: The Hotpot Activity Module allows teachers to administer Hot Potatoes quizzes through Moodle. These quizzes are created on the teacher's computer and then uploaded to the Moodle course. After students have attempted the quizzes, a number of reports are available which show how individual questions were answered and various statistical trends in the scores.

This newsletter was sent to provide the latest information for IES Abroad Moodle. IES Abroad Chicago 33 N. LaSalle Street, Chicago, IL 60602-2602 Phone: 1.800.995.2300

Moodle Gradebook - Outcomes
Outcomes (also known as Competencies, Goals, Standards or Criteria) are speci c descriptions of what a student has demonstrated and understood at the completion of an activity or course. Each outcome is rated by some sort of scale that is created by the instructor. It is intimately connected to Grades but is optional to use. For example, an essay assignment might be graded according to these three scales (together known as a Rubric): • Content - Poor, Fair, Good, Excellent • Organization - Poor, Fair, Good, Excellent • Grammar - Poor, Fair, Good, Excellent Outcomes are similar to sub components of a grade. A grade is an assessment of overall performance that may include tests, participation, attendance and projects. Outcomes assess speci c levels of knowledge through a series of statements, that maybe coded with numbers or letters. Thus an overall grade can be given for a course, along with statements about speci c competencies in the form of outcomes. You can learn more details about Outcomes on the IES Abroad Moodle Learning website. Outcomes are included in the Moodle Gradebook tutorials. To access the IES Abroad Moodle Learning Website go to https://moodlelearn.muat.iesabroad.org.

Best Practices In Moodle Course Design
Courtesy of MoodleNews.org Michelle Moore, Chief Evangelist for Moodle at Remote-Learner.net, has 8 years experience in course design and with helping other teachers build better courses. She recently released a list of best suggested practices in Moodle course design and usage. Here are some of her helpful tips and tricks below: • Don’t use more than three font styles • Don’t use the course page only for content (use it as a “launch pad”) • Don’t do all the work yourself (let students build content in glossaries, databases, discussion forums, etc.) • If you create links in labels, note that they will not be tracked in user activity reports (if you’re going to put them on the main page create them as a resource for better course tracking/management) • Beware the scroll of death! (You can add quick links to other pages and resources by using icons) • Align pictures: left/right alignment will wrap text/resources/activities around the images • Don’t be afraid to branch out to other activities. Moodle has so many activities to offer! Experiment with them and put them to use • Allow the students to particpate and collaborate (using group activities, forum discussions, etc.) • Use labels to help organize and guide students through your sections (week/topic format) • Use images to enhance your course

International Technology Terms!
In this month’s IES Abroad Moodle Newsletter, we’ll take at look at how technology terms can be written in di erent languages!
The technology term of the month is:

internet - The global communication network that allows almost all computers worldwide to connect and exchange information.

Chinese 互聯網

French navigateur

Arabic ‫تنرتنإلا‬

Faculty News - Creating a Wikipedia Entry Using Moodle
The goal of the assignment in EU course PO/HS 444 The Dynamics of Integration: From the Marshall Plan to the Eastern Enlargement of the EU was simple: to create an entry that would be accepted by Wikipedia. The rst step for the instructor, Thomas Staub, was to nd a topic in Wikipedia that was relevant to the course and not well covered. His choice: the Fouchet Plan, a plan proposed by President Charles de Gaulle of France in 1961 to form a new “Union of States” in Europe. In class discussion, the class divided itself according to tasks: content ( rst & second drafts, De Gaulle’s role, Adenauer’s view, Benelux’ view), sources (links and literature) and nal edits, with one student assigned to each task, two students assigned to the nal edits, and two project managers.

Thomas Staub IES Abroad EU Faculty

Students met virtually as groups using the Forum in Moodle to create content for each section of the project, and the Project Managers put the nished pieces into a single document. Finally, the faculty member uploaded the document to Wikipedia, where it can be found at http://en.wikipedia.org/wiki/Fouchet_Plan. (Click View History in the upper right-hand corner to see the class’s contributions in October 2011.) In this case, the faculty member elected to use the Forum functionality in Moodle because students were used to working with Forums to discuss questions. Wiki functionality could also be used. This concept could be used at other Centers. The key would be to nd topics that need to be covered in Wikipedia. This might include topics that need additional coverage from the host country perspective, in order to give students the possibility of looking at the local perspective on a topic.

Wikipedia Excerpt from the Fouchet Plan

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