Dr Amanda Pate , Academic and Digital Development Adviser at LEADS and member of the ‘ How to Moodle ’ team , said the project has been welcomed by colleagues from across the University .
“ Since it launched in October , How to Moodle has generated quite a bit of interest . We have developed the course to incorporate technical guides alongside examples of how our VLE can be used in different and engaging ways , while still ensuring that approaches adopted are pedagogically underpinned .
“ It is continuing to evolve with a recent addition being a section on the University ’ s baseline for Moodle and we are currently developing material that focuses on using Moodle for active learning ,” added Dr Pate .
Professor Jo-Anne Murray , Assistant Vice-Principal ( Digital Education ), endorsed the resource : “ This is an excellent resource for staff to access anywhere and anytime they are looking for information and help around using Moodle and other associated technologies .”
How To Moodle is just one example of how LEADS is helping staff to adopt communication and knowledge focused , student centred approaches to using Moodle , as opposed to information-focused , teacher centred approaches .
The team is working with key stakeholders across the institution to develop Moodle Minimum guidelines to ensure a minimal level of quality across all courses .
In addition , the Moodle Active Learning and Teaching ( MALT ) project has recruited student interns to develop interactive learning resources on flipped classroom , group work , and peer review .
References
Mishra , P . and Koehler , M ., 2006 . Technological pedagogical content knowledge : A framework for teacher knowledge . The Teachers College Record , 108 ( 6 ), pp 1017-1054 .
Young , C . and Perović , N ., 2016 . Rapid and Creative Course Design : As Easy as ABC ? Procedia - Social and Behavioral Sciences , 228 , pp390-395 .
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Celebrating 25 years of SHED