1. Jennifer Gilligan, Open Learning Research Associate, IT Sligo, Ireland www.itsligo.ie Using Moodle as a MOOC platform in the classroom Moot Ireland UK 2016

2. There are a number of factors cited that make it difficult for students to adjust to third level life including: financial pressures; the wrong choice of programme or module; difficulties with making friends or being homesick. This presentation will look at how a MOOC was developed in Moodle to address the needs of students making this transition from 2 nd to 3 rd level education. Project Background

3. PlanAnalyseDesign Develop Implement Evaluate Action plan Launch Course Design

4. Credit to Image source: Planning your online course (CC BY-NC-SA 2.0) Course Design

5. Dual Pathway Learning Key Design decisions Rich Course Design Multimedia Re-use of content Collaboration Simple log in Appeal to Teachers and Students Accessible Reward Motivation pedagogical framework Capability to handle ‘massive’ course Online and Classroom

6. Why Moodle was used Objectives Audience Delivery models and pedagogy Widespread use Enrolment Learner Management An active supportive community

7. Dual Pathway Learning (Groups and Groupings) Why use Moodle as a MOOC Embedding of videos, Images, links Forums, Blogs, Wikis Simple log in Intuitive design Responsive design The use of Digital Badges pedagogical framework The use of comments Rating posts Assessment

8. Moodle Activities that can enhance a MOOC: Reflective journaling A group activity carried out in a Forum Use a forum as an upload area Use a forum as a comment area Use a forum as a Q & A A group activity carried out in using live chat Use a choice activity to poll an opinion Glossary display The workshop activity The Database activity Allow students to record audio as part of an activity Collaborative real-time editor Bookmarks, useful links and RSS feeds Reflective journaling A group activity carried out in a Forum Use a forum as a comment area Use a forum as a Q & A A group activity carried out using live chat Use a choice activity to poll an opinion Glossary display Books, Lessons, Workshop, Database activity Bookmarks, useful links RSS feeds Why use Moodle as a MOOC

9. Assessment Self assessment, formative and summative Quizzes- using topic release system Communication Peer to Peer communication (e-tivities) Written thoughts recorded in forums Reflection Blogs, forum posts, vision board, summary Surveys – Start, Middle and End of MOOC Certification Award of final Digital Badge Communication Classroom discussion Project work Roles Teacher Student Emoderator Orientation Guide for teachers Guide for students Classroom activity E-tivity Quiz How Moodle Was Used Feedback Data analysis Moodle reports Piloting Survey and focus groups Gamification Badges Progress Bar

10. How Moodle Was Used

11. Provide support Work with limited resources Motivate Customise settings Blending Moodle into the classroom

12. Blending Moodle into the classroom Student Teacher/GCe-Moderator Class room Synchronous Classroom activities Group work Asynchronous E-tivities Asynchronous Teacher support

13. Blending Moodle into the classroom

14. Gilly Salmon's pedagogical framework Scaffold Support Spark develop The five stage model provides a scaffold for a programme of e-tivities. Gradually building in participant’s previous experience’. ‘Support and development to participants at each stage as they build up expertise in learning online. Each stage requires e-tivities of a different nature’.

15. Gilly Salmon's pedagogical framework Spark: a small piece of information, a sort of "input". Task: ask the participants to do an activity online. In doing the activity, participants have to complete a task and try to solve a problem by themselves. Respond: participants are invited to read other participants' e-tivities and comment. Image and text taken from Salmon, Gilly (2002), "E-tivities. The Key to Active Online Learning", London: Tayler & Francis. ISBN 0749436867 SPARK TASK RESPOND

16. Gilly Salmon's pedagogical framework STAGESTUDENT ACTIVITIESCOURSE DESIGNWeek Stage 1 Access and motivation Setting up system and accessing Learning to take part, learning to log on, learning to return to this space frequently Introduction and Instruction, Emoderation/Facilitation information Welcome area Resources to provide support and motivation Dual pathway info Badge info Week 0 Orientation Stage 2 On-line socialization Sending and receiving messagesIntroductions, Ice-breakers Ground rules, Netiquette Week 1. Discover Learning Stage 3 Information exchange Carrying out activities Reporting and discussing findings Facilitate structured activities Assign roles and responsibilities Support use of learning materials Encourage discussions Summarise findings Stage 4 Knowledge construction Course-related discussions Critical thinking applied to subject material Making connections between models/ work- based learning experiences Facilitate open activities Facilitate the process Asking questions Encourage reflection. Week 2. Critical and Creative thinking Week 3.Digital Literacy Week 4. Responsible Citizenship Stage 5 Development/ Reflection Use of conferencing in a strategic way, Reflection on learning processes, Students become critical Support, Respond only when required, Encourage reflection, Tutor is less active and hands over to the students Week 5. Reflection

17. Find out more... To find out more go to: http://www.getready.education/http://www.getready.education/ Or email : gilligan.jennifer@itsligo.iegilligan.jennifer@itsligo.ie

18. Thank you for listening Q&A