228 210 RSCEast PowerPressed

Moodle@UCE Automation or Transformation: 

Moodle@UCE Automation or Transformation Alan Staley, LTDU, SSDD

Moore’s Chasm: 

Moore’s Chasm

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Timescale Key Activities Learning Technology Development: The Road Map @ Phase One Innovation Feb 2004 to Aug 2004 Small Scale Pilot: ‘Enhancing the Quality of Academic Programmes in HE’ (SSDD module on MA Education) Active Experimentation by staff. Test integration with Library and Student Records Systems.

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Timescale Key Activities Learning Technology Development: The Road Map @ Extended Pilots: Up to 10 live Modules with students per Faculty and Central Services in the first semester and an additional 15 in the second semester. Active Experimentation by Staff. IT standard

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Timescale Key Activities Learning Technology Development: The Road Map @ Modules to exist within Moodle as required by staff. Systems evaluation Student experience evaluation IT standard

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Timescale Key Activities Learning Technology Development: The Road Map @ All modules on all courses to exist within Moodle and to comply with Moodle @ UCE Code of Practice points 1,2,3 and 10 as a minimum. Systems evaluation Student experience evaluation IT standard Senior management decisions

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Learning Technology Development Unit Moodle @ UCE: Code of Practice My Module

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November 2006 Update: 

November 2006 Update 60%+ of academic staff actively using Moodle 2000+ modules now Moodle enabled 8000+ logins to Moodle per day 20,000+ students enrolled on Moodle modules 100,000+ transactions each day

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AUTOMATION AUGMENTATION TRANSFORMATION Impact on face to face teaching methods: None Impact on curriculum design: None Change in underpinning pedagogy: None. Instructivism remains the dominant model. IMPACT Transforming university education through the use of Moodle Impact on face to face teaching methods: Some change as a reaction to the technology e.g. less didactive teaching because students have already accessed a video lecture Impact on curriculum design: Major focus is still on what happens in class – little planning of independent learning time. Use of Moodle and face to face teaching not fully integrated Change in underpinning pedagogy: None Impact on face to face teaching methods: Much more focus on engaging learner activity, group facilitation and individual mentoring. Impact on curriculum design: More of the curriculum changed to Problem-based Learning, Experiential Learning. Independent Learning time fully designed and integrated with face to face contact. Change in underpinning pedagogy: More focus on constructionist pedagogies. IMPACT IMPACT Transition Transition

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