Philippines and Experiences in Adopting Moodle as a … · and Experiences in Adopting Moodle as a...
Transcript of Philippines and Experiences in Adopting Moodle as a … · and Experiences in Adopting Moodle as a...
APEC ICT4E EXPO
Mactan HiltonCebu, Philippines
June 9, 2010
Muscovado on MoodleAsia Pacific College’s Initiatives and Experiences in Adopting Moodle as a LMS in Higher Education and an Introduction to the Muscovado Project
Dennis Reyes Academic Program DirectorSchool of Computer Science and Information TechnologyAsia Pacific College
Asia Pacific College
CHED Center For Excellence in IT Education
Reed Hundt,
Chairman of the US Federal Communications Commission,1993-1997
“There are thousands of buildings in this country with millions of people in them who have no telephones, no cable television and no reasonable prospect of broadband services. They are called schools.”
Asking the Right Questions
•Who are our learners?•How are today’s learners different from (or the same as) faculty/administrators?•What learning activities are most engaging for learners?•Are there ways to use technology to make learning more successful?
Educating the Net Gen by Diana Oblinger and James Oblinger
•Understanding the Net Generation•Information technology is woven throughout their lives but they do not think of these as technology.•One generations technology is taken for granted by the next. It is simply how things are done.
Understanding the APC Student, a product of the Net Generation•20% were using computers when they were 5 to 8•Nearly 100% has used computers by High School•96% of students between 8 and 18 have gone online•74% have access at home•61% use the Internet on a daily basis•13 to 17 average age 3.1 hours watching TV and 3.5 hours with digital media.
NOTE: students may use more than one media at a time
Non-Traditional Learners
•Delayed enrollment•Attend part-time•Work full-time while enrolled•Financially independent•Have dependents•Single parent
Why Technology is Important?
•Part of our world•Tech is embedded in our society•Makes things faster•Abstract concepts are easier to grasp when technology is used•Technology allows us to learn as much as we want about virtually any topic•I usually connect with friends either to get help or to help ourselves
Which are You?
•Ask yourselfoAre you more comfortable composing docs online or longhand?oHave you turned over “remembering” over to a technology device?oDo you attend meetings with a laptop or PDA?oAre you constantly connected?oHow many different activities can you effectively engage in at one time?oDo you play computer or video games?
Implications
•Most stem from the dichotomy between a net gener and most faculty, staff, and administrators
oIts not about technologyoThey don't think in terms of technology, they think in activities that technology enablesoInternet as an access tooloDefinition of technology (ex a simple cell phone is not technology but a new featured phone is)oSMS, IM, Twitter is not a technology. It is an action, a verb
The APC Experience
•The New Academy•Moodle as a Learning Management System (LMS)•Introduction to the Muscovado Project
The New AcademyCarole Barone, EDUCAUSE
•A new academy is forming thatoAcknowledges the changes manifested in the Net GenerationoUses the power of technology to enable deeper learningoDemonstrates the interplay of culture and technologyoChanges the nature of interaction among the members
Confronting the Reality of Change
•Evident in Higher Education•Higher Education should assimilate the roles, rules, and relationships in a new academy•Talk, Text, Test does not work. Students become bored and restless•Student and faculty expectations are not met
New Context, New Academy
•Characteristics of a New Academy
– Interplay of Culture and Technology– A Multidimensional Framework for Action– New Cultural Values– A New Style of Leadership– The Relationship of Learning to Space
Socio-Technological Context
•Understanding that technology’s major impact has been social•The need for professionals and researchers to work collaboratively•Web-enhanced, “blended” courses produce higher learning outcomes
New Decision-Making Framework
•Decision making in higher education suffers from conventions and timetables•Faculty, students, administrators and campus leaders are the agents of change•Technologies, tools, and techniques are the instruments the agents have to enable change
Cultural Values
Traditional Socio-Technological•Linearity •Multidimensionality•Stability •Continuous Change•Fixed Structures •Flexible Structures•Individualism •Collaboration•Consistency •Dynamic Reconfiguration
A New Style of Leadership
•Active, enlightened and sensitive•Communication is critical
oAlignment of budgets and goalsoArticulated, understood and assimilated institutional goals
•Leadership makes alignment happen;oAlignment directs energy and resources toward agreed-upon goals
•Transformation requires alignment
Relationship with Space
•Space in the New Academy is designed to support learning and research goals, not to comply with artificial space utilization criteria•Learning Spaces should support learning activity•Learning activity is different from teaching activity•Not confined to class times or formal classrooms, whether that is a hallway, or in a virtual community
Characteristics of Learning Space
•Flexibility, design for the future•Ubiquitous wireless network access•Small group spaces•Social spaces•“Thought” Spaces
Traditional Laboratories
•Physics•Chemistry•Electronics•English/Speech•Computer
Computer Laboratory
•Rearranged to form small group spaces
Project Laboratories
•Small and Intimate, enough for a group of 5•Projects are stored on servers (Appforge) •Reserved for the duration of the term
Social Spaces
•Wi-Fi Enabled Spaces•Student Lounges •Student Organization Lounges•Mini Conference Rooms•Cafeteria
“Thought Spaces”
•English Resource Center•Library•Internet Café•Prayer Room
Institutional Resolve
•Confront the reality of the Net Generation•Decide that change is possible•Understand the dynamic interplay of culture and technology•Base decisions on values rather than on traditions•Develop a culture of evidence•Align expectations with goals and actions •Determine priorities, make decisions, execute, and measure outcomes
What is Moodle?
•Moodle is a Course Management System (CMS), also known as a Learning Management System (LMS) or a Virtual Learning Environment (VLE). It is a Free web application that educators can use to create effective online learning sites.
http://www.moodle.org
Moodle as our Learning Management System (LMS)
•Uses the power of technology to enable deeper learning•Technologies, tools, and techniques are the instruments of change•Web-enhanced, “blended” courses produce higher learning outcomes
APC Situation in 2004
•Concerned with low grades, even with the basic subjects•Learning expectations not met•Students bored with traditional lectures•Faculty teaching in the way they were taught•Lack of documentation (grades, content, teaching material)
IT Concepts Case Study
•IT Concepts - foundation subject for all APC freshmen
oTextbook - Discovering Computers, Shelley, Cashman series
Computer categories and componentsTheories and conceptsVocabulary
•Examine the root cause for the poor performance
oAverage Grade 70o1/5 failure/repeat rate
Discovering Computers
Chapter 1 The World of ComputersChapter 2 Internet and World Wide WebChapter 3 Application SoftwareChapter 4 The Components of the System UnitChapter 5 InputChapter 6 OutputChapter 7 StorageChapter 8 Operating Systems and Utility ProgramsChapter 9 Communications and NetworksChapter 10 Transmission Media and DatabasesChapter 11 Computer Security, Ethics and PrivacyChapter 12 Information System DevelopmentChapter 13 Careers and Certification in the Computer Industry
IT Concepts as Traditional Lecture•Lectures delivered using acetate•Traditional paper-based tests after each chapter
2004 Test Scores
•No LMS used•Passing 70, Average 70•108 Freshmen, 22 Fail/Repeat (20.37%)
6274 69 71 66
75 6975 71
64 6773 71
0
10
20
30
40
50
60
70
80
1 2 3 4 5 6 7 8 9 10 11 12 13
Aver
age
Gra
des
Chapters
SY 2004-2005
Improvements for IT Concepts in 2005•Content remained the same
oDiscovering Computers 2005•Test construction seminar improves tests
2005 Test Scores•No LMS used•Marginal improvement on student performance•Passing 70, Average 74•117 Freshmen, 22 Fail/Repeat (18.80%)
71 75 74 7869
62
7863
79 78 77 79 77
0
10
20
30
40
50
60
70
80
90
1 2 3 4 5 6 7 8 9 10 11 12 13
Aver
age
Gra
des
Chapters
SY 2005-2006
Moodle Introduced for IT Concepts in 2006•Content remained the same
oDiscovering Computers 2006•Material imported into Moodle•Infrastructure not ready so tests remained paper-based
2006 Test Scores•Moodle as LMS used•Surprised on marginal improvement on student performance•Passing 70, Average 73 (Worse than 2005)•126 Freshmen, 24 Fail/Repeat (19.04%)
66 71 7666
74 7366 68
8289
68 6982
0
10
20
30
40
50
60
70
80
90
100
1 2 3 4 5 6 7 8 9 10 11 12 13
Aver
age
Gra
des
Chapters
SY 2006-2007
Lessons from 2006
•Not enough to provide a platform and direct the students to the link to the courseware•Faculty not used to the new teaching paradigm•Students not checking site, seem lost, disinterested•Problem with inconsistent site access
Recommendations for 2007
•Faculty training in online course management
oAdministrationHow to use the LMS, It's features and tools (Text Pages, Web Pages, Links, Uploading files)How to construct and use the tests (Multiple Choice, True or False, Essays)How to handle online submission of assignments, reportsTalk With Your Administrator About Problems You Are FacingThey should be able to help you find solutions and lead you to veteran staff members who can really make a difference.
Recommendations for 2007
•Faculty training in online course managementoFacilitation
Establish Informed Expectations Require High Standards for Assignment CompletionBe FlexibleFront End Vigilance Establish a Human Presence Visible and Predicable Rhythms of CommunicationWrite a Mid-week and Friday PostOptimize Your MessagesGive Constructive Feedback
Moodle Better Used for IT Concepts in 2007•Content remained the same
oDiscovering Computers 2007•Faculty better trained for blended learning•Tests available online
2007 Test Scores•Moodle as LMS used with Faculty Training, online tests•Significant improvement on student performance•Passing 70, Average 81•171 Freshmen, 24 Fail/Repeat (14.03%)
79 7976
7975
78
88
7976
8184
8885
65
70
75
80
85
90
1 2 3 4 5 6 7 8 9 10 11 12 13
Aver
age
Gra
des
Chapters
SY 2007-2008
Recommendations for 2008
•More subjects uploaded to MoodleoNot just IT Subjects but traditional subjects such as Values Education, Rizal’s Life, etc
•Better faculty collaboration•Better Moodle administration•Student orientation on how to use the LMS and how to take tests online
2008 Test Scores•More subjects uploaded to Moodle, online tests•Additional improvement on student performance•Passing 70, Average 87•136 Freshmen, 15 Fail/Repeat (11.02%)
79 77 78 81 8294 93 90 89 92 94 91 94
0
10
20
30
40
50
60
70
80
90
100
1 2 3 4 5 6 7 8 9 10 11 12 13
Aver
age
Gra
des
Chapters
SY 2008-2009
Recommendations for 2009
•Institutionalize Moodle as LMS for all subjects in the School of Computer Science and Information Technology•Collaborate with the faculty from the other APC Schools (Business, Engineering, Multimedia Arts)•Train other Educational Institutions on Moodle and Blended Learning Techniques
2009 Test Scores•Highest test scores ever•Passing 70, Average 89•217 Freshmen, 19 Fail/Repeat (08.75%)
9380 80
87 8880
91 94 94 90 91 8797
0
20
40
60
80
100
120
1 2 3 4 5 6 7 8 9 10 11 12 13
Aver
age
Gra
des
Chapters
SY 2009-2010
2004 to 2009 Test Score Summary
0
10
20
30
40
50
60
70
80
90
100
1 2 3 4 5 6 7 8 9 10 11 12 13
62
7469
71
66
75
69
7571
6467
737171
75 7478
69
62
78
63
79 78 7779
77
66
71
76
66
74 73
66 68
82
89
68 69
8279 79
7679
7578
88
7976
8184
8885
7977 78
81 82
94 9390 89
92 9491
9493
80 80
87 88
80
9194 94
90 9187
97
Final Words on IT Concepts Case Study
•Test results improved when using Moodle properly
• From average of 70 to 89•Failure rate lower
• From 20.37% to 8.75%•Other Observations
• Improved participation in class discussions• Improved English in assignments
•Other factors• Cost of computer ownership has gone down• Cost of broadband access has gone down
Project Title Muscovado – Adopting the Sugar Learning Platform to Philippine Context•Muscovado is a type of unrefined brown sugar with a strong molasses flavorhttp://en.wikipedia.org/wiki/Muscovado•The name was chosen because the project is based on the award-winning Sugar Learning Platform that promotes collaborative learning through Sugar Activities that encourage critical thinking, the heart of a quality education. Designed from the ground up especially for children, Sugar offers an alternative to traditional “office-desktop” software http://www.sugarlabs.org/
Project Title Muscovado – Adopting the Sugar Learning Platform to Philippine ContextSugar is the core component of a worldwide effort to provide every child with equal opportunity for a quality education. Available in 25 languages, Sugar’s Activities are used every school day by one-million children in more than 40 countries
Project Title Muscovado – Adopting the Sugar Learning Platform to Philippine Context
CHED Funding P1.5 M
Duration January to December 2010Goals • Fulfill APC SoCSIT’s obligation to
provide assistance to aspiring Higher Education Institutions
• Espouse open source and e-learning methodologies to enhance learning landscape
• Assist APC in pooling and recruiting superior students for the in-coming SY
Project Title Muscovado – Adopting the Sugar Learning Platform to Philippine Context
Objectives • Enhance Language and Math learning environment and resources in secondary schools using e-learning methodologies
• Enable selected faculty members in developing technology-enabled learning resources using e-learning and open source technologies
• Engage selected secondary schools in development of technology-enabled learning resources
Methodology Muscovado Contest: A competition in developing learning resources suitable to Philippine elementary education
Target Beneficiaries
•Adopted 90 high school students from 4 selected private / public high schools
• Ramon Magsaysay High School (Partner of TIP-QC)• Dr. Josefina Perlado, Principal• Mrs. Sonia A. Carmen, English Coordinator
• Pasay City West High School (Partner of PLP)• Mrs. Lourdes Garrido, Principal
• National University High School (Partner of NU)• Rowena R. De Guzman, Principal• Alexis M. Santones, High School Coordinator
• Pasay City South High School (Partner of APC)• Dr. Myrna M. Sarmiento, Principal
•12 Faculty members from selected 4 Higher Education Institutions
• Technological Institute of the Philippines (TIP-QC)• Pamantasan ng Lunsod ng Pasay (PLP)• National University (NU)• Asia Pacific College (APC)
Methodology Muscovado Contest: A competition in developing learning resources suitable to Philippine elementary education
• Three (3) schools will form ten (10) teams of three (3) students each for a total of ninety (90) students
• APC provides 1 laptop to each team (30) laptops
• Teams develop learning resources mentored by faculty members
• Teams to compete in five categories
Contest Awards Laptops for 1st and 2nd places of each of the five categories for a total of 30 laptops
Contest Categories
• Native Animated Fables• Interactive Games• Graphics• User Interface• Filipiñana flavor
Partnerships CHED SponsorSugar Labs - Caroline Meeks
eKindling – Cherry Withers, Ryan Letada, Sandeep Chandiramani, Jerome Gotangco, Tessa Yuvienco, Marife Mago, Joel Yuvienco
OLPC - Marife Mago
POSSE - Mel Chua
Humanitarian FOSS Project
Thank You
http://www.apc.edu.ph