King Edward VI School
From Schoolforge-UK
Contents |
Background
Many teachers would like to use the internet to provide online learning for their pupils but most are deterred by the level of technical expertise or amount of time currently required. Over the last two years I have been investigating the possible use of an online learning management system (LMS) for our school. I have trialled Nicenet; Blackboard and Think.com; I have read about other LMS’. I have attended a presentations on Learnwise and Simply Click. None have fitted the budget (not too expensive), philosophy (a gradualist approach – not requiring a ‘leap in the dark’) and requirements (ease of use, even for non technical teachers) of the school.
However, I recently came across MOODLE (‘Modular Object-Oriented Dynamic Learning Environment’ – a pioneering free open source e-learning software package - http://moodle.org/), and it looks as though it may fit all our requirements. MOODLE is a sophisticated but very easy to use LMS – we already have permission to use the software for our school and community projects and have registered a domain online for use of the software. Jacob Romeyn in Dec 2002 from a discussion thread at Moodle.com stated: "… after investigating about 8 different LMS platforms, none come even close to Moodle in: speed, ease of use by both student and Teacher, simple to install, available functions ….. I have used WebCT for three years before I started to use Moodle and have not missed it a bit." (grammatical errors corrected).
Moodle is so intuitive and easy to use that I believe it has fantastic potential for use in our school.
Specific Aims
- To determine the effectiveness of using Moodle in enabling teachers to implement online learning in a secondary school situation.
- To introduce the software to the staff at KEGS, to support their use of the software, monitor their successes and failures, and investigate the effect it has on teaching and learning.
Key Findings of Research
Since a VLE in a school is likely to be an additional tool for teachers (as opposed to the only tool in distance learning), it was not surprising that some features of the VLE such as forums, quizzes and assessment modules were less used than in the tertiary sector.
By the end of the year, about 1/3 of staff were using the VLE from time to time, about half of these frequently. Another 20% showed initial interest, but never pursued it. Almost all staff cited lack of time as a constraint on the use of the VLE.
How was the VLE used and found useful by teachers (focus group comments)?
- To post own tasks online, linked directly to relevant websites.
- To provide lesson information, resources, syllabus for long term absentees.
- To provide an ordered list of course requirements; gave structure to students work (and helped organise the teacher). Also supported NQT - materials are dated and helped to guide teaching speed.
- To post exemplar work/model answers for pupils online.
- Ease of use of Moodle enabled regular updating of links/materials. Teacher could edit/add new links in lessons, immediately they are suggested by students.
- Skills ‘toolbox’, essay planners etc posted online.
- Revision materials posted online – for pupils with identified problems.
- General paperwork, syllabuses, trip letters, health and safety forms posted online to save admin.
- Homework posted online – no excuse for forgetting/misinterpreting tasks.
Generally, teachers used the VLE as an extension of their classroom practice. It was only rarely used to develop new teaching approaches.
Main Benefits for Students (cited in questionnaires)
- Helped with revision (50%)
- Extended my learning (39%)
- Helped me keep up with difficult topics (33%)
- Enabled me to keep up with work when absent (25%)
- Helped me manage my own learning (eg. move ahead at my own pace) (19%)
Note: One unexpected outcome - a student new to the school felt that the VLE had helped him feel part of the school and helped embed school systems.
Note on Forum use:
Discussion forums appeared less useful than is the case in the tertiary sector. They were used occasionally in some subjects for specific tasks, but pupils had to be ‘coerced’ into using them. General ‘help’ or ‘revision’ forums were little used by students. An exception was for clubs where the VLE acted as a ‘meeting’ point for the group. Forums were then well used. Teachers in charge of these activities found the VLE very useful.
