LILAC Innovative Program for Instruction Librarians

Training For Training: Moodle as a Teaching Tool By and For Teachers, 2022

The COVID-19 outbreak has accelerated the digitization process in all the areas of daily life, including education. Remote learning has become an indispensable tool from primary school to university. If remote education still does not always prove to be a fruitful experiment, there is no doubt that in the near future e-teaching, both with synchro and asynchronous methodologies, will become a component of the educational program. This research starts from this assumption and aims at creating a training tool for teachers which may enable them to face the challenges of digitization adequately. The ever growing changes brought about by technological innovations can be a great resource for individuals who have the skills to master them rather than be subjected to them. According to a research carried out by Ipsos Institute on over 3,500 high school students and about 2,000 primary and secondary school teachers, during remote learning, 96% of students chat with their friends, 88% eat and 25% cook. These results show that students tend to engage in other activities during remote learning, since they do not feel at the centre of the educational program as active subjects of the lessons. If teachers become skilled in using digital tools, it can be an opportunity to fully develop the principle of learning by doing. For this reason, teachers should fully know the potentialities of the tools at their disposal. This research, therefore, aims at creating an educational workshop for teaching staff (from primary school to university), which, in view of lifelong learning, may help teachers to improve their approach to remote education. Teachers will take on the role of students and will personally experience remote learning through the Moodle platform: being students will enable them to fully understand both the platform tools and the innovative dynamics triggered by this platform in the field of education. At the end of their training program, teachers will have an in-depth knowledge of the platform and will become experts of Moodle. Consequently, they will be able to create interactive educational programs and to make students active subjects

The Education Revolution in Action 3: …, 2010

Abstract Digital technology is now the driving force of the global education sector. Billions of the world population have access to digital devices and millions of others use the same in public places or community settings. The global nations have issued policy agendas for propagating the use of digital technologies and it has resulted in the reduction of physical restrictions and frictions. Most of the educational institutions are getting familiarised with the content management systems and the various platforms offered under its umbrella. This study focuses on the use of Moodle as a Content management system and its effectiveness in delivering educational outcomes in the digital world. While there are several open source Learning Management Systems (LMSs) available today, Moodle is focussed because of its rapidly growing presence and also for promoting the free software and its learning outcomes.

Improving Organizational Effectiveness with Enterprise Information Systems

This chapter analyzes Learning Management Systems (LMSs) and their main features and compares the most popular LMSs platforms considering their utilization and the services they offer. Additionally, it presents a study carried out at the University of Aveiro (UA) that analyses the functionalities and tools of the Moodle platform and their use by students. The data was collected based on content analysis, one non-structured interview with the responsible of the Moodle from the UA and a questionnaire applied to 278 students. The results show that the most mentioned purposes of the Moodle@UA were 'Download materials', 'News' and 'Deliver assignments' and that the most used information materials are 'Texts' and 'Slides', showing that despite Moodle has a great potential, it is mainly used as a repository of materials. The results also highlighted the existence of two groups of students distinguished by the degree of importance given to the Moodle tools.

2012

The present paper highlights the efforts made by the Department of Library and Information Science, University of Pune to use an open source software, viz., Moodle for the promotion of e-learning in the department. Various utilities of the Moodle such as development of the course, blogs, wiki, question banks, notification to the students, etc., has been used. This article narrates the experience of designing, development and implementation of e-learning course for the 'Information Technology' paper of the MLISc curriculum.

2016

So what can you expect from this book, beyond 19 well crafted, well argued essays?! The breadth of topics in this book means that unlike many publications, this book is designed to be dipped into-while some topics may be very familiar to you, others may be completely new, or may serve as a refresher. Whatever your interest, students have taken a number of different approaches to explore a wide range of instruction topics. Some students have helpfully rounded up research into ideas that you may not yet have got round to implementing in your instruction program-whether this is integrating the library into the Learning Management System (Cyndi Landis), creating an instructional Youtube channel (Saleh Aljalahmah) or visual literacy (Brittiny Tirapelle). Others have scoured the literature looking for and presenting best practices for technologies such as LibGuides (Meghan Damour) or for working with special populations such as transfer students (Chelsea Heinbach), English Language Learners (Joanna Stankiewicz) or Seniors (Renate Robey). Students have also uncovered a number of new instruction techniques and technologies that may be of interest, including the idea of visible learning (Meghan Ecklund) or new citation managers (Andrea Copland). Another group of students set out to challenge conventional ways of thinking, whether this is about the educational theory of connectivism (Michael Bovee), the notion of scholarly authority in the classroom (Paul Worrell), or the need for asynchronous learning opportunities (Kate Wimer). Others have taken a deep dive into the connections between theory and practice, whether this is digital media and literacy programming (Cortnye Rusch), multimodal learning and Youtube (Joe Richard) or new and emerging trends in school libraries (Kerena Burns). In fact, topics that go beyond academic library issues are well represented, with a group of students focusing on approaches to teaching intellectual freedom (Rachel Reddick) or health literacy (Tiegan Ziegler) in public libraries, as well as the use of primary sources within school libraries (Rebekah Thurston). The instruction librarian herself is not forgotten either, with Kathryn Bodnar's paper rounding up advice about how to deal with burnout. Whether you read the book from cover to cover, or dip in and out as your semester lets you, the papers that are gathered here represent both the students' exertions to write a paper that will be useful for busy practitioners as well as an important contribution from the next generation of instruction librarians. In her recent post on the ACRLog, Elizabeth Lieutenant (2016) highlights the need for practitioners to become more involved within LIS education, pointing out that "while it may be easy for practitioners to dismiss the relevance of LIS education to our profession's needs, it is those dismissals that contribute to LIS failing the future of our profession." It is in this spirit of mutual engagement and exchange that this book was written and I hope that the importance of continued reflection on and application of these ideas will become clear as you read through these LIS students' valuable contributions to the field. Alison's Acknowledgements First and foremost, I would like to say a huge thank you to the anonymous peer reviewers who were so generous with their time, expertise and feedback. Hailing from five states within the US, as well as from Canada and the UK, this project would not have been possible without their energy and support as well as their generous willingness to meet the tight deadlines I set… Thank you for your help! Lastly, thank you to the students of LIS4330, who have explored the complex and intricate world of information literacy with patience and good humo(u)r. They have not only put up with my ability to relate everything back to figure skating, but have also, through the liveliness of our discussions and the depth of their questions, engaged me even more deeply in the maddeningly fascinating world of information literacy. Thank you! References

ijater.com

E-learning is an emerging field as a promising instructional medium as well as a ripe arena in which to conduct research on its impact on teaching and learning activities. The fundamental nature of e-learning as an instructional medium differs substantially from face-to-face delivery, thereby requiring more new features for course development, online assessment and interaction. Moodle is a software package for producing internet-based courses and websites. It is a Learning Management System (LMS) that allows better cooperation among learners, tutors and students. In this paper we explore the implementation of effective e-learning through moodle and also present how the various facilities of Moodle are used by tutors to provide interactive and stimulating learning experiences in providing higher education in various colleges of technology.

2017

This research paper details the extensive use of Computer Assisted Language Learning (CALL) for a content-based reading syllabus at Gunma University, through the software program Moodle (Modular Object-Oriented Dynamic Learning Environment ), a free and open-source software learning management system used at Gunma University. The research basis of this paper is within the sphere of Action Research , as a valuable professional development tool (Nunan, 2001) based on this researcher’s perceived valuation of the system and how it could better aid students to perform better in and be more motivated towards their English language and reading studies, introduce new technological skills and abilities, and aid teachers in better preparation, teaching and assessment of reading classes. Moodle enthuses that the Lesson Module ‘enables a teacher to deliver content and/or practice activities in interesting and flexible ways...teachers can choose to increase engagement and ensure understanding ...

While (almost) every teacher and student have access to the Internet with all the information just some clicks away, libraries are still necessary and useful. The main issue today is not selecting, providing or efficiently organising the library stock, not even making a library catalogue. Now we must focus on libraries' user-learners, on analysing their needs, developing training programmes for them, and searching online (reliable, public, democratic) resources for every subject in the school curriculum. The librarian becomes a 'mediator' between the growing and diverse needs of students and teachers and the universe of available resources on the Net. Therefore, in this session I will introduce and explain a number of initiatives some Spanish and Latinamerican librarians and teachers have undertaken in this line.

We describe how collections of documents built with Greenstone, an open source digital library system that is widely used internationally, can be integrated into courses offered within Moodle, a leading open source course management system. The scheme provides students with convenient searching and browsing facilities that are accessed directly from the Moodle interface. Library collections are stored on a separate server with which the course management server communicates; institutions can decide whether to run their own digital library server or use an external one. Collections are built with the standard Greenstone Librarian Interface, or with a simpler interface intended for teachers, and can be made available institutionwide or restricted to particular courses. FLAX, an extension to Greenstone, allows the text within a collection to be used as the basis of language learning exercises, under teacher control. The scheme is freely available for download as a Moodle module.

2011

eNOSHA is an open source Learning Object Repository (LOR) developed at the University of Colombo School of Computing (UCSC) in a collaboration between UCSC in Sri Lanka, and two universities from Sweden during 2009 and 2010. eNOSHA is a system where content developers and instructional designers can store and reuse learning objects on 4 different aggregation levels. The system was built based on a need analysis at UCSC in late 2008 and was taken into use at the eLearning Centre at UCSC in early 2010. The system has so far been successful and supported the organisation and reuse of e-learning content at the UCSC eLearning Centre (eLC). However, there still exist several reasons for further improvements when it comes to usability and user-friendliness. Moodle is one of the most popular open-source Course Management Systems (CMS) and has been used in the daily work at UCSC during the last 5 years. Moodle is an effective system for building courses and structure course material but features for storing, retrieving and version handling of learning objects is still under construction in the Moodle community. Persons working with course development need a LOR as well as a CMS in their daily work but to be forced to multiple logins and switching between systems is not good usability or user-friendly. This paper is about the integration between the eNOSHA system and the Moodle system and how it best should be done. Should the eNOSHA system be connected and integrated as a Moodle module in collaboration with the Moodle developing community or is it a better idea to build a module in eNOSHA that handles the communication with Moodle? From a developer's perspective, the building of a Moodle module to handle the connection to the eNOSHA system would be a fast and convenient alternative since the Moodle module template provided by moodle.org could be used as a skeleton for an integration of the additional functionality. However, the Moodle community did not like the idea of integrating the eNOSHA LOR as an additional Moodle module and the main reason is that they have other plans for storage of learning objects in the version 2.0 of Moodle that is expected to be released in September 2010. After some more communication with the Moodle community we decided to choose the other alternative and construct the integration as a part of the eNOSHA system. The first testing of the system integration at the UCSC has so far given us positive feedback and this extension will be included in the coming version 1.6 of the eNOSHA Learning Object Repository.

Global Online Electronic International Interdisciplinary Research Journal (GOEIIRJ) Peer Reviewed Refereed Journal, {Bi-Monthly} Impact Factor - IIFS : 7.00 Volume – XIII, Special Issue – VI, April 2024 , 2024

Moodle is a widely used Learning Management System (LMS), which has emerged as an important interactive tool in the educational environment. Moodle facilitates seamless interaction between teachers and learners. In this paper, an attempt has been made to understand the functionality, need, importance, merits and demerits of the model in modern education. This article highlights how Moodle promotes collaborative learning, personalized instruction, and assessment strategies. A further paper examines the challenges and opportunities associated with implementing the model in different educational settings, emphasizing its adaptability and scalability. Providing insight into the evolution and impact of modals, this article aims to contribute to a deeper understanding of modals' role as interactive tools in shaping contemporary learning paradigms.

2008

46 © 2008 Ining Tracy Chao S electing and implementing a learning management system (LMS) is an important task for many higher education institutions, which can consult various resources1 when embarking on such endeavors. Educational technology practitioners regularly discuss system features, adoption strategies, support services, training, and evaluation.2 At Royal Roads University (RRU), these issues are very important because the university relies on a robust LMS to deliver its academic and professional programs in a blended, cohort-based mode—short-term on-campus residencies combined with fully online courses. This article outlines the issues RRU encountered during its transition to Moodle between mid-2006 and mid-2007, including lessons learned, some of the university’s ongoing work, and anticipated future directions. Other institutions launching similar initiatives can take advantage of RRU’s experience to ease their way.