Tag Archives: student participation

Learning Systems Wishlist

In a blogpost, Learning Systems ’08 host Elliott Masie lists 12 features learning management systems could/should have.
Elliott Masie’s Learning TRENDS – Learning TRENDS – 12 Wishes for Our LMS and LCMS

A summary:

  1. Focus on the Learner
  2. Content, Content and Content
  3. Ratings, Please
  4. More Context
  5. Performance Support Tools
  6. Social Knowledge
  7. Learning Systems as Components
  8. Focus on the Role
  9. UserContent Authoring
  10. Learning Systems as Service
  11. The Lifecycle of Learning Systems
  12. Learning Systems as Human Capital/Talent Systems

While Masie’s focus is on training and learning in corporate situations, many of these ideas are discussed in other types of learning contexts, including higher education. Some of the most cynical of university professors might say that the reason this list could apply to both corporate and university environments is that university are currently being managed like businesses. Yet, there are ways to adapt to some of the current “customer-based” approaches to learning while remain critical of their effects.

Personally, I think that the sixth point (about “social knowledge”) is particularly current. Not only are “social” dimensions of technology past the buzzword phase but discussing ways to make learning technology more compatible with social life is an efficient way to bring together many issues relating to technology and learning in general.

Masie’s description of his “social knowledge” wish does connect some of these issues:

Learning Systems will need to include and be integrated with Social Networking Systems. Some of the best and most important knowledge will be shared person-to-person in an organization. The learner wants to know, “Who in this organization has any experience that could help me as a learner/worker?” In addition to the LMS pointing to a module or course, we need to be able to link to a colleague who may have the perfect, relevant experience based on their work from 2 jobs ago. The social dimension of learning needs to be harvested and accelerated by a new vision of our Learning Systems.

Throughout the past year, I’ve been especially intrigued about the possibilities opened by making a “learning system” like Moodle more of a social networking platform. I’ve discussed this at the end of a longish wishlist for Moodle’s support of collaborative learning:

  • Another crazy idea: groups working a bit like social networking sites (e.g. Facebook). You get “friends” with whom you can share “stuff” (images, comments, chats, etc.). Those groups can go beyond the limits of a single course so that you would use it as a way to communicate with people at school. The group could even have a public persona beyond the school and publish some information about itself and its projects. Moodle could then serve as a website-creator for students. To make it wackier, students could even maintain some of these contacts after they leave the school.
  • Or Moodle could somehow have links to Facebook profiles.

My curiosity was later piqued by fellow anthropologist Michael Wesch’s comments about the use of Facebook in university learning and teaching. And the relevance of social networking systems for learning strategies has been acknowledged in diverse contexts through the rest of 2007.
One thing I like about Masie’s description is the explicit connection made between social networking and continuity. It’s easy to think of social networks as dynamic, fluid, and “in the now.” Yet, one of their useful dimensions is that they allow for a special type of direct transmission which is different from the typical “content”-based system popular in literacy-focused contexts. Not only do large social networking systems allow for old friends to find another but social networks (including the Internet itself) typically emphasize two-way communication as a basis for knowledge transmission. In other words, instead of simply reading a text about a specific item one wants to learn, one can discuss this item with someone who has more experience with that item. You don’t read an instruction manual, you “call up” the person who knows how to do it. Nothing new about this emphasis on two-way transmission (similar to “collaborative learning”). “Social” technology merely helps people realize the significance of this emphasis.

I’m somewhat ambivalent as to the importance of ratings (Masie’s third point). I like the Digg/Slashdot model as much as the next wannabe geek but I typically find ratings systems to be less conducive to critical thinking and “polyphony” (as multiplicity of viewpoints) than more “organic” ways to deal with content. Of course, I could see how it would make sense to have ratings systems in a corporate environment and ratings could obviously be used as peer-assessment for collaborative learning. I just feel that too much emphasis on ratings may detract us from the actual learning process, especially in environments which already make evaluation their central focus (including many university programs).

Overall, Masie’s wishlist makes for a fine conversation piece.

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Moodle and Collaborative Learning

Something I just posted on a forum about the Moodle course management system.

Using Moodle: Thinking Through Groups

Here are some comments and observations about the “Groupsinterface (where an instructor can put participants in distinct groups) and other group-related features in Moodle.
I’m currently teaching a smallish ethnomusicology seminar and a large (170 students) introductory course in cultural anthropology at Concordia University in Montreal. I decided to get my intro students to work as teams on an ethnography project. It’s the first time in my (still relatively young) career that I’m getting students to do teamwork. Yes, it’s a challenge. Moodle has made it both easier and more difficult, IMHO.
Several of these are probably common feature requests from Moodle users and I’m not enough of a coder to implement any of those ideas. These comments also include “pie in the sky,” wacky, wishful thinking, “you gotta be kidding” thoughts about the potential of Moodle’s group-related features. Please excuse the craziness but don’t worry, it’s not contagious.
I’m using “instructor” for my role as the course creator and “participants” or “students” to refer to the people the instructor is putting in groups.

Observations, Comments

  • Listing participants by first name is inconvenient for large university classes. I would like to be able to sort students as I wish, as in the Participants list.
  • In large courses, it’s difficult to select participants who aren’t in any group yet. I understand that the interface is meant to make it possible for participants to be in multiple groups. But I believe it’s common for the instructor to be putting all students in separate groups. In such a case, it’d be so much easier to have the left-hand list of participants hide the ones which are already in a group and only show participants who still need to be put in groups. With 250 participants, scrolling that list back and forth has been very inconvenient.
  • The Participants and Groups sections overlap in function, IMHO. Maybe they could be merged. This would be especially useful in terms of messages. While searching for participants by group, selecting them, and adding them as recipients for a message works, it becomes quite cumbersome after a while.
  • When I click on a participant’s name in the left-hand list, I expect to be able to see to which team(s) this participant belongs.
  • I can select multiple participants in the left and right columns but I can’t select multiple groups to temporarily merge teams. This could be useful, especially while sending messages.
  • Several students seemed a bit puzzled about finding their groupmates. There could be a “group” section for students where they could not only see links to their groupmates’ profiles but also manage a kind of group profile.
  • It’s still somewhat unclear to me how Moodle handles groups. For instance, what does group visibility (separate or visible) mean for journal entries?
  • Maybe they can but I haven’t noticed how group participants may change the group’s name. That would be useful. Especially if they can add some information (available to the rest of the class or only to the instructor) about their group. Something like a group profile. In fact, it could summarize the profiles from all of the group’s members in one page (visibility to students as an option).

Feature Requests

  • In a way, it would be possible to work with groups as if they were individual participants. For instance, we could give grades to a group as a whole and have those grades show up in the group participants’ grade list. Or we could have one-click messaging for a group as a whole, directly from the Participants list.
  • It would be useful to be able to create a new group with selected students instead of having to prepare the groups in advance.
  • It could be neat to have both a group name and a unique group ID, especially with relatively large numbers of groups (I have about 40).
  • The number of participants in a team is very useful data and it helped me rebuild teams which had lost members during “drop and add.” Such data could be put in the interface so that the instructor can sort groups by numbers of participants.
  • Drag-and-drop (through AJAX) would be much more convenient than the current method for adding participants to groups. I guess this one is in the official plans but I want to voice my support for it! wink
  • It could be useful to be able to upload and download CSV or tab-delimited files with all the team information. The data might be available with grades or some such but it’d be very useful to download a grouped list of participants directly from the group interface. It would also be quite efficient to create groups in, say, Excel and be able to implement those groups in Moodle with a simple upload.
  • There might be a group building tutorial but I haven’t seen it in obvious places. Given the fact that the Moodle community is full of experienced instructors, that tutorial could have some advice about good grouping practices, maybe with some links to pedagogical issues.
  • There might be a group building tutorial but I haven’t seen it in obvious places. Given the fact that the Moodle community is full of experienced instructors, that tutorial could have some advice about good grouping practices, maybe with some links to pedagogical issues.
  • I haven’t checked if it might be available already but it’d be useful to have grouped Reports. I don’t want to monitor the activities of most of my students but it’d be useful to know if at least one group member is accessing Moodle frequently.
  • According to many people, it’s usually best for the instructor to create the groups, and it’s what I did. Yet, I wonder if there’s a way for students to create their own groups. If there is, I haven’t noticed it and my students haven’t either. (Maybe it’s a setting…)

Would These Work?

  • There could be a feature which would divide the course up into randomized teams automatically. I eventually used Lab Partners to create random teams that I then grouped in Moodle. It didn’t take me that long but it’s a bit error-prone and cumbersome. Fortunately, my teams will remain stable during the semester.
  • This one may seem like a far-fetched idea but it would be great to have more information about participants while we’re forming the teams. For instance, there could be a database field for majors or even MBTI results. Then, one could combine teams based on theavailable data. Of course, it’s beyond the purpose of Moodle and can probably be done in Excel, but it’s much easier to have everything in the same place.
  • I will have students assess the participation of their teammates. For a while, I was looking at the Workshop module as a way to implement this in Moodle. I ended up deciding on the use of a custom-made peer-assessment system (built at my university) but it could be an interesting feature of Moodle groups.
  • This might sound crazy but I imagine a way for groups to have their own Moodle subsection. We keep talking about peer-teaching and such and I can’t imagine a better than to have students create and manage their own mini-course. One major benefit would be to improve the interface, IMHO. The main Moodle section for the course would contain all the public information and activities. All the “separate groups” activities and material would appear in “group mode.” Students could then understand very clearly what is visible to everyone in the course and what is meant for their subsection only. In separate sections of a course taught by the same instructor (or, in fact, by different instructors) it could also have amazing benefits. I seem to recall something like this instructor-section idea being discussed for a future version of Moodle. But the Moodle take could also have a student-focused structure. Of course, this should not have to go all the way to the Moodle administrator and instructors should be able to create these subsections themselves. But, if at all doable, it would help Moodle leapfrog Sakai (which does handle course sections).
  • I pretty much like the notion of a “session” or “workspace,” which might be the reason why I tend to separate a student’s participation in the course as a whole (through the main Moodle interface for a course) from a student’s participation in a specific team (through a subsection of the Moodle site for the course). So this might be idiosyncratic (and lunatic) but I’m getting a very clear idea of how this might all work. After all, the granularity of “a course” is both too large (“coarse?” wink ) and too fine for many of our needs. Any “course” could become something of a “metacourse” and the structure could be somewhat recursive.
  • Participants could have profiles to be shared only with their groupmates. As it stands, I think the scope of Moodle profiles is system-wide (students have the same profile for all of the courses they take at the same institution, but not for courses they might take on other Moodle installations). Having group-only profiles would be interesting as students manage their relationship with teammates.
  • Another crazy idea: groups working a bit like social networking sites (e.g. Facebook). You get “friends” with whom you can share “stuff” (images, comments, chats, etc.). Those groups can go beyond the limits of a single course so that you would use it as a way to communicate with people at school. The group could even have a public persona beyond the school and publish some information about itself and its projects. Moodle could then serve as a website-creator for students. To make it wackier, students could even maintain some of these contacts after they leave the school.
  • Or Moodle could somehow have links to Facebook profiles.

Ok, I’m really going overboard. It’s just that I really love Moodle and want it to do everything at the same time. Using groups has opened up a whole new side of Moodle for me and I find myself thinking out loud a lot.