LRNT 524 Unit 3, Activity 2, Team #9

The Moodle Super Interface

Rod, John, and Denys present the Moodle Super Interface! This concept evolved through a series of synchronous meetings where we got to know each other and our challenges, frustrations, desires and ideas relating to the interaction with Moodle LMS. We enjoyed the process even as we experienced an unfamiliar design thinking task.

Interface Applications/Modules:

Student blog: Links MSI to a site similar to WordPress so that students can share their work professionally and engage with professionals outside the classroom similar to suggestions made by Veletsianos (2011).

Student journal: learning logs possibly with video for reflection and even story telling (Veletsianos, 2011). 

Team projects: expanded forum board for team work and linked to other MSI apps.

Real Time Collaboration: for editing (similar to Google Docs). This could be very useful for international student access where Google is banned.

Quick APA 7: illustrated for the most common examples of APA referencing.

Newsfeed: mimics the look of a social media site to attract engagement and provoke critical thinking (could be student generated, in teams, to promote student agency)

Moodle Tutorial: for MSI and Moodle in general.

Portfolio: students keep track of the learning that interests them most.

 

Interface Gadgets:

Nanogong plugin: a tool for verbal responses to assignments. 

Voice Thread: allowing students to comment on coursework related images that an instructor posts.  

Podcasting: through the Audacity app for audio expression of learning.

Lino: for sticky and photo sharing to enhance idea generation and project work.

MSI Instant Text Messaging: (similar to ‘Discord’) for conversation threads between individuals and teams. 

The Interface

The Moodle Super Interface (MSI) was inspired by our desire to make Moodle more engaging and fun to use while providing tools for academic success within a constructivist framework . To achieve this level of engagement we propose an interesting interface that would be available on mobile devices, allowing for opportunities to use location based “technology enhanced activities”(Veletsianos, 2011) . It is important to note that Moodle for mobile is readily available but is identical to the standardized format.

Currently, Moodle (according to our team) looks quite bland, unappealing and sometimes difficult to navigate. Many of the MSI features, applications and “gadgets” that make a Moodle page look appealing, easy to use, and useful currently exist (Barrett, n.d.) however, they must be imported or linked from the World Wide Web. The MSI gives students all in one access to a variety of tools focused on collaboration and also the opportunity to share their skills and knowledge individually. The interface provides opportunity for alignment with the Critical Instructional Design (CID) premises of Morris and Stommel (2018) learning that is student centered, collaborative, and inclusive. It presents a series of applications forming a mobile friendly learning environment based on constructivism– directly related to the type of process that we undertook to complete this assignment. The MSI encourages the use of multiple tools in assignment creation and provides opportunities for alternative submission formats. Working in an online environment can be stressful, so the MSI is designed with simplicity of student use in mind. Moodle is our team’s only experience as students with  LMS; our desire was to focus on tools that we as students would gravitate to as interesting, “agentive spaces” (Morris & Stommel, 2018) that include room for affective learning opportunities. Our attempt at creating this interface was to move away from tools that reinforce standardized behaviourist pedagogy.

Thanks for considering these questions for feedback.

  • What struggles or challenges, if any, have you had with Moodle MLS?
  • If there was one or two things that you would change about Moodle LMS what would it/they be?
  • Are there any features, apps, modules, or gadgets that would be useful to consider implementing for critical instructional design purposes?
  • How would you use the concepts of critical instructional design in your use of Moodle with students?

References

Morris, S. M., Stommel, J. (2018). Critical instructional design. In An urgency of teachers. https://criticaldigitalpedagogy.pressbooks.com/chapter/critical-pedagogy-and-learning-online/

Barrett, T. (n.d.). 47 interesting ways to use moodle support student learning. https://www.flowinsports.com/files/Moodle/47_Interesting_Ways_to_Use_Moodle_to_Support_

Veletsianos, G. (2011). Designing Opportunities for Transformation with Emerging Technologies. Educational Technology, 51(2), 41-46. http://www.jstor.org/stable/44429917

 

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