1. M. Catherine Chauvin
GTCC
CIS-110-Introduction to Computers

2.  Introduction to Computers
 LMS course restored from department resource
course
 “Canned” – all text, no images
 Having built a few web pages, I wanted more
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3.  Added a theme
 Did my students notice? NO!
 Uploaded a few images.
 Did my students notice? NO!
 I continued making changes,
 blobs of text … gone,
 online assignments, inserted images into quizzes, etc …
 Did my students notice? NO!
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4.  Then I did something interesting.
 Actually, I didn’t do it, eLearning retired the theme I
was using which was replaced with “no theme.”
 Did my students notice?
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5.  “Are there any questions about this week’s
assignment?”
 “Hey, Ms. Chauvin, why did you change the color of
our webpage?”
 `“Yeah, I noticed that too.”
 “ What, the green is gone?”
 “Oh, man, it don’t look so good now?”
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6. I was inspired to build a better Moodle course-room for
my students.
I began weekly meetings with our Instructional
Designer, Tonya Riney.
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7.  Traditional or in-seat courses
 Moodle pages are generally used a repository for
resources and quizzes
 Instructors often do not realize the benefits of an
interactive LMS course-room
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8. 8Chauvin, M. Catherine
http://human.edublogs.org/2009/06/09/grow-a-moodle/

9.  … gigabytes of info on ‘growing gap between the
teachers and students in using technology’.
 We (instructors) use “experts”
 … the biggest pool of experts sits right in front of our
nose – out students!
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10. “What is the viability of students
teaching teachers about
Moodle?”
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11. “You have just been given full editing rights in a
course in Moodle called Teach a Teacher. Your
job is to upload two files and then create a folder
with these two files in them. There are a couple
of clips called 2 Minute Moodle's to help you
work it out.
Go and see who gets it done!”
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12.  12 students
 none had ever had a teacher role
 4 didn’t watch the videos and finished in 5 minutes
 6 watched the videos and finished in 10-15 minutes
 2 finished in about 20 minutes
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13. 13Chauvin, M. Catherine

14. Instigated a new program:
“Teach a Teacher”
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15. Presenting the idea from student to teacher
requires finesse
 Consider the following:
 ‘Miss, do you want me to show you how
Moodle Assignment activity works?”,
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16.  Another approach:
 “Miss, lots of people in our class lose or get
late with assignments. Would you like me
to show you how we could submit our
assignments from home to save us
forgetting to bring stuff from home?”
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17.  “Would you like me/us to show you how you
can…”
 store all kinds of files in a place we can all easily
access them anytime we want or need to (files &
folders)
 allow us to talk like equals without the loud kids
always having the say (forum)
 show you how to use quick messages to each
other, not emails (messaging)
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18.  What is the benefit in all of this for the students?
 Aren’t we wasting their school time to learn this stuff?
 Preparing for and learning how to teach someone a skill,
 communicate appropriately and implement the training,
 evaluate and improve,
 learn how to use WYSIWYG/HTML,
 learn how to develop assessments
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19.  Assignment:
 Group project to build a Moodle page based on your
assigned chapter
 As a group, present your Moodle page to the class
 Teach your assigned chapter
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20.  Requirements:
 Add a theme
 Add a home page summary
 Reduced sections to have no empty sections
 Section/Block Zero is your chapter information, clearly
state your chapter number
 Display blocks only on the right side
 Assessment
 Images
 Study Guide
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21.  Building the student groups:
 Grades/ability
 Attendance
 Class participation
 Gender
 Age
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22.  Outcome:
 The computer “gurus” got their voice
 Younger students helping older students
 Students began making suggestions to their other
instructors
 Had fun!!
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23.  Student Moodle Pages …
 Main course page
 Grow A Moodle, Tomaz Lasic
 http://human.edublogs.org/2009/06/09/grow-a-moodle/
 Or Google “grow a moodle”
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