Implementing a learning management system (Moodle) in a secondary school, a pragmatic view (original) (raw)
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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.
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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.
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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.
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