Archive for the ‘review’ Category

Book Review: Using Moodle

Sunday, March 9th, 2008

Jason Cole and Helen Foster have written the second edition of their book Using Moodle. As I wrote in the first review of this series, if you’re out to get a book on moodle, this might just be the one. While it does not get into the details of installation, it does have a comprehensive overview of moodle version 1.8 and its many components. And, because it is based on a later version of moodle, it details more of its current features.

Cole and Foster start off with an explanation of what moodle is and the philosophy behind both its software development and its educational design. The book moves on to setting up moodle accounts and courses; then it adds information on adding course content and managing a moodle course. The major modules are discussed, most of these have their own chapters with detailed information on setting them up and creating effective activities. Unlike the Rice volumes, however, Cole and Foster include separate chapters for the assignment, blog, and database modules.

If I had to choose one out of the three books (obviously I didn’t have to ;-) ), I would get this one. It has a good balance of the basic for new users and solid suggestions for more advanced users to create useful activities. Unfortunately, with last week’s release of 1.9, it’s time for a third edition of Using Moodle.

Book Review: Moodle Teaching Techniques

Sunday, March 9th, 2008

Rice’s Moodle Teaching Techniques is the next logical step for someone who knows his way around the Moodle LMS. While Rice’s first book gives a good overview on getting started with moodle, this book helps users to create many interesting learning activities. The chapters are based on some of Moodle’s included modules. If you’re looking at a blank moodle course page and having trouble figuring out what to do, this book can take you through adding an activity and tweaking the settings to create learning tasks for your students.

There is a complete run-down of how forums can be used to open up dialogues with individual students or bring students together in relevant course discussions. Chats, extremely processor-intensive in my own experience, can be used to bring a ‘guest speaker’ to a course or help students with course questions. Quizzes can be used for self-assessment of course material or checking learning under timed conditions. Lessons can introduce new content, check understanding, and provide remediation. Wikis can be created and uploaded before class time with course outlines which students can then augment with their own notes, a process Rice calls “guided note taking.” Several other modules are discussed and each one has at least one clever approach to the teaching/learning issue. All in all, this could be a very useful book for someone who needs some ideas for their moodle installation. Check it out.

Book Review: Moodle

Sunday, March 9th, 2008

I’ve been using the learning management system (LMS) moodle since 2003. I’ve created some of my own ways to work with students in blended- or hybrid-course formats, and I’ve been peeking in on presentations at various conferences. Since I started down that road, at least three books on moodle have been written. This post is the first of three reviews.

Rice’s Moodle from 2006 is a good overview of what moodle is, how you can get it and set it up, and how you can add some useful activities for your students or clients. If you have never used open source software or if you have never set a package up, it can seem a daunting task. One dangerous mistake in the section on setting moodle up is to have your data directory in the moodle directory itself. Doing so opens the data up for others to read and/or alter in some way. The recommended location for this directory is above your public_html directory, so please make careful note of this for your own reference.

The rest of the book is a fairly thorough run-down of setting up courses of different kinds, adding course content relevant for your courses, creating activities that are appropriate for the types of learning you seek, and accessing user and evaluation data from courses as they progress. The final chapter has an overview of adding modules and plug-ins to enhance moodle’s features; it also runs through some of the essential maintenance tasks that will keep your data safe in cases of trouble or moving on to the next school term.

Overall, if you have access to this book at a library or on a colleague’s desk, this book will go a long way towards getting you up and running with your own moodle system. Moodle is currently at version 1.9, and the version used in the book is moodle 1.4. The upgrade in features and changes in several moodle components require a major revision in the book. If you need to buy something, you might do better with the Cole and Foster book (review on the way), although this latter volume does not include the installation information of the Rice book. As always, the Moodle Documentation and online help forums may help with any questions you may have along the way.

NeoOffice (OpenOffice.org for Macs)

Monday, February 25th, 2008

For most of the past 10 months or so I have been doing my best to use NeoOffice for my word processing and spreadsheet needs. I have to say that, with only one notable exception (a bug in an earlier version caused some characters to display strangely; that was cleared up quickly), it is both solid in its stability and robust in features.

NeoOffice is an Open Source package for Mac designed to work with the same (and possible more) kinds of documents as Microsoft Office. NeoOffice’s origins come from OpenOffice.org (if you’re a Windows or Linux user, that’s the place to go). Here’s the blurb from the NeoOffice site:

NeoOffice is a full-featured set of office applications (including word processing, spreadsheet, presentation, drawing, and database programs) for Mac OS X. Based on the OpenOffice.org office suite, NeoOffice has integrated dozens of native Mac features and can import, edit, and exchange files with other popular office programs such as Microsoft Office.

Released as free, open source software under the GNU General Public License (GPL), NeoOffice is fully functional and stable enough for everyday use. The software is actively developed, so improvements and small updates are made available on a regular basis.

I’ll write up some more on this great package. In the meantime, check it out…

Book Review: Dispatches from Blogistan

Saturday, February 23rd, 2008

Is your blog getting you down? Does your blog suffer from bloglessness? Have you been blogging for a while now, but haven’t quite found your blogging mojo? If any of the above includes you, you may want to check out Dispatches from Blogistan by Suzanne Stefanac. While it may sound a bit strange to write a book about blogs, I thought it was honest of her to acknowledge that. Personally, I appreciated having the tome so I could read it wherever I wanted.

The book starts off with an interesting overview of how people have communicated their ideas through the ages (I’d like to have the timeline, printed over several pages, of the history of discourse in a poster in my office). Stefanac then describes several of the main genre types of blogs: blogs with links to important sites, online diaries (I would have to say El Viajero fits best in this category), meeting places for particular topics (otaku comes to mind), places to get news, and blogs for those with some kind of agenda. These chapters include copious example sites and have some interesting interviews with major bloggers.

The eighth chapter is a must-read section for anyone who has not yet started a blog or wants to make a move to another system. Relevant topics include free or paid services, sharing your (or following others’) posts, and trying to make some money with your blog (easier said than done).

Chapter nine runs down some of the important elements to include, configure, tweak, set, upload, write, cut, tag, archive, show, copyright, license, design, plan, broadcast, arrange, edit, entice with, link to, syndicate, make searchable, and, finally, test. Chapter 10 has a good overview of what to consider when you are actually writing your blog entries. The tips include getting started with the white screen in front of you, writing eye-catching ledes, adding useful tags, and managing the overall content on your pages.

Chapter 11 (not the bankrupcy law) provides some useful tips for getting the most out of your blog (if you’ve been here before, you may have already noticed some changes here and there). Tips include carefully choosing keywords to use in most of your entries; Stefanac notes that planning ahead will allow you to place the keywords in such critical places as your domain name and title bar (I’ve missed out on those). Being active in other blogs and blogging in general are helpful as well. By reading and commenting on other blogs and adding links to important posts in yours, you can raise your ranking. Other tips are registering your domain with various blog search engines, adding key posts to social bookmarking sites like del.icio.us, and subscribing to your own feed(s).

The next chapter gives an overview of some of the online legal issues to consider. Copyright, fair use, intellectual property, creative commons, and parody are all given varying degrees of coverage. Defamation and libel are given space; anyone covering news or people should know this information as a minimum. There are also guidelines on writing about work and how to get journalists’ credentials to get your foot in the door of serious reporting. The final chapter is on some of sites in the second wave of the web: Web 2.0 (you know who you are :-) )

Interspersed amongst each chapter are links to example blogs and useful sites. All in all, this is a great book. My only gripe is that there is a lot of redundancy in places, as if each chapter was written separately with no thought to what has been or what will be in the rest of the book. A little more thought during the editing process would help to give this book’s readers a little more credit for being able to remember what they have read.

JALTCALL 2007: moodle Remains King of the Open Source LMS

Thursday, June 7th, 2007

Since I was away from teaching and researching in Japan for a year, I have missed out on seeing what’s new with the learning management system (LMS) moodle (most tertiary institutions in the U.S. have a commercial LMS like Blackboard already in place; no need for people to look for their own solutions). JALTCALL 2007 was able to fill my moodle jones in a positive way.

There were three moodle workshops on Saturday and a moodle reader presentation on Sunday, and I’ll try my best to do them justice here. The morning workshop was put together by William (Bill) Burgos of manabu3, a moodle partner. He talked about adding multimedia files to moodle’s quizzes (the quiz function is one of the modules in moodle). Bill described some of the basics for file sizes and manipulation, and recommended some freeware and/or open source applications to help out. He demonstrated uploading multimedia files of various kinds and showed us how to link to them for particular questions in quizzes. He showed a nifty trick by adding a space character so the file is embedded into the question itself. This trick is on my list of things to try out. We were all able to log into a sample course and try some things out for ourselves. We were also provided with a helpful handout and a CD chock full of material. Thanks for the cool workshop, Bill!

The afternoon session started off with a great workshop on adding to/modifying/tweaking moodle for your own purposes. This was a fast-paced workshop, so my notes (and often the handout) do not include a name for an attribution. At one level, modules can be added, deleted, and modified to suit users’ needs. Some of the modules with an English-teacher-in-Japan background include Hot Potatoes, lecture feedback, project, and self-study. I do not understand why a Hot Potatoes (HP) module has been created. HP restricts users to quizzes which are open to the public only; why bother with this when the moodle quiz module works fine? Paul Daniels talked about his development of several modules. The presentation module allows teachers to convert their PowerPoint presentations to Flash for easy viewing. The media blog module adds voice recording and other media support to the blog modules. He also talked about seating chart and freemail modules. I believe none of these are quite ready for primetime, but they are well on their way. Gordon Bateson then took the floor to show off some of his very, very cool tweaks. How many times have you spent teaching your students to register with moodle using a capital letter for the first letter of both first and last names and ended up with all small case or all large case? Gordon’s cool tweak not only changes it to the proper format, but it also eliminates the long vowels that are unnecessary in romanized Japanese. Gordon got a big oooohhh during the workshop for that one. He also had a tweak for unique cell phone addresses that is a kind of override for moodle’s email address check. To be honest, at this point, my head was spinning from all I had seen in this workshop, and my notes come to an abrupt end. But if you want to see some of this stuff, the workshop materials are available at: http://englishforum.sgu.ac.jp/downloads/jaltcall2007/. I have to conclude this section with a two thumbs up on this presentation, as it was the first that I saw that went far beyond the “moodle has forums, and quizzes, and…” so typical of recent JALTCALL conferences. At the party on Saturday, I put in a request to the JALTCALL powers-that-be to have more of these higher level presentations and workshops. I am always ready to take my skills to the next level. The future indeed looks bright for the moodle platform.

The final moodle workshop of the day was by Peter Ruthven-Stuart on how to get moodling. We got two handouts on moodle and one for a reading activity, and lots of hands-on time with moodle; my notes are sparse on Peter’s presentation for that reason. The first handout (sorry, I cannot find a link to it) describes in clear detail (without the technical parts) what one should do to get a moodle installation up and running. If you don’t know how to do this, you might want to contact him to get his handout. The second handout walked everyone through logging into a moodle course that was already set up. Peter set up accounts beforehand with user names, passwords (that were the same as the user names), and some fake names. For anyone setting up their own workshop, this seemed to be a great way to do it. Once users logged in, they could change both their fake names and their passwords. I’m guessing these were all created in a text or spreadsheet file and uploaded later. We were then led through some of the many activities that were set up for us: various pre-reading activities for a short article, vocabulary-building activities, quizzes, and many others. All in all, it was a great workshop, jam-packed with lots of hands-on activities.

On Sunday, Tom Robb, of Kyoto Sangyo University, talked about the development of his moodle reader module. This module, not yet ready for prime time, is designed to help students keep track of what they have read as well as give teachers a way to check students’ progress. Students will be able to use the module to choose the book they read and take a quiz on the book’s content. Students scoring more than 60% will receive credit and be awarded points based on the level of the book. Tom is working with publishers to use the tests that publishers have already created. This module could go a long towards helping students and teachers keep an eye on reading progress.

Whew! I guess that’s about all I have on moodle for now…

JALTCALL 2007: MASLE

Tuesday, June 5th, 2007

The conference kicked off Friday evening with six workshops held in two computer labs in the very modern Building 8. For the first one, I choose Brian Teaman’s machine-aided spoken language evaluation (MASLE) presentation. The system is designed so that students can record their voices on their computers according to some predefined texts. Then the results can be evaluated in one or two ways: by hand by the teacher or other evaluator, or by machine. Brian has added a speech recognition engine to check student recordings. Evaluating with the group at the presentation, the sample of ten recordings took us just under 5 minutes to do ‘by hand.’ The machine evaluation took about 2 seconds! The output still needs to be massaged into a readable form, and the machine’s results should use more of the available range (most of these results came out either .01 or .97, with nothing in between). However, once these are taken care of, the time factor of evaluating hundreds of your students’ speaking tests could be reduced greatly.

We were then given a chance to try the system ourselves. There were some technical difficulties because of the university’s network/firewall/gremlins. We were able to record our voices using the system, but we were not able to upload the files for a machine evaluation.

Interesting work, Brian! Keep us posted.

JALTCALL 2007: A Job Well Done!

Tuesday, June 5th, 2007

Well, I’m settling back in to the work groove after a solid weekend at Waseda University in Tokyo. The good folks there helped to put together a fantastic JALTCALL 2007 Conference. For those of you who don’t yet know, JALTCALL is JALT’s uber special interest group for CALL. Time permitting, I’ll be putting up some information on a few of the presentations I attended.

I have no idea what the measles situation was while I was there, but I’m hoping that the disease ran its course, and we all escaped spot/scot-free. I’ve just heard, however, that some schools in Kansai are shutting down; the outbreak just might makes its way down here.

Book Review: Creating Significant Learning Experiences

Sunday, May 8th, 2005

You may have noticed that I have been reviewing many books dealing with education and course development. I am always trying to improve my own courses, so I have been using my DCTE 760 doctoral course as an opportunity to work in that area. Fink (2003) is the last of the books I aimed to read during my spring break from classes. Unfortunately, I read this one last and could not finish it before classes started up last week. I would like to use Fink’s model, as well as others, to revamp my own courses as soon as I can get a chance.

First off, Fink (2003) is another excellent book on designing college courses from start to finish. Fink (chap. 2) begins by outlining some of the elements of a ‘good’ course. He observes that good courses:
—challenge students to significant kinds of learning.
—use active forms of learning.
—have teachers who care about the subject, their students, and about teaching and learning.
—have teachers who interact well with students.
—have a good system of feedback, assessment, and grading (p 28).

Fink mentions Bloom’s work (see my post #111 for a chapter review of the updated version) on creating a taxonomy for learning. Fink has created his own taxonomy which he claims can increase opportunities for significant learning to take place in college courses:
—foundational knowledge
—application
—integration
—human dimension
—caring
—learning how to learn (pp. 31-32).

Fink provides examples in several academic disciplines where his taxonomy can be used to create courses of all types. The first two chapters lay out Fink’s philosophy and the foundation for the taxonomy, and the rest of the book is a step-by-step guide on putting his ideas into practice. I can recommend this book to anyone looking to improve one’s courses and teaching.

Reference

Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass.

Book Review: Thinking about teaching and learning: Developing habits of learning with first year college and university students

Friday, March 18th, 2005

Leamnson (1999) was recommended to me by a former colleague and good friend. We both work with first-year university students, and I have never read a book aimed specifically at this unique population. Overall, the book is very well written, and the arguments are presented carefully. Let me start off by writing that if you work with such students, this book is a must-read!

I chose this chapter (Leamnson, 1999, chap. 5) because I have had several Aha! moments in reading it. Leamnson starts off the chapter with an unorthodox definition of teaching: “any activity that has the conscious intention of, and potential for, facilitating learning in another” (p. 51). He wants to separate teaching from learning because this chapter is about the behavior of teaching itself.

Critical concepts from this chapter (Leamnson, 1999, chap. 5) include the fact that we should be persuading our young college students to have the motivation to learn. We should be exposing and inspiring (he also uses the word seduction for lack of a better term) our students because learning is internal. We also should be encouraging our students to make notes (as opposed to take notes, like it is something we give our students) and organize the material they are working with. He stresses language is a key for our students; they should be talking and writing about their work.

Leamnson (1999, chap. 5) summarizes the chapter with five of the techniques he discussed:
1. Use ten minutes of class time to talk with different students about course material (for example, material from the previous class).
2. Give the concept first, then the term which defines it (we usually do it the other way around). This way the students will listen better.
3. Have the students do the cognitive work. Do not give them pre-packaged notes, outlines or organized material!
4. Teachers should be “inspiring and persuasive” (p. 81).
5. Cooperative learning is important. Students should work in groups to check their knowledge and share ideas.

Reference

Leamnson, R. (1999). Thinking about teaching and learning: Developing habits of learning with first year college and university students. Sterling, VA: Stylus.