Learning and teaching with Moodle-based E-learning environments, combining learning skills and content in the fields of Math and Science & Technology

Kotzer, Shulamit and Elran, Yossi (2012) Learning and teaching with Moodle-based E-learning environments, combining learning skills and content in the fields of Math and Science & Technology. In: 1st Moodle Research Conference (MRC2012), 13-15 September, 2012, Heraklion, Crete.

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Abstract

E-Learning environments may contribute to the teaching and learning process if the integration is done within the framework of proper pedagogy. Building customized E-learning programs places high demands on design, programming skills, and time. An alternative to this can be deployment of courses within learning management systems. One such system that has been gradually gaining worldwide popularity is Moodle (Modular Object-Oriented Dynamic Learning Environment), a course management system for online learning. Moodle is “open source”, allowing developers to tailor the system to individual needs. It also communicates extremely well with many web -based resources (Facebook, YouTube, Wikipedia, JClik, Hot Potatoes, etc.), allowing developers creativity and versatility. The design of Moodle is based on socio-constructivist pedagogy. This means its goal is to provide a set of tools that support an inquiry- and discovery-based approach to online learning. Furthermore, it purports to create an environment that allows for collaborative interaction among students as a standalone, or in addition to, conventional classroom instruction. In this paper we present an overview of E-learning environments that we have implemented using the Moodle platform. These environments include interactive activities combining simulations, short videos, virtual experiments, games and more, in order to enhance interactive learning based on constructivism theory, and allow for students and teachers to learn skills for intelligent use of information and technological communication. The environments have been developed in partnership with teachers, as an enhancement to face-to-face teaching, for both curricular and extra-curricular learning. One main advantage of these environments is the freedom of teachers to add, change or use them as is, according to their needs; hence, the teachers are equal partners in the development. We will also show how these environments supply teachers with many interesting tools that can be used to improve the teaching– learning process, and the students to reinforce their abilities and knowledge, in a user friendly and stimulating manner engaging them in a fun, familiar and modern environment where much of their daily non-school activities take place.

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