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ZUZANA KRIVÁ THE SYSTEM MOODLE IN AN EDUCATIONAL PROCESS OF AN ENGINEER Key words: the course management system, on line courses, e-learning, distance.

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Presentation on theme: "ZUZANA KRIVÁ THE SYSTEM MOODLE IN AN EDUCATIONAL PROCESS OF AN ENGINEER Key words: the course management system, on line courses, e-learning, distance."— Presentation transcript:

1 ZUZANA KRIVÁ THE SYSTEM MOODLE IN AN EDUCATIONAL PROCESS OF AN ENGINEER Key words: the course management system, on line courses, e-learning, distance learning, evaluation Department of Mathematics Faculty of Civil Engineering, Bratislava Slovak University of Technology, Slovakia

2 Example of implementing course management system Moodle for 2 subjects: course of elementary statistics in Excel course of VBA (Visual Basic for Applications) We introduce the structure of lessons and display a set of supporting tools and activities for evaluation of students knowledge and communication between a teacher and a student. Gliwice, 25-29 July, Poland

3 Elementary statistics in Excel Gliwice, 25-29 July, Poland Goal – theory: introduction to the theory of probability, Bernoulli scheme, basic discrete distributions and their characteristics, Gauss function, normal distribution and its characteristics, point and interval estimates, introduction to hypothesis testing, corre- lation, regression and trends. Goal – practical skills: to handle automatic computations in Ex- cel, charts, built-in tools, use interactive elements, verify results. Help of Moodle: availability of interactive examples suitable for making experi- ments, availability of texts of lectures and large data sets evaluation of a great amount of students in relatively short time

4 Gliwice, 25-29 July, Poland

5 Course of VBA Goal: basic insight into programming and object oriented programming Programming: to write arithmetic expressions, call built-in functions, statements IF...THEN...ELSE and SELECT CASE for conditional execution of a group of statements and cycle FOR. Object model of VBA: classes working with cells on a sheet, controls and userforms. Except of this we deal with functions defined by users. Help of Moodle: it spares time, helps to solve the problem of unequal level of skills of students, good tool for self assess- ment and evaluation

6 MOODLE Gliwice, 25-29 July, Poland a free, Open Source software package designed using sound pe- dagogical principles, to help educators create effective on-line learning communities.,

7 Gliwice, 25-29 July, Poland Course of VBA Its structure was inspired by needs of distance students first of all. Main reguirements: good availability of courses tools for self-assessment evaluation of students by a teacher good access to data, exercises prepared by a teacher Evaluating of students’ knowledge is performed in several steps: repeating of new notions and definitions answering the questions, when a student not only repeats but also manipulates and works with notions students are asked to analyze examples and make simple synthe- sis

8 Gliwice, 25-29 July, Poland Example of a lesson. Inserting text of a lesson. Lectures are mostly available both in DOC and PDF formats, the first one because of the possibility to copy the program codes. Text is prepared in some editor, here in Word, then we switch to the mode for updates, send the file with lecture to the Moodle server and set the corresponding link. Then, clicking on Lesson1 the Word is opened and the lesson is uploaded.

9 Test Gliwice, 25-29 July, Poland Teacher asks a question and specifies a multiple choice answer. Test offers feedback and can allow multiple attempts. Each attempt is auto- matically marked and graded and the results can be viewed anytime the student (teacher) needs. For doing test an own account is required. Tests are used in two ways: for self – assessment of students and for evaluation of students by a teacher. Tests included in lessons are intended for self assessment: they should help the student to check under- standing of basic notions of the lesson by themselves.

10 Displaying tests Gliwice, 25-29 July, Poland A teacher can select a group and display all tests of students in a group together with grades. A particular test can be displayed by clicking on date of its performing.

11 Creating a test question Gliwice, 25-29 July, Poland Every question must belong to some category. The first step we must per- form is to select (or create a new) category. Then we select a type of question: here, the questions are of multiple choice type. Then we fill in a corresponding form – type a ques- tion, set of possible answers and set evaluation. Assigning 100 % to the question means, that the correct question is evaluated by 1 and the wrong by 0. There are many other possibilities how to evaluate.

12 Verifying questions Gliwice, 25-29 July, Poland If the teacher wishes, he can demand written answers, using a tool Journal. The answers (or set of answers) are private and can only be seen by the teacher, who can offer feedback and to whom, at the same time, the answers are kind of feedback, too. The answers can be dis- played in the same way as tests. Verifying questions present the second step of checking under- standing the lesson. A student not only repeats, recognizes, assigns, selects, but also mani- pulates and works with notions. He must explain, illustrate, use his/ her own words.

13 Exercises. Gliwice, 25-29 July, Poland A student should apply what he has learnt. He/she: suggests solutions, builds a program by synthesis of knowledge obtained in a le- sson. These exercises can be left on a student, or a teacher can ask for a written form. The written form has its importance when the lessons suffer from lack of time and we must ensure, that the process is time-related to the syllabus. Behind the lesson, the teacher can check, if the homework has been done and how.

14 Assignments Gliwice, 25-29 July, Poland The assignments are compul- sory, always sent back to the tea- cher via the Moodle. They con- sists of two tasks: in one student must do analysis in the other synthesis. Students usually create longer programs, in which they combine what they have learnt in a current or previous lessons.

15 Gliwice, 25-29 July, Poland Final tests We want questions to be selected from groups of questions, e.g. two questions from Test1 for lesson1, two questions from Test2 for lesson2, etc. We can use a tool called random question. Questions are of several types. Random question is a ques- tion, for which we set only the category, from which Moodle selects a question in a random way. In this way we obtain a set of different tests of the same level cove- ring the same topic (moreover questions and answers can be permuted). The time period for doing tests can be set by a teacher. Grading is automatic, the teacher need not be in contact with a student, when he /she solves the test.

16 without: the final assignment consists in solving a practical pro- blem - creating two userforms) with: the tests were performed in addition. Two userforms: 1.First is a slight modification of exercises already solved during lessons 2.the other one presents a new kind of problem. Gliwice, 25-29 July, Poland Experiences. We compared 6 courses, where the students were taught without Moodle, with 5 courses, where the described interactive course was available.

17 Gliwice, 25-29 July, Poland There are three main steps leading to a userform: functionality and appearance of a userform is designed, the userform must be displayed and procedures for controls must be correctly assigned, codes of procedures must be written. Use of online course helped significantly in the first and second steps. Progress in the first step can be explained by the fact, that online lessons spared time and more examples to practice controls could be done. In the second step tests, verifying questions and permanent availability of course lessons with examples provided great help. In the third step we saw some progress in assignments which modified existing examples, but doing the new assignments, the performance depends more on student’s programming skills and his relation to this subjects. Several times we could observe that very good students we- re even better, i.e. were able to learn more than without Moodle.

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