Eder,+Pamela

Storyboard

Updated 02/07/2009 Below are both my final presentation via Camtasia Studio and also my PowerPoint slide with notes.



media type="file" key="Moodle presentation.mp4"

UPDATED 2/03/2009 My presentation is complete with the acception of the audio. I tried recording it several times this week, but in the background there were dogs barking and cats meowing. I'm going to try and record it again this week, hopefully with a more quiet background. I found something neat out. You can create your presentation in PowerPoint, and Camtasia has an Add-on for recording. This is all done in Powerpoint. The drawback is that the whole thing has to be recorded at the same time. When you "produce" the video, it automatically transfers it back into Camtasia for editing if necessary and puts it in the MP4 format. Look for the completed video in a day or two.

UPDATED 1/29/09: Added images to some of the slides with still more to come. Added more audio. Hope to complete it this weekend. Every tine I look at this, I find more and more to add. ;-)

Updated 1-15-2009 I am posting my full PowerPoint (so far). Some notes are included. I'm still working on the notes/verbiage. Some of the slide have yet to be added to the video presentation.



1-13-2009. I am posting my PowerPoint. This week's assignment is not finished yet. I just added place holder slides. I am still working on the audio verbiage which should be added later this week. This .mp4 movie was created in Camtasia Studio. Click on the start button to view the video.

1-8-2009 I added the s-Curve Chart today. I'm working on a full-multimedia presentation at Flowgram.com. I'm still trying to figure out the software. But I will post something as soon as I can.

1-1-09 I'll be posting a PowerPoint later today. Using a slightly different format. Also downloaded the Open Source version of SketchUp and trying it to do something differently.

Updated 1-4-2009. I just learned about www.flowgram.com. It looks like a good tool to use to create my storyboard and project. Check it out.

.  Means of Delivery: Using Camtasia software, a video will be created of how a Moodle classroom looks and operates. Included in the video with be an audio narration.
 * Innovation: ** Moodle

Moodle is an active and evolving work in progress. Development was started by Martin Dougiamas who continues to lead the project. He started the project in the 90’s while working as a webmaster and the administrator of their WebCT installation at Curtin University of Technology. He encountered problems and frustrations with the product, and felt there had to be a better way. It was most crucial to him that the software be easy to use, and almost intuitive. Martin Dougiamas said, "I'm committed to continuing my work on Moodle and on keeping it Open and Free. I have a deeply-held belief in the importance of unrestricted education and empowered teaching, and Moodle is the main way I can contribute to the realization of these ideals." Although targeted at smaller and intimate university classes, version 1.0 was released on August 20, 2002. Since then, Moodle has reached not only the university level, but high schools, elementary schools, non-profit organizations, private corporations, and independent or home schooling teachers.
 * Stage 1–Need: ** What problem or need existed that gave rise to your innovation?

Martin Dougiamas created the idea for Moodle when he saw problems in other learning management systems and is still the lead in development today. Moodle is a software product for producing internet-based courses. It is considered a world-wide ongoing development project designed to support social constructionist pedagogy of education
 * Stage 2–Research: ** What research organization or people developed a solution to this problem or need? What were their findings? Who were the “lead thinkers” for this innovation, and how did they convince a manufacturer to produce it?


 * Stage 3–Development: ** What problems did your innovation encounter in the development process? Who was the intended audience for your innovation? A number of early prototypes were produced and discarded before Martin Dougiamas released version 1.0 on August 20, 2002. This version was targeted towards smaller, more intimate classes at University level, and was the subject of research case studies that closely analyzed the nature of collaboration and reflection that occurred among these small groups of adult participants. Since Moodle is Open Source, development work can continue around the globe. Version 2.0 is due out mid-2009 although feature release is not 100% certain.

Moodle is provided freely as Open Source software (under the GNU Public License). Basically this means Moodle is copyrighted, but that anyone has additional freedoms. Developers are allowed to copy, use and modify Moodle provided that they agree to: provide the source to others; not modify or remove the original license and copyrights, and apply this same license to any derivative work. Moodle can be downloaded from [|www.moodle.org] onto a server computer, so no packaging is necessary. Distribution is to anyone who has internet access. Marketing is done is a strange way, people at conferences do presentations on projects that they have done via Moodle. Books are written by people who do not work for Moodle and formal advertising is done via Google or other search engines. Moodle also publishes news on them, from around the world on Moodle Buzz on the Moodle web site.
 * Stage 4–Commercialization: ** Describe the production, manufacturing, packaging, marketing, and distribution of your innovation.

==== Martin Dougiamas and Moodle are at the beginning of a typical S-Curve for innovation technology. Moodle is still growing rapidly in use; changes are coming consistently and future releases are already in development. The design of Moodle was to keep things simple. That was one of the most attractive features to most users. Moodle is an alternative to proprietary commercial online learning solutions, and is distributed //free// under open source licensing. An organization has complete access to the source code and can make changes if needed. Moodle’s modular design makes it easy to create new courses, adding content that will engage learners. Moodle has a very small learning curve for teachers. Moodle has a “modular” design so adding the Activities that form a course is a simple process It is as simple as: ====

**S-Curve**


References **

Barr, H., Gower, B., & Clayton, J. (2007). Faculty response to the implementation of an open source learning management system in three tertiary institutions in New Zeland. //Computers in the Schools// //, 24// (3/4), 125-137.

Brandl, K. (2005). Are you ready to "Moodle"? //Lanuage, learning & techology// //, 9// (2), 16-21.

Brooks-Young, S. (2008). Got Moodle? the free Open Source program enjoys great appeal amoing K-12 teachers, as it allows them to get the upper hand on course management and assessment. //T. H. E. Journal// //, 35// (4), 28-31.

Moodle Statistics. (n.d.). Retrieved January 8, 2009, from Moodle: http://moodle.org/stats/ Open university applies Moodle on a grand scale. (2005, December 15). //Distance Education Report//.

Stewart, B., Briton, D., Gismondi, M., Heller, B., Kennepohl, D., McGreal, R., et al. (2007). Chosing MOODLE: An evaluation of learning management systems at Athabasca University. //International Journal of Distance Education Technologies// //, 5// (3), 1--7.

Ware, P. D., & O'Dowd, R. (2008). Peer feedback on language form in tolecollabotation. //Language, Learning & Technology// //, 12// (1), 43-61.

Waters, J. K. (2007). Opening a new door: With the potential for cost savings and a growing number of educational application, open source software is proving to be an effective alternative for schools willing to make the switch. //T. H. E. Journal// //, 34// (8), 30-36. Weekes, S. (2008, July/August). In the Moodle. //Training & Coaching//, p. 16.

Williams, J., & Hopfengardner-Warren, S. (2007). E-mentoring: Suppoting first-year educators and rejuvenating veteran teachers. //The Delta Kappa Gamma Bulletin//, pp. 9-11, 39.