Ten reasons for not engaging with

Moodle - and a firm Rebuttal

by Henry Keil, e-Learning Unit

1. Moodle doesn’t work1. Moodle doesn’t work!!

It does now!

Provision of a reliable service – database tables subject to regular ‘health checks’

Minimum unscheduled downtime (<.1% over 24/7/365)

Effective backup and restore procedures

2. Students don’t like t2. Students don’t like the VLEhe VLE

Evidence we collect from independent surveys indicate that students actually DO like it - ask them yourself using anonymous feedback (on Moodle)!

Their main criticism though is that academic staff use it inconsistently

They find it very useful for revision or for obtaining additional study material to support differential learning

3. 3. There is lThere is little point – I’m teaching ittle point – I’m teaching different modules anyway next yeardifferent modules anyway next year

It is important for staff to have ‘ownership’ in their Moodle modules

Become a ‘sharer’ instead of a ‘hogger ‘- pass on or ‘part-exchange’ Moodle content with your colleagues

Moodle modules can be archived and content can be readily moved to different modules

4. I don’t want other ‘people’ to 4. I don’t want other ‘people’ to re-purpose my materialre-purpose my material

You can ‘personalise’ and protect your work (PP-presentations, images) via an ‘author stamp’, copyright tag it via © or CC and then ‘freeze it’ by pdf or flash conversion

Also remember that a PP-presentation is only a ‘wrapper’ – without accompanying explanations PP have only limited learning value

5. If I put things on Moodle 5. If I put things on Moodle students do not come to my students do not come to my

lectureslectures There is little evidence to support this statement

Lectures should not be ‘information-transfer’ sessions

Use f2f sessions for interactive learning opportunities by applying different types of communication tools such as Electronic Voting System or interactive whiteboard

6. I’ve got no time for this!6. I’ve got no time for this!

Attendance at both Beginners and Intermediate Moodle training sessions constitutes about 0.01% of your annual staff time

Resource uploads do take very little time provided you ask for assistance

Make a case at your annual PDR with your Line Manager to have some time allowance for e-learning, and justify it on the grounds of tangible corporate benefits (retention rates, better mark distribution etc.)

7. My teaching material belongs 7. My teaching material belongs to meto me only only

It’s very likely that your contract of employment states that ownership of your teaching resources (print and electronic) is shared with your employer

If you’re off sick or on ‘emergence leave’ you can reduce the inconvenience caused to learners by releasing the lecture notes online, thus minimising the potentially deleterious effect on their learning

88. I will put myself out of a job. I will put myself out of a job

No - you will ‘add value’ to your teaching of students in the context of ‘blended learning’

You will assist your organisation in opening up new markets in work-based and employer engagement and work-based learning – this will ultimately make your job more secure

99. What’s in for me?. What’s in for me?

Probably nothing in a tangible material sense (promotions on teaching excellence are still rare) but …

Indirectly a) better pass and retention rate i.e. fewer resits, less markingb) better student feedback – makes you look good on your PDRc) provides professional satisfactiond) sense of achievement

10. I’m too old for this!10. I’m too old for this!

Come on - this is ageism and of course politically incorrect! Even you employer could use this against you

Ever heard of life-long learning?We should practice what we preach! Potential returning students (alumni) could make an important financial contribution in any HE business model