Every classroom-laden teacher should go ahead and flip it. At least try it out for a week of the school year. Of course, few succeed at climbing the Everest without supplemental oxygen. So for now, the best you can do is train your body, mind, and get deeply acquainted with Moodle’s versatile, if tricky to navigate options. Over the coming weeks, you will find out how much greater your teaching can be. You will also hit a few plateaus, some more more bitter than others. Those are the single, unequivocal traits of progress.
Effective flipped strategies put into consideration as much as they can about the student’s habits and environment outside the classroom. Key Moodle activities will prove valuable in the transition to this new normal, but hardly without a considerable amount of thoughtful tweaking. It’s the bread and butter of the open educational technologist, after all.
Gamification will be useful as long as it helps to make personal time spent with Moodle as productive as possible. In turn, the quality of in-person time can increase considerably. Use it to get to know students better and gain valuable insight into their learning, their environments and their personality. Make it an opportunity to sharpen technology-assisted educational competencies, for personal and professional progress.
When designers need to combine the form and the function for an utilitarian product, they first start by listing the “affordances“: What does it allow to do? Think of the things students are capable of when you are around, and think of the technologies that you can offer to sufficiently supply their needs.
- Do they ask questions during class? Enable Moodle Chat or Forum activity.
- Do you ask them questions in the middle of the class? The Lesson is the optimal way to include activities between bits of content. You can also try adding an end-of-session Feedback.
- Do they interact with each other? They probably do already outside of class. For Moodle 3.6, group chat is on the pipeline, but it is difficult it matches the functionality of the many messaging apps available.
The gamification layer
A healthy dose of friendly cues will help preparing students, and you, into territory at first unfamiliar. At the beginning, basic gamification can encourage habits early on: Give points or starts for completing activities, maybe with bonuses for early completion. After that, options are rather endless.
- Your Moodle should not be seen in public without Level Up!, Quizventure, Stash
- Take a look at other specialized or just “quirky” plugins at the official Moodle Directory.
- If you are into gamification’s broader potential, think about strategies first, technology second. Brush up on your Psychology of Play as applied to learning, even pick up a few journal articles.
Initial testing and strengthening
Surprises are okay as long as they are properly framed in the context of learning. Otherwise they can create unnecessary and pedagogically void responses. Ease them into the new method with plenty of anticipation. However, it is expected that most students find flipped practice beneficial and enjoyable, among other things for the opportunity to reap the benefits of their own autonomy.
- Use some in-person time to discuss events that have happened online. The key is to rely that what happens on their own time matters.
- Touch practical and technical issues as well. Did anyone found new ressources, apps or techniques to enhance their learning? Embrace it! Flipped learning is probably the most clear example of a setting in which the teacher is more of a facilitator and less of the owner of knowledge.
- Don’t be afraid to revise and adapt the gaming layer. Adopt suggestions, and introduce new surprising rules (gently, of course)
Also check out this video on YouTube