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| <!DOCTYPE html PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN"> | ||
| <html> | ||
| <head> | ||
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| <title>Moodle Docs: Philosophy</title> | ||
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| <link rel="stylesheet" href="docstyles.css" type="TEXT/CSS"> | ||
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| <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> | ||
| </head> | ||
| <body bgcolor="#ffffff"> | ||
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| <h1>Philosophy</h1> | ||
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| <blockquote> | ||
| <p>The design and development of Moodle is guided by a particular philosophy of learning, a way of thinking that you may see referred to in shorthand as a "<em>social constructionist pedagogy</em>". (Some of you scientists may already be thinking "soft education mumbo jumbo" and reaching for your mouse, but please read on - this is useful for every subject area!)</p> | ||
| <p>This page tries to explain in simple terms what that phrase means by unpacking <strong>four main concepts</strong> behind it. Note that each of these is summarising one view of an immense amount of diverse research so these definitions may seem thin if you have read about these before.</p> | ||
| <p>If these concepts are completely new to you then it is likely that these ideas will be hard to understand at first - all I can recommend is that you read it carefully, while thinking about your own experiences of trying to learn something.<br> | ||
| </p> | ||
| <h3>1. Constructivism</h3> | ||
| <blockquote> | ||
| <p>This point of view maintains that people actively <strong>construct</strong> new knowledge as they interact with their environment. </p> | ||
| <p>Everything you read, see, hear, feel, and touch is tested against your prior knowledge and if it is viable within your mental world, may form new knowledge you carry with you. Knowledge is strengthened if you can use it successfully in your wider environment. You are not just a memory bank passively absorbing information, nor can knowledge be "transmitted" to you just by reading something or listening to someone.</p> | ||
| <p>This is not to say you can't learn anything from reading a web page or watching a lecture, obviously you can, it's just pointing out that there is more interpretation going on than a transfer of information from one brain to another.<br> | ||
| </p> | ||
| </blockquote> | ||
| <h3>2. Constructionism</h3> | ||
| <blockquote> | ||
| <p>Constructionism asserts that learning is particularly effective when constructing something for others to experience. This can be anything from a spoken sentence or an internet posting, to more complex artifacts like a painting, a house or a software package.</p> | ||
| <p>For example, you might read this page several times and still forget it by tomorrow - but if you were to try and explain these ideas to someone else in your own words, or produce a slideshow that explained these concepts, then I can guarantee you'd have a better understanding that is more integrated into your own ideas. This is why people take notes during lectures, even if they never read the notes again.<br> | ||
| </p> | ||
| </blockquote> | ||
| <h3>3. Social Constructivism</h3> | ||
| <blockquote> | ||
| <p>This extends the above ideas into a social group constructing things for one another, collaboratively creating a small culture of shared artifacts with shared meanings. When one is immersed within a culture like this, one is learning all the time about how to be a part of that culture, on many levels.</p> | ||
| <p>A very simple example is an object like a cup. The object can be used for many things, but its shape does suggest some "knowledge" about carrying liquids. A more complex example is an online course - not only do the "shape" of the software tools indicate certain things about the way online courses should work, but the activities and texts produced within the group as a whole will help shape how each person behaves within that group.<br> | ||
| </p> | ||
| </blockquote> | ||
| <h3>4. Connected and Separate</h3> | ||
| <blockquote> | ||
| <p>This idea looks deeper into the motivations of individuals within a discussion. <strong>Separate</strong> behaviour is when someone tries to remain 'objective' and 'factual', and tends to defend their own ideas using logic to find holes in their opponent's ideas. <strong>Connected</strong> behaviour is a more empathic approach that accepts subjectivity, trying to listen and ask questions in an effort to understand the other point of view. <strong>Constructed</strong> behaviour is when a person is sensitive to both of these approaches and is able to choose either of them as appropriate to the current situation.</p> | ||
| <p>In general, a healthy amount of connected behaviour within a learning community is a very powerful stimulant for learning, not only bringing people closer together but promoting deeper reflection and re-examination of their existing beliefs.</p> | ||
| </blockquote> | ||
| <hr> | ||
| <p>Once you are thinking about all these issues, it helps you to focus on the experiences that would be best for learning from the learner's point of view, rather than just publishing and assessing the information you think they need to know. It can also help you realise how each participant in a course can be a teacher as well as a learner. Your job as a 'teacher' can change from being 'the source of knowledge' to being an influencer and role model of class culture, connecting with students in a personal way that addresses their own learning needs, and moderating discussions and activities in a way that collectively leads students towards the learning goals of the class.</p> | ||
| <p>Obviously Moodle doesn't force this style of behaviour, but this is what it is best at supporting. In future, as the technical infrastructure of Moodle stabilises, further improvements in pedagogical support will be a major direction for Moodle development.</p> | ||
| </blockquote> | ||
| <hr> | ||
| <p align="CENTER"><font size="1"><a href="." target="_top">Moodle Documentation</a></font></p> | ||
| <p align="CENTER"><font size="1">Version: $Id$</font></p> | ||
| </body> | ||
| </html> |
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| <P><IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/attendance/icon.gif"> <B>Attendance</B></P> | ||
| <UL> | ||
| <P>Ten moduł umożliwia zapisanie obecności każdego z partycypujących studentów w zajęciach.[11~ | ||
| </P> | ||
| </UL> | ||
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| <p align="center"><b>Temat dialogu</b></p> | ||
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| <p>Użyj tego odnośnika ażeby nadać Temat dialogowi. Powinno się zawsze nadawać temat dialogowi, | ||
| poniważ pozwala to lepiej kierować dyskusją. Jeśli planujesz rozpoczęcie rozmowy na nowy temat, | ||
| lepiej zamknij aktulany dialog i rozpocznij nowy.</p> | ||
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| <p align="center"><b>Zakończenie dialogu</b></p> | ||
| <p>Możesz zakończyć dialog w dowolnym momencie. Zakończenie dialogu powoduje usunięcie go z listy aktualnych dialogów. | ||
| Oznacza to, iż zamknięte dialogi nie pojawią się już na tej stronie. </p> | ||
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| <p> Istnieje możliwość przeglądania zamkniętych dialogów z tym, że nie można ich modyfikować. | ||
| Jednakże jeżeli została wybrana opcja usuwania dialogów po określonym czasie | ||
| to z jego upływem ustanie możliwość ich przeglądania.</p> | ||
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| <p>Jeśli zakończysz ten dialog to będziesz musiał rozpocząć nowy dialog jeżeli zamierzasz dalej "rozmawiać" | ||
| z daną osoba. Ta osoba pojawi się na nowo na liście osób z którymi możesz rozpocząć dialog.</p> | ||
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| <p align="center"><b>Usunięcie dialogu</b></p> | ||
| <p>Ten parametr pozwala na ustawienie ilości dni po których zakończone dialogi zostaną automatycznie usunięte. </p> | ||
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| <p>Jeżeli parametr ten zostnie ustawiony na 0 wówczas zakończone dialogi nigdy nie zostaną usunięte.</p> | ||
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| <p align="center"><b>Typy dialogów</b></p> | ||
| <p>Są trzy typy dialogów.</p> | ||
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| <ol><li><p><b>Nauczyciel do Studenta.</b> Ten typ umożliwia dialog studenta | ||
| z nauczycielem. Może być on rozpoczęty albo przez nauczyciela albo przez studenta. | ||
| Na liście dostepnych rozmówców studenci widzą tylko nauczycieli, a nauczyciele tylko | ||
| studentów.</p></li> | ||
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| <li><p><b>Student do Studenta.</b> Ten typ umożliwia dialog tylko między studentami. | ||
| Nauczyciele <b>nie mogą</b> brać udziału w tym typie dialogu.</p></li> | ||
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| <li><p><b>Każdy z każdym.</b> Ten typ umożliwia każdemu w Klasie rozpoczęcie dialogu | ||
| z kimkolwiek na liście. Nauczyciel może rozpocząć dialog z innym nauczycielem lub | ||
| studentem a student może rozpocząć dialog z nauczycielem lub innym studentem</p></li> | ||
| </ol> |
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| <img valign=absmiddle src="<?=$cfg->wwwroot?>/mod/dialogue/icon.gif"> <b>Dialogi</b></p> | ||
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| <p>Ten moduł umożliwia prosty sposób komunikowania się pomiędzy dwoma użytkownikami. | ||
| Nauczyciel może rozpocząć dialog tylko z jednym studentem, student tylko z jednym nauczycielem i wreszcie jeden student może | ||
| rozpocząć dialog z innym studentem. Jednakże, student lub nauczyciel mogą równolegle | ||
| brać udział w wielu dialogach.</p> | ||
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| <p>Dialog może mieć nieograniczoną liczbę wpisów. Zwykle "konwersacja" przebiega | ||
| jako dość luźny i rozciągnięty w czasie ciąg odpowiedzi na poprzednie wpisy. Każdy z uczestników | ||
| może dokonać wpisu kiedy chce.</p> | ||
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| <p>Dialog może zostać zakończony w dowolnym momencie przez każdą ze stron. | ||
| Zakończone dialogi nie mogą być otwarte na nowo. Jednakże, zakończony dialog może być obejrzany | ||
| przez każdą ze stron, chyba, że został automatycznie usunięty.</p> | ||
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| <p>Ten moduł usuwa zakończone dialogi po czasie określonym przez twórce dialogu. | ||
| Można ustawić ten parametr tak aby dany dialog nie był on nigdy wymazany.</p> | ||
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| <p align="center"><b>Wy¶lij maila z nowym wpisem</b></p> | ||
| <p>Ten parametr umo¿liwia automatyczne przes³anie nowego wpisu za pomoc± e-maila. | ||
| Je¿eli ten paramter jest ustawiony na "Tak" wówczas nowy wpis zostanie | ||
| automatycznie przes³any na adres email u¿ytkownika. </p> | ||
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| <p><img valign=absmiddle src="<?php echo $CFG->wwwroot?>/mod/dialogue/icon.gif"> <b>Dialogues</b></p> | ||
| <ul> | ||
| <p>Ten moduł umożliwia prosty sposób komunikowania się pomiędzy dwoma | ||
| użytkownikami. Nauczyciel może rozpocząć dialog tylko z jednym studentem, | ||
| student tylko z jednym nauczycielem i wreszcie jeden student może rozpocząć dialog z | ||
| innym studentem. Jednakże, student lub nauczyciel mogą równolegle | ||
| brać udział w wielu dialogach.</p> | ||
| </ul> |
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| <p align="center"><b>Wiele dialogów</b></p> | ||
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| <p>Ten parametr pozwala danemu użytkownikowi rozpocząć więcej | ||
| niż jeden dialog z innymi osobami. Domyślnie, parametr ten ustawiony | ||
| jest na "Nie", przez co tylko jeden dialog może pozostawać otwarty | ||
| pomiędzy dwoma osobami. </p> | ||
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| <p>Ustawienie tego parametru na "Tak" może spowodować nadużycie tego modułu | ||
| poprzez otwieranie wielu "niechcianych" dialogów z określonymi użytkownikami.</p> | ||
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| <p align="center"><b>Wysyłanie wiadomości emailowych</b></p> | ||
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| <p>Jeśli ten parametr jest ustawiony na "Tak" wtedy wiadomość | ||
| emailowa zostanie wysłana do osoby z którą rozpocząłęś dialog | ||
| informując ją, że rozpocząłeś dialog lub dodałeś do niego nowy wpis. | ||
| Wiadomość <b>nie zawiera</b> treści wpisu tylko krótką informację i link do | ||
| dialogu.</p> | ||
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| <p>Powinno używać się tej opcji tylko wtedy gdy wiadomo, że druga osoba | ||
| może szybko nie odpowiedzieć na dany wpis z powodu n.p. rzadkiego uczestnictwa | ||
| w kursie. Lista użytkowników zawiera informacje o tym kiedy ostatnio brali oni aktywny | ||
| udział w kursie. </p> |
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| <P ALIGN=CENTER><B>Pisanie</B></P> | ||
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| <P>Pisząc teksty przeznaczone dla innych osób, spróbuj pisać bezpośrednio do swoich odbiorców.</P> | ||
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| <P>Wyjaśnij swoje koncepcje jak najbardziej jednoznacznie i prosto, aby zmniejszyć możliwość zaistnienia nieporozumienia. Jedną z metod jest unikanie długich zdań, gdy wystarczą krótkie.</P> | ||
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| <P>Zalecane jest aby posty wysyłane do forów były krótkie i trzymały się tematu. Zamiast jednego, rozwlekłego postu poruszającego wiele tematów, lepiej napisać kilka krótszych (mogą one nawet dotyczyć różnych forów). | ||
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| <P>Modyfikuj swój tekst tyle razy ile potrzeba aby uzyskać pożądany rezultat. Nawet w przypadku postu wysłanego do forum masz od chwili nadania 30 minut na dokonanie w nim zmian, jeśli zajdzie taka konieczność.</P> | ||
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| <p> Odpowiadając innym, spróbuj zadawać interesujące pytania. Pomoże to zarówno Tobie jak i tej drugiej osobie przemyśleć dyskutowany przez Was temat, jak również więcej się nauczyć.</p> |
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| <P ALIGN=CENTER><B>Zarządzanie zadaniem do samooceny</B></P> | ||
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| <p>W poniższej tabelce widać jak kalkulowana będzie końcowa ocena za wykonanie zadania do samooceny. | ||
| Ocena ta jest wypadkową ważonej sumy dwóch komponentów:</p> | ||
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| <ol><li>Oceny nauczyciela za własną ocenę studenta swojej pracy. Ocena ta może być określona jako "ocena oceny". Od chwili, kiedy student | ||
| prześle swoją pracę, jego własna ocena nie podlega zmianie. Tak więc student NIE będzie miał możliwości ponownej oceny swojej pracy nawet po ponownym | ||
| oddaniu pracy. Ocena ta ma wpływa na ocenę końcową, ale generalnie rzecz biorąc ocena nauczyciela jest dużo ważniejsza. Z tego też powodu, ocena ta powinna | ||
| mieć nadaną mniejszą wagę niż ocena nauczyciela. | ||
| <li>Oceny nauczyciela pracy studenta. Jak już zostało powiedziane wyżej, ocena ta powinna stanowić najważniejszy element oceny końcowej. | ||
| Jeśli nauczyciel dopuszcza wielokrotne oddawanie prac, wówczas powinien on również zadecydować czy ocena końcowa za to ćwiczenie powinna być | ||
| średnią z ocen uzyskanych za wszystkie przesłane prace czy też być oceną za najlepszą spośród przesłanych prac. | ||
| </ol> | ||
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| <p>Te komponenty powinny być odpowiednio wyważone. Nauczyciel może n.p. przyznać ocenie oceny bardzo niską rangę, nawet zero. Wówczas ocena końcowa | ||
| zależeć będzie od oceny za pracę. Waga przyznana każdemu z elementów może być zmieniona w każdym momencie podczas trwania ćwiczenia a efekt tych zmian | ||
| powinien być od razu widoczny w tabeli ocen.</p> | ||
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| <p>Strona zarządzania ćwiczeniem zawiera także informacje dotyczące samego ćwiczenia (przesłane przez nauczyciela), oceny studentów dotyczące własnych prac | ||
| oraz ich prace. Informacje zawarte na tej stronie mogą być zmienione, usunięte, przejrzane bądź ponownie ocenione. Podsumowując, ta strona ma na celu | ||
| umożliwienie moniotorowania postępów studentów w zakresie wykonywania ćwiczeń do samooceny. | ||
| </p> |
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| <P ALIGN=CENTER><B>Assignment Elements</B></P> | ||
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| <P>For ease of grading, a Workshop Assignment should have a reasonable | ||
| number of "Assessment Elements". Each element should cover | ||
| a particular aspect of the assignment. Typically an assignment will have | ||
| something between 5 to 15 elements for comments and grading, the | ||
| actual number depending on the size and complexity of the assignment. A peer | ||
| assignment with only one element is allowed and has a similar assessment | ||
| strategy to the standard Moodle Assignment. | ||
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| <P>The type of elements dependent of the assignment's grading strategy. | ||
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| <P><B>Not Graded.</B> The elements are descriptions of aspects of the assignment. | ||
| The assessor is asked to comment on each of these aspects. As with all the grading | ||
| strategies, there is also an area for general comments. | ||
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| <P><B>Accumulative Grading.</B> The elements have the following three features: | ||
| <OL> | ||
| <LI>The DESCRIPTION of the assessment element. This should clearly state what | ||
| aspect of the assignment is being assessed. If the assessment is qualatative | ||
| it is helpful to give details of what is considered excellent, average | ||
| and poor. | ||
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| <LI>The SCALE of the assessment element. There are a number of prefined | ||
| scales. These range from simple Yes/No scales, through multipoint scales to | ||
| a full percentage scale. Each element has its own scale which should be choosen | ||
| to fit the number of possible variations for that element. Note that the scale | ||
| does NOT determine the element's importance when calculating the overall | ||
| grade, a two point scale has the same "influence" as a 100 point | ||
| scale if the respective elements have the same weight... | ||
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| <LI>The WEIGHT of the assessment element. By default the elements are given the same | ||
| importance when calculating the overall grade of the assignment. This can be | ||
| changed by giving the more importance elements a weight greater than one, and | ||
| the less important elements a weight below one. Changing the weights does NOT | ||
| effect the maximum grade, that value is fixed by the Maximum Grade parameter | ||
| of the peer assignment. Weights can be assigned negative values, this is an | ||
| experimental feature. | ||
| </OL> | ||
| <P><B>Error Banded Grading.</B> The elements will normally describe certain items | ||
| or aspects which must be present in the assignment. The assessment is made on the | ||
| present or absence of these items or aspects. The teacher must all set of grade table which | ||
| give the suggested grades when all the items are present, when one is absent, when two are | ||
| absent, etc. If certain items are more important than others then those items can be given | ||
| a weighting greater than one. Minor items can be given a weighting less than one. The | ||
| overall "error count" is a weighted sum of the missing items. The assessor | ||
| can always make a minor adjustment to these suggested grades. | ||
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| <P><B>Criterion Grading.</B> The elements will give a set of "level" statements | ||
| which can be used to rank the assignment. The statements may be cumulative or they may | ||
| each be self contained. The assessor must decide which statement best fits each piece of | ||
| work. The teacher must also relate each criterion statement with a suggested grade. These | ||
| should normally be in order. The assessor can make a minor adjustment to these | ||
| suggested grades.</P> | ||
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| <P><B>Rubric Grading.</B> This is similar to Criterion Grading but there is more than | ||
| one criteria. The number of criteria is given in the assignment parameters. Within each | ||
| criterion there can be up to five "level" statements. In a given assignment | ||
| the number of levels can vary from criterion to criterion. When setting up a criterion a | ||
| blank level statement signals the end of the level statements. Thus some criteria may have | ||
| two levels, others have three, up to five levels. The criteria can be weighted. The levels | ||
| are scored 0, 1, 2, up to 4. The grade for the assessment is a weighted sum of these | ||
| scores. | ||
| </P> |
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