Impact of MOODLE platform on the pedagogy of students and staff: Cross-curricular comparison
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In the current Information Age, technology is taking the lead in moving teaching and learning beyond that which was once viewed as typically didactic approach to knowledge acquisition. The outcome of this research paper have explored the importance of MOODLE learning platform and its contribution in promoting flexible teaching, and the need for supported action (through bespoke CPD) to assist teachers / tutors develop differentiated learning resources that has a dual purpose of improving flexibility in learning and assessment outcomes for students. There is also the need to foster collaborative working partnership between curriculum areas through management intervention in appointing dedicated ILT Champions to increase teacher confidence in developing interactive teaching and learning resources. In order to make MOODLE learning platform an effective medium for the enhancement of teaching and learning, it is recommended that management incorporate into the college strategic plan(s), a focused induction at the beginning of the academic year for students to familiarise themselves with relevant features of learning / interactive tools available on the platform.
KeywordsMOODLE Collaboration Socialisation Qualification Subjectification E-Learning
To start with, I am very grateful to the ‘Education and Training Foundation (ETF)’ for the opportunity provided to me in the capacity as a ‘Research Fellow’. I am particularly grateful to management at Christ the King College (CTK) for allowing time remission (three residential stay at the University of Sunderland) to engage with fellow researchers, and to my colleagues at CTK and students, for their time spent in responding to questions and airing concerns about their usage of MOODLE technology. Last but not least, to the SUNCETT team at the University of Sunderland for their fantastic input throughout the process leading up to the annual RDF conference held in London on the 9th July 2015.
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