Rethinking the Moodle Dailies

For a while now I’ve been ‘stuck’ with my Moodle Dailies (GBL site for staff Moodle training for new readers). To try and unstick my thinking, I did a quick workthrough of the below Mashable post on disruptive innovation (would recommend reading the whole post) – here’s what I came up with:

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Step 1: Disrupting staff training

Staff LMS training at universities is not solving the problems of uptake or improved teaching quality.

Step 2: Cliches

* Training means someone standing at the front of the room while everyone sits and either listens or copies, OR
* Training means reading information online then demonstrating it (eg a quiz)
* Training must be overt/explicit
* Training is not fun

Step 3: Hypotheses:

* What would happen if training was fun?
* What would happen if training was not explicit (ie content not necessarily mirroring desired skills/outcomes)?

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And after doing this, I realised I have been looking at things completely backwards. I have been focusing on the self-directed motivation that gaming offers, but still trying to tie the actual content to the concept of ‘Moodle training’ – ie the site content is explicit – you still *realise* you are doing Moodle training. That’s my problem.

Games don’t set out to teach people things. They are not explicit with learning outcomes. Content is designed purely for engagement. The dailies do not need to be explicitly about Moodle training – learning to use Moodle should happen incidentally in the process of engaging in something fun.

Right. Unstuck.

Amplify’d from mashable.com

Step 1: What Do You Want to Disrupt?

Step 2: What Are the Business Clichés?

Step 3: What Are Your Disruptive Hypotheses?

Read more at mashable.com

 

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