Getting Started with Moodle at UC San Francisco

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					                                                                  6/22/09





       Getting Started with
           Moodle at
       UC San Francisco
    Steven Williams, Learning Technologies Specialist
   UC San Francisco, Center for Instructional Technology




   UCSF Demographics
                                   •    Graduate health
                                        sciences education

                                   •    Four major schools:
                                        Medicine, Nursing,
                                        Dentistry, and
                                        Pharmacy

                                   •    2600 Students

                                   •    18,600 Faculty and Staff

                                   •    Individual academic
                                        calendars


June 2009




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   UCSF Demographics




June 2009




         Educational
     technology at UCSF
  •  Different levels of support and staffing throughout
      campus

  •  Medicine: 4+ FTE developing content, supporting
      faculty, and providing a central content repository

  •  Nursing: 2 FTE
  •  Dentistry: <.5 FTE

June 2009




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        Online instruction
             at UCSF
  •  Not the traditional university environment
  •  Historically no online-only or mostly online courses,
      although this is changing

  •  WebCT has been used to administer exams and
      distribute documents

  •  Adoption depends on individual faculty member or
      school/program policy


June 2009




UCSF Center for Instructional
     Technology (CIT)
  •  3 FTE (Manager and 2 Learning Technologies Specialists)
  •  Support and training for LMS (WebCT and now Moodle)
  •  Digital audio and video equipment loan and training
  •  Manage and support small, closed-access lab intended
      for the development of instructional media

  •  Manage and support Podcasts@UCSF, a custom-built
      podcast hosting and distribution platform

June 2009




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        Role of CIT in LMS
            transition
  •  Managed selection process with campus stakeholders
  •  Implementing and supporting LMS
  •  Schools set their own timelines
  •  Central resource for LMS and educational technology
      support and training




June 2009




            WebCT at UCSF
  •  2001 to Present
  •  Started with 3.6, upgraded to 4.1 in 2003
  •  Used throughout campus for academic courses, HR
      training and development, and other instructional
      activities




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     Reasons for leaving
     WebCT/Blackboard
  •  WebCT 4.1 at “end of life”
  •  WebCT 6 offered as upgrade path, with Blackboard
      platform following within a few years

  •  Increasing license fees, same product
  •  Availability and extensibility of open-source platforms
  •  Proven success with Moodle and Sakai in UC and CSU
      systems

June 2009




LMS selection process
  •  Committee of library staff, educational technology staff,
      and faculty formed to evaluate Moodle and Sakai in
      Spring 2007

  •  Test servers of Sakai and Moodle were made available
      starting late Summer 2007

  •  CIT staff tested various tools, features, and functionality
      important to faculty and documented each system’s
      ability to support various teaching scenarios


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   Sakai: Strengths and
       Weaknesses
             Strengths
                               Weaknesses

•  Proven record of success at Berkeley     •  Java architecture

   and Davis
                               •  Campuses which had successfully
•  Previous integration with Medicine’s        implemented Sakai had more staff
   ILIOS content management system at          resources for development and
   Davis (VIPER)
                              training

•  Focus on project sites as well as        •  Less easily customized interface and
   instruction
                                appearance

•  Quality of community support
            •  Limited RSS integration

                                            •  Features of tools used at UCSF





June 2009




       Moodle: Strengths
        and Weaknesses
             Strengths
                               Weaknesses

•  Proven record of success at              •  Required customization before
   Humboldt State University and San         implementation

   Francisco State University
              •  Managing user expectations with a
•  UCLA adoption of Moodle
                  global, open-source platform

•  LAMP Architecture
                       •  Quality of community support

•  Usability and customizable
   appearance

•  Breadth of tools, modules, and plugins
   available

•  Existing integration with other tools
   of interest at UCSF




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    Selection of Moodle
  •  Selection made by committee Spring 2008
  •  Each system had its own strengths, weaknesses, and
      challenges, but Moodle was the best t for UCSF

  •  Commercial partnership was an important piece, in
      order to allow CIT staff to focus on migration, support,
      training, and policy




June 2009




        Moodle transition
          timeline: CIT
  •  Production server online early August 2008
  •  Training and migration began immediately
  •  Each school set their own migration timeline
  •  CIT dates:
     •  No new WebCT courses after 2008-2009 academic
            year
      •  Access to WebCT disabled after June 2010
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        Moodle transition
        timeline: Schools
  •    Dentistry: Immediate migration for the 2008-2009
       academic year

  •    Nursing: Faculty chose whether to migrate in 2008-2009,
       all 2009-2010 courses in Moodle

  •    Pharmacy: Clinical Pharmacy migrated immediately, other
       programs within school are following for 2009-2010

  •    Medicine: Instruction moving to Moodle for 2009-2010
       academic year


June 2009




             Branding of
            Moodle at UCSF
  •    Not just Moodle, but the Collaborative Learning Environment (CLE)

  •    Consistent identity throughout system, and simpli ed branding and
       integration of future extensions and tools

  •    Moodle will always be part of the CLE, but the CLE will eventually be
       more than just Moodle

  •    Both names used when referring to system

  •    Created distinction between Moodle, the global open-source LMS,
       and UCSF’s custom Moodle implementation

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         Migration from
        WebCT to Moodle
  •  Manual migration of courses and les
  •  Existing WebCT – Moodle import scripts provided an
       overly literal migration of course structure and content

  •    Quizzes migrated using Respondus

  •    WebCT Self-Test activity migrated by commercial partner

  •    Varying levels of migration support and assistance offered
       to faculty and support staff

June 2009




       New CIT staff roles
  •  Increased contact with faculty and engagement with
       instruction

  •  Focus on effective instructional design
  •  Extensive documentation (PDF, HTML, screencasts)
  •  Development of new classes and training opportunities


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 Developing expertise
      together
  •  Duration between production server going live and start
      of academic year impacted documentation available at
      launch

  •  CIT staff available for support with all aspects of the
      system

  •  Providing “just-in-time” training and documentation
      allowed us to learn how users were actually
      approaching and using Moodle


June 2009




   Moodle training and
    documentation
  •  New courses:
      •     Introduction to the CLE
      •     Building Your First CLE Course
      •     Groups and Groupings in the CLE
      •     Working with the CLE Gradebook
      •     Building Quizzes in the CLE

  •  PDF and HTML guides (using Screensteps)
  •  CLE Tips and Tricks podcast (using Jing Pro)
  •  CLE Support Center
  •  CLE Twitter feed
  •  CLE Users Group
June 2009




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            Custom Moodle
            implementation
  •    Our Moodle implementation is mostly “out of the box”
  •    Custom Theme
  •    New and renamed roles
  •    Disabled Restore
  •    Prevented non-administrators from modifying course short
       name or ID
  •    Enabled Groupings
  •    Adjusted Quiz defaults
  •    Custom blocks (Library, PubMed, School of Medicine)

June 2009




       Modifying Moodle
  •  We don’t change code
  •  No dedicated development or programming resources
  •  Third-party modules and plugins thoroughly evaluated
       before implementation/installation

  •  CLE Advisory Group and CLE Implementation Team
  •  Custom blocks developed: School of Medicine, Library

June 2009




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            Moodle hosting
  •  Commercial partner: Remote-Learner
      (http://remote-learner.net/moodlehosting)

  •  Level 3 managed hosting
  •  Fully managed, dedicated server at Remote-Learner
      facility

  •  Approximately 1/3 the cost of WebCT annual license

June 2009




            Moodle security
  •  Remote-Learner manages server security
  •  Clear policies and procedures around account creation
  •  Not modifying code allows us to rely more on
      community for security issues

  •  Disabled restore functionality for instructors


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               Moodle
            authentication
  •  LDAP authentication
  •  GALEN accounts
  •  Currently exploring secondary account management
      system or method for non-UCSF access




June 2009




               The Moodle
               experience
  •  Mostly positive feedback from users
  •  Concerns include restructuring courses for new system,
      and some confusion about speci c options or tools and
      their functionality

  •  Faculty report that they are rethinking teaching due to
      new tools within Moodle

  •  Purpose and delivery of assessments has started to shift

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Student assessment in
      Moodle
  •    Example #1:
       Program has redesigned their self-tests to focus on scenarios and not
       speci c facts; “in this format, we can’t expect students to not use their
       notes”.

  •    Example #2:
       Instructor has moved self-tests from a static Word document to an
       interactive quiz, allowing her to review student’s authentic, initial response
       to self-test content. “Correcting the quizzes has been very helpful and
       easy.”

  •    Example #3:
       Nursing “moving towards authentic assessments in curriculum design,”
       because the “idea of cheating goes away in a collaborative teaching and
       learning environment.”


June 2009




            Comments from
               faculty
  •  “Compared to WebCT, I think Moodle is a HUGE
       improvement. The website is much easier to navigate,
       the headings are clear, the ability to see student exams
       is easily accessible, the grading is simpler....I think it is
       very easy to work with. I found posting the lectures and
       handouts to be very user friendly as well, and the ability
       to organize the lectures is easier than in WebCT. And the
         les all seem to upload much more quickly.  So I am a
       big fan!”
       – Ellen Scarr, Nursing faculty


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            Comments from
               faculty
  •  “I like the format of Moodle so much better than WebCT.
      I've felt encouraged to do things on Moodle that I might
      have been able to do on WebCT, but never bothered to
      learn because doing some of the simpler things on
      WebCT was so unrewarding.  Although Moodle has its
      little quirks and some procedures are counterintuitive, it
      just seems easier to play around with & do new things.”
      – Beth Phoenix, Nursing faculty




June 2009




            Comments from
               faculty
  •  “I think Moodle is a great course management tool. For
      me it is so much easier to use compared to WebCT.
      Some of the things I really like are the Display a
      Directory Resource, ease of creating links to other
      content like Podcasts, the Forums feature, and the
      calendar which allows multiple links to content on a
      single date. The students like Moodle also and since my
      students started on WebCT they've expressed the same
      appreciation for a better course management system.”
      – Mark Dellinges, Dentistry faculty


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            Comments from
               faculty
  •  “I have used Moodle this year for two classes, one which
      is a 90% online course.  The transition has been very
      easy, and I nd that Moodle is generally more user
      friendly and intuitive.  I have spent half the time creating
      quizzes in Moodle than I used to in WebCT.  I have been
      able to cut down on valuable classroom time as well as
      grading time by using this feature. “
      – Jerusalem Makonnen, Nursing faculty




June 2009




            Comments from
               faculty
  •  “I  nd Moodle quite intuitive and versatile. It is allowing
      me to be more creative with my teaching methods,
      which I value a great deal. I am becoming more
      technology literate as a result of using it. Having the
      support of your team has been key: no question is a
      dumb question, you are curious about what I want to do
      and willing to nd solutions, and offer quick responses.
      The support piece is important.”
      – Priscilla Abercrombie, Nursing faculty




June 2009




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    Future of Moodle at
     UCSF: Short-Term
  •  Summer – Fall 2009:
     •  Upgrade from 1.9.4
     •  Open system to guest access
     •  Increased support and focus on project and group
            CLE sites

      •  Enrollment linked with Registrar

June 2009




     Future of Moodle at
  • 
      UCSF: Long-Term
      Future developments:

      •     Integration with Mahara and other digital content repositories
            (especially post-Moodle 2.0)

      •     Explore integration with classroom content capture and web
            conferencing

      •     Redesign of School of Medicine ILIOS content management system

      •     Enhanced links between student information systems and Moodle

      •     Reduced dependence on commercial partner for hosting, eventually
            hosting Moodle on-site



June 2009




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              Questions?
 Steven Williams
 Learning Technologies Specialist
 Center for Instructional Technology, UCSF Library
 415-514-2991 / williams@library.ucsf.edu

 Brian Warling
 Manager, CIT
 Center for Instructional Technology, UCSF Library
 415-502-6678 / warling@library.ucsf.edu



June 2009




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