STE(A)M with Moodle

This course could have the detailed title ” STE(A)M teaching using Moodle”. Moodle is a very flexible platform and in this course we fully customize it to meet the teaching needs of Science, Technology, Engineering, Art and Mathematics.

We have installed almost all of the Moodle – plugins associated with these subjects and we have searched to find and “upload” resources and activities that serve them.

We embrace the modern requirement, “STE(A)M education abolishes the boundaries between different subjects and considers them as a union”, so we try, within the possible extend, to establish cross-curriculum direction by deriving our STE(A)M topics from Primary, Middle and High School.

The aim of the course is to enable the learners to enrich their teaching process and thus make it more engaging and fun.

The STE(A)M in Moodle training program meets the different needs of each learner

Provides educational material in various forms (text, video, links, interactive content) and gives the learner the ability to freely “move” across the material depending on the degree that s/he already knows the educational subject
Provides self- peer – assessment tools that enable each participant to evaluate his / her learning and the degree of acquisition of knowledge and skills.
Provides a solid assessment system
Suggested activities – challenges that the participants are called to implement
Provides a system for collaboration between the participants and demonstration of their work

During the STE(A)M with Moodle program, the educators facilitate learners to design teaching modules in their subject area of interest, and guide them to implement them.

Here, STE(A)M is a Moodle layout where you apply interactivity, engagement and immersion that results in successful learning.

All courses are supported in Greek and English languages

New STE(A)M course in:

October 10, 2022

0Weeks0Days0Hours

€290.00

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«STE(A)M teaching using Moodle»

Aims of the course

The ” STE(A)M with Moodle ” course has as its primary purpose to give to every participant the opportunity to learn and familiarize with Moodle tools that are appropriate for STE(A)M. The second and most important purpose is to give participants the opportunity to produce their own STE(A)M-educational content by applying the knowledge they have gained.

Target Audience

The course is primarily aimed to STE(A)M instructors and trainers or those for whom STE(A)M courses are part of their educational activity. For example, primary school teachers, secondary or tertiary school teachers and trainers in non-formal or corporate training.

It is also aimed to Moodle course creators who want to expand their activity in the STE(A)M direction and to corporate course creators wishing to implement Moodle courses with STE (A)M direction.

Structure of the program

The program consists of 6 parts.

First

The first part – Introduction to STE(A)Μ-Moodle, is designed to familiarize learners with the STE(A)M concept and show how this can be used to enhance the teaching procedure.

Second

Third

Fourth

Fifth

The program has been structured in a way that:

Provides all the required information using Moodle sources and activities as well as other appropriate examples and content.
Provides forums for communication, exchange of views, solving problems, troubleshooting and collaboration.
Provides surveys that record and publicize learners’ opinions on the value or usability of the tools listed.
Provides self and peer assessment tools that enable each participant to evaluate his / her learning and the degree of acquisition of knowledge and skills.
Provides completed facilitation to enable learners to produce their own content.

At this point, it should be highlighted that the program is structured in a way that does not require any particular knowledge from the participants. On the same time, learners have the ability to choose how they will study each subject, spending less time and go quickly through materials that are already familiar with and concentrate on subjects at which their initial knowledge and experience is lower.

Content of course

First part – Introduction to STE(A)M-Moodle

Educational – Pedagogical items that highlight why Moodle is the leading Learning Management System for the STE(A)M field.

Second part – Introduction to Moodle

Starting with the Moodle course page (Dashboard- Edit icons- Atto – Activity chooser)

Starting with the Moodle course administration (Layout – Backup- Restore)

Moodle Resources (Label – Page – Book – URL – File – Folder)

Moodle Communication modules (Forum- Chat- Choice- Messages- Notifications)

Moodle Assessment tools (Quiz- Lesson- Assignment- Workshop)

Moodle Collaboration Activities (Glossary- Database- Wiki)

Learning paths (Completion tracking- Restrict access)

Users (Groups- Reports and Gradebook options – Locally Assign roles)

Blocks

Moodle Release 3.6

Assessment – Feedback

After Course activities

Third part – Moodle core elements for STE(A)M

Scientific Notation and typography: In this section, we introduce the “scientific typography” for WEB – websites and the appropriate tools available in Moodle, the Atto editor, and the H5P editor for writing mathematical and scientific formulas.

Scientific Visualizations / Simulations in Moodle: There is a huge number of websites with STEM topics (visualizations, virtual experiments, quizzes, augmented reality, etc.). Fortunately, most of these can be included into Moodle with excellent results! How this can be done is explained in this section.

Moodle Activities: In three consecutive sections, we examine some of Moodle’s core modules – Activities (Lesson, Assignment, Glossary, Database, Quiz, H5P).

Collaboration- (Peer)Assessment

After Course activities

Fourth part - Moodle 3rd parties’ elements for STE(A)M

Scientific representations: We introduce the JSXGraph library and GEoGebra as basic rendering tools and we examine the way they can be imported into Moodle.

More on Quizzing..: Quiz is one of the most powerful Moodle activities, mainly because of the very large number of questions types that have been developed by community users. In this section we will see some of these question types and we will also see the way that students can collaborate to create their own question pool.

Visual programming: This section is mainly based on the Snap! visual programming language that can be embedded into Moodle assignments.

Programming for external devices: In this section we will see three visual programming language based on Snap!. The common point is that these languages guide different machines in the real world! The first produces 3D Designs for 3D printers, the second generates patterns for embroidery machines and the third interacts with the Arduino board.

Gam[ify]ing the course: In this section we study how the Treasure Hunt plugin can be used to create STE(A)M virtual trips and how the Game and Quizventure plugins can add a fun tone to the course.

Collaboration- (Peer)Assessment

After Course activities

Fifth part – Designing a STE(A)M Moodle course

TimeLine

Program duration: 6 weeks.

First part and Second part: One week

Third part: One week

Fourth part: Two weeks

Fifth part: Two weeks

STE(A)M with Moodle