Book Image

History Teaching with Moodle 2

Book Image

History Teaching with Moodle 2

Overview of this book

Moodle is an open source virtual learning environment that is coming to be used in more and more schools worldwide. History and Moodle complement each other perfectly in terms of content and delivery. This book will show you how to set up tasks and activities that will enable your students to forge a greater understanding of complex issues, bringing History into the 21st century.History Teaching with Moodle 2 presents new and exciting ideas for the delivery of History content making use of tried-and-trusted methods of teaching the subject. By following a sample course, you will find it easy to transform your existing lesson plans into a Moodle course that will become even more efficient, attractive, and useful over time. Make the past come to life using a range of tasks and activities that can consolidate learning for some, enhance understanding for others, and enthuse all. Learn how to add an RSS feed to your home page to display daily 'On this day in history' posts. Create a one-minute quiz about how the Second World War began. Post video footage of a trip to a castle and set some questions for students in anticipation of their next visit. Set up a wiki so that student groups can create their own story about 'murder at a monastery'. Moodle's built-in features allow students to get a better grasp of historical concepts and will rejuvenate their interest in the subject.
Table of Contents (16 chapters)

Clio's Challenge a social format

As the name suggests, this format is useful for those courses that might need to resemble a brochure or magazine in terms of content. For example, there may be a History society in school or a Challenge and Extension group. This course format concentrates on presenting and exchanging information with members. The main body of the page consists of a social forum. It dominates the center pane and several blocks along the side panes can be used to present relevant information to visitors.

Clio's Challenge is the brain child of an inspirational colleague who wanted to open up History to the entire age range. She achieved it by challenging pupils of all ages to record their passion for History in different ways. It could, for example, be in the form of:

  • A book review of a historical novel

  • A podcast about a visit to a place of historical interest during holiday

  • A blog entry about a recent radio or TV program

Younger pupils meeting the challenge through this form of independent learning could earn house points and certificates to demonstrate their love of History. Equally, a student who is at the point of applying to study History at university could point to a love of the subject that clearly predates the years of public examinations.

Clio's Challenge is in a social format because it is not prescriptive in any way. Pupils offer ideas and share advice and tips about meeting the challenges. Useful experiences can be recorded there and relevant documents made available. Work can be posted, viewed, and commented upon by peers, teachers, and mentors.

The screenshot shows the use of an HTML block to summarize the raison d'etre of the club. It also includes RSS feeds which provide relevant, ever changing links. We shall look at how to set up RSS feeds in Chapter 3. They provide an invaluable opportunity to relate your class teaching to current events. Be prepared, for example, to interrupt your plans in order to explain the meaning of 'Dunkirk spirit' to inquisitive twelve year olds who spot an important anniversary and need to know more. Once the RSS link is set up, the course refreshes the links on a regular basis without any need for intervention. Quote of the Day could be another RSS feed or it could be a collection of quotes which have been transformed into a Random Glossary. We shall also look at these features in Chapter 3.

A Social forum is therefore a departure from the topic- or week-based structure that we have looked at this far. It clearly has a place because it can act as a focal point for extra- curricular activities, and it is also a logical place to give more wide ranging permissions and responsibilities to pupils with the motivation to do that little bit extra.