This semester, starting in January, I began using Moodle as the platform for my new class website. As you may know, I was using Google tools for most of my online interactions with students, and while it was mostly effective, it was not without its kinks and struggles. For instance, I used Google Forms to give online quizzes, but this was short-lived when I discovered that I could not add equations or pictures to questions, which was a critical flaw, since I was teaching Calculus at the time and needed this feature. There was also the clunkiness of Google Sites, which I attempted to use as a class wiki where I could centralize class info. When I heard about Moodle, a free LMS (Learning Management System, like Blackboard) I wanted to try it. I had no idea what I was in for!

First of all, Moodle is not for the faint of heart. Unless your school or district has already installed this system on the school server (mine had not), it will take some time and energy just to get your site up and running. While the system is free, finding a place to host is definitely not. My fellow WordPress users will understand–like WordPress, Moodle is a free way to organize and manage your content, but you will still have to find somewhere to house it on the web, which will probably cost you. After haggling a bit with my hubby to get some server space, we then went about installing Moodle. This was also a long process as the Moodle package is HUGE. By the time we got a clean install after a few tries (it kept timing out), I was finally ready to jump into the software. Even if your district does have Moodle available for your use there is a moderate learning curve to get past before you really start “moodling”. I found a pdf available for free at Moodle.org called “Using Moodle” that really helped me understand what Moodle is, how it can be used, and all it has to offer. If you are a Moodler or plan on becoming one, this is a must-read. Since it’s available as a pdf, it is great to download and read on the iPad. After reading this book, I was super-excited about Moodle, because it is such a rich platform that was clearly built with teachers in mind. Here are a few of my favorite features:

**Glossary**

Moodle’s glossary module is a great way to get students involved in studying vocabulary. In higher math courses especially, it is so easy to forget the importance of teaching vocabulary as we get bogged down with teaching tons of new formulas and rules. To date, my students have defined and added 106 “Key Terms” to our Moodle glossary, over 10 vocabulary words a week. Up to this point I’ve struggled with making vocabulary an ongoing part of my Pre-Calculus and Calculus classes. Of course I’ve taught them tons of new terms, but to find the time to focus on the words and their meanings with so much math to teach can be difficult. The glossary has really helped me get my students involved in going out and finding the meaning of our mathematical vocabulary. I simply post the list at the beginning of each unit, and they do the defining. Students find pictures online and attach them to their definitions, rate each others definitions and search the glossary for their own reference. Not only is the glossary useful or me as a math teacher, but a great tool for teachers of any discipline.

**Quizzes**

OMG. The quizzes on Moodle are soooo awesome. I know I sounded like a kid there, but this how I really feel about the quiz feature in Moodle. Not only am I able to add pics and equations easily, but there are many additional features that make giving online assessments so easy and fun! Moodle natively recognizes LaTeX, a programming language that renders mathematical equations in their proper visual form. Along with this and the free plugin, Drag Math, I am able to insert fractions, functions, and tons of other math stuff into my quizzes with no problem!

Moodle also allows lots of options for scrambling questions and answers to prevent students from cheating, which is usually a concern with online quizzes. Not only can you randomize questions AND answers, but there is even a feature (I haven’t tried it yet but read about it in “Using Moodle”) that allows you to give questions with variables so that each student gets a random value chosen from a list you create. For example, for a multiplication quiz, you could create a question “what is xy?” where x and y are integers between 1 and 12. The correct answer is clearly xy regardless of what numbers are randomly chosen for the student. So far, I have used multiple choice and short answer, but there are many more options for question types that I can’t wait to try in the coming years.

Obviously I have a lot to say about Moodle, but since this post is getting long, I will cut it off here. Stay tuned for part 2 in my series of posts about Moodle!!!

Lovely to hear you’ve found the Using Moodle book helpful 🙂 Happy Moodling!

Many thanks for sharing your experiences. As a fellow Moodling math teacher then if you get the chance then please do take a look at STACK – “System for Teaching and Assessment using A Computer Algebra Kernel” http://www.stack.bham.ac.uk/. It’s the project that DragMath is a part of.

Also check out GeoGebra at http://www.geogebra.org/cms/ – there’s a plug-in for Moodle for this, too.

Hope this helps,

Ian.

Thank core developer Tim Hunt at the OU in the UK for most of this magic.

If you can pass this on to “Helen” or “Tim Hunt” at Moodle.org, it would be much appreciated:

Moodle simply does not handle timed quizzes well. The default is to not time quizzes. However, when set to be timed, the creators of the software do not seem to realize that there is a difference between the last access time, and the length of time to complete the test.

In our community college, we have just switched from Blackboard. Blackboard intelligently stops displaying the quiz access link (equiv would be to gray it out) at the access cut off time. However, you still have the full time to complete the timed quiz.

Not so in Moodle. The last access time and the completion time are one and the same. Usually I complete work well before due date, but not for this 3-hour certification prep “quiz”. So, at 10:55 p.m., I sat down with my cup of tea on Sunday eve to sign into our Moodle for the “3-hour quiz”, after all the interruptions cease and I could devote 3 hours to it. Immediately, the cutoff timer told me I had ONLY FIVE MINUTES to complete the test – and then the phone rang – twice. Needless to say, I got about 3 questions answered, and a whopping 1.5% on the practice exam, which is now on my continuing ed transcript. I am utterly furious.

This is very basic test design, and should have been an early thought in the design and development of this program. If Blackboard can do it, Moodle can also be so modified.

I most certainly hope Moodle gets its act together and professionally considers this point in its next release – and as soon as possible.