Moodle pedagogy

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According to Martin Dougiamas (the founder of Moodle), Moodle development was based on a constructivist and constructionist learning theories. He describes these theories as underpinning pedagogy in Moodle, and states that:

The heart of Moodle is courses that contain activities and resources. There are about 20 different types of activities available (forums, glossaries, wikis, assignments, quizzes, choices (polls), SCORM players, databases etc) and each can be customised quite a lot. The main power of this activity-based model comes in combining the activities into sequences and groups, which can help you guide participants through learning paths. Thus, each activity can build on the outcomes of previous ones." (Moodle pedagogy by Dougiamas, 2014.)

Moodle is an open source technology that can be used to perform a particular action or function in a learning situation or environment. Ralph Putnam (2006) refers to four affordances of technology, that is, “the ways in which technology offers or supports certain things.”

  1. Providing access to information.
  2. Representing knowledge and thinking.
  3. Automating, simplifying and transforming tasks.
  4. Communication and collaboration with peers and experts.
Are these affordances evident in your Moodle courses?

OP icon activity.gif


Please read the article by David Evans (2011) about Moodle and Constructivism. This article is based on Dougiamas' Moodle pedagogy. The article by Evans is easier to understand and navigate and includes the five social constructionist referents described by Dougiamas. Are you curious?
  • Explain how one of your Moodle courses demonstrates at least two of the five social constructionist referents.
  • Consider what other functions of Moodle could be used to integrate social constructivist principles in the course.
  • Post to your portfolio and share on the Moodle discussion forum.