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How can decentralising teaching materials in Moodle promote currency, engagement and ownership for all stakeholders? Practical experiences from an online theatre studies programme at a small specialist HEI.

Evolving out of a traditional print-based, read-and-response-style distance learning course, the Theatre Studies Online programme at Rose Bruford College has undergone significant developments over the past five years. Embracing Moodle as our virtual platform and employing e-portfolio and video conferencing software to develop new modes of delivery has caused us to challenge our own assumptions as to what best practice might be in distance learning and teaching. 

In this presentation, we will describe some of our discoveries resulting from using Moodle to decentralise our learning materials.  What had initially manifested as a drive away from the recognised shortcomings of isolated learning towards more a constructivist model of delivery, led to discoveries of ways Moodle, as both a repository for materials and a portal for communication could also become a generative hub promoting currency, engagement and ownership for stakeholders.  Implementing Moodle not only allowed us to move away from a linear, instructor-led model of teaching through creating an ‘institutional sphere’ of teaching artefacts, and a ‘tutor sphere’ of new and fluid materials which complement the core curriculum, it also spawned a ‘student sphere’ encouraging the sharing of knowledge and good practice among a geographically disparate cohort of mature learners, educators and industry professionals.  Beyond employing Moodle to broadcast to our students or to provide moderately enhanced opportunities to feedback and feedforward, we have used it in concert with other services, to create a dynamic learning space. This is best visualised, (for our engagement with Moodle continues to evolve), as an environment which blends a) aspects of the practical, seminar and workshop-type activities that characterise our full-time on-campus programmes with b) the flexibility that first attracted or compelled students to part-time study, and c) the new enhancements and engagements that learning technologies can offer.  It has also prompted us to question how Moodle, in itself, has become a catalyst in our pursuit of best practice.  In this presentation we will discuss our discoveries from the perspectives of the student, the tutor, the administrator and the programme as a whole, to identify ways Moodle has created responsive feedback loops which promote creativity and instigate previously unforeseen pathways for change. 

We will aim to show examples of Moodle pages and discuss the interactions that are taking place there, as well as discussing the active role which tutors and students play in the continuing development of the programme.

Of interest to: academic staff, part-time tutors/VLS, learning consultants, curriculum designers and developers, Moodle admins and learning technologists.

Presented by...

Jayne Richards
Programme Director - Theatre Studies
Rose Bruford College of Theatre and Performance
David Matthews


Submitted by:
David Matthews
Last modified: Thursday, 19 May 2016, 4:15 AM
Email address:
[email protected]
Presentation slides: Powerpoint presentation Moodlemoot 2016 Slides (1) [761712].pptx
Slides visiblity:
Your educational sector: University
Roles in which you usually use Moodle: Teacher
Type of presentation: Short presentation (15min + questions)
Relevant to audience from which sectors: Education
Relevant to audience in which roles: Teacher
Instructional Designer
Permission: By submitting, I grant permission to promote, record and share my presentation before and after the MoodleMoot.
Committment: Should my proposed presentation be accepted, I commit to attend the MoodleMoot to present it.
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