Morrison, Ross and Kemp Blog 5

Chapter 8 describes how to present the information you have completed in the design process.  This chapter described how to create a pre-instructional strategy to focus the learner’s attention on the instruction, how to signal different aspects of the instruction through words and typography, and finally, how to use pictures to enhance learner understanding. 

This chapter describes the 4 types of pre-instructional strategies:  pretests, objectives, overviews, and advance organizers.  Each of these strategies performs different functions and words with different content structures.

Communications of your instructional message can be enhanced by signaling the texts’ structure to the learner.  These signals can take the form of explicit pointer words:  There are two methods…, or typographical signals, such as boldface or italics.

Pictures can provide concrete references for abstract terms presented in the text.  These pictures can provide decoration, representation, organization, interpretation, or transformation function in the text.  (pg. 188)

The development of instructional materials is the implementation of the instructional design plan.  Considerations must be made regarding how best to convey information to the learner in a way in which the learner can best comprehend.  Problems and objectives must remain in the forefront to ensure that the instruction supports the learning outcomes.

There are two types of cognitive loads, Intrinsic and Extraneous.  Intrinsic load is a function of the content and is highest when there is a high degree of interactivity between the elements.  Extraneous cognitive load can be increased or decreased through the design and layout of the instructional materials.

There are three patterns that Morrison, Ross, and Kemp discussed.  Presentation to class self-paced learning, and small group interaction activities – provide the framework for delivering a variety of instructional formats.  These questions should be answered when determining which pattern you should use when designing the instructional plan.

a.     Is there subject content or other material that can best be uniformly presented to all learners at one time?

b.     Is there subject content that learners can better study on their own, at their individual paces?

c.     Are there experiences that would best be served by discussion or other group activity, with or without the instructor being present?

d.     Is there need for individual learner-instructor discussion or consultation in private?

They also listed 3 questions that should be considered when choosing among the three delivery patterns.

1.     Large group format is the most widely accepted method in schools.  However, this pattern tends to keep learners in a generally passive mode and may not be cost effective in training contexts where learners are geographically dispersed or highly varied in experiences and training needs.  Distance learning is gaining popularity as a mode for reaching many learners located at remote sites as a means to reduce cost and increase enrollments.

2.     In business, many companies are switching to a self-paced delivery format to reduce travel costs and time away from the job and to increase the efficiency of the instruction.  Greater access to computers by businesses and schools is making self-paced instruction more practical and potentially more powerful.

3.     In many situations, there are no clear-cut divisions among the three patterns.  A presentation to a regular-sized class can incorporate questions and discussion.  Self-paced learning periods may be supplemented periodically with tutorial interaction as one learner helps another or as the instructor replies to a trainee’s questions. 

In today’s learning societies, it appears that a mixture of these learning processes should be considered when developing the learning communities design plan.

Week 11 BLog

Chapter 4: Task Analysis

When designing an online community it is important to define the content needed to address the instructional need or problem. Once this need has been defined, objectives and strategies can be put in place to create the instructional needs of the class.

There are three methods for defining content: Topic, procedural, and critical incidence. Topic analysis is used to identify the facts, concepts, and principles needed for instruction. Procedural analysis is applied to a task to identify the individual steps, cues, and sequence for performing steps. And finally, critical incidence analysis is used to identify the content related to interpersonal interactions and attitudes. (Morrison, Ross, & Kemp, 2007, p. 94)

Morrison, Ross & Kemp feel that productive designs are built by using at least 2 of the before mentioned analysis processes – including, but not limited to interviews combined with a subject matter expert (SME) or accurate record taking paired with a task analysis project, and using notepads and index cards supplemented with photographs or videotapes.


Chapter 5: Instructional Objectives

Procedures for planning instruction in which specifications of instructional objectives is an important part of the design process. These objectives outline the intended learner outcomes and provide the teacher a “road map” of the class. These objectives should be grouped into cognitive, psychomotor, and affective domains and should also be presented in a scaffold manner so that the learner can acquire higher levels of intellectual aptitude and skill ability.

Behavioral objectives are also very important during the design process. These objectives consist of an action verb and subject content reference and should also include a performance standard and/or conditions. Higher learning objective should also be included in the design. Also, affective domain objectives need to be identified by inferring learner acceptance of an attitude from observable behavior.

After instructional objectives have been set, it is important to classify them into categories based on schemes. Schemes include facts, concepts, principles and rules, procedures, interpersonal skills, attitudes, recall and application. This will help the instructor develop appropriate instructional strategies for teaching and reaching the educational objectives.

Finally, subject matter relating to instructional objectives is the essential information used to guide instructors in the development of these objectives. Use your curriculum to help guide you through writing an instructional design process that meets the goals and objectives of the class.

Chapter 6: Designing the Instruction: Sequencing

After completed the task analysis and written the class objectives it is time to begin designing the instruction. In order to do this, you must determine the most appropriate sequence for presenting the information. Posner and Strike suggest three strategies –based on how objects or events occur in the real world, concepts and their relationships to other concepts, and the interests and needs of the learner (p. 140). By picking one of these strategies, the instructor is able to present content in a logical order, usually beginning with the simplest to more complex tasks.

Chapter 7: Designing the Instruction: Strategies

When designing effective instruction, the designer must be aware of” how to present each individual objective in a manner that will help the learner achieve the objective” (Morrison, Ross & Kemp, 2007, p. 161).

The process of designing effective instruction begins with determine the content and performance type of each objective by using the expanded content-performance matrix. This process helps the designer classify the objectives and helps to determine how the learner is to perform the behavior specified in the object and what the learner is to master.

There are six types of content categories: facts, concepts, principles and rules, procedures, interpersonal skills, and attitudes. There are two components of a prescription: the initial presentation of the content for the learner, and generative strategies, such as recall, integration, organization, and elaboration to make the content meaningful and to encourage active processing by the student. Direct, purposeful, heuristic (hands on problem solving) experience is preferred and should be hands-on or use visuals or other representations for abstract ideas.

Morrison, Ross & Kemp recommend the following steps to design an instructional strategy: (p. 161)

a. Review each objective and determine in which cell it best fits in the performance-content matrix.
b. Refer to the appropriate table for prescriptions in this chapter and select an initial and generative strategy.
c. Develop the instruction, which consists of the initial presentation and the generative strategy.

Reflection Summary 2

Reflection Summary 2

Heath and Luff (1991, 1992) found that online educational systems today have been built on the basis of bi-directional video-mediated teleconference systems.  In other words, views of a lecturer’s face and/or learning material are transmitted to the learners’ sites, and vice versa.  However, when a teacher talks and the students listen, meaning is gathered not only by words but also through voice inflections and body language.  Total understanding of meaning is hard to accomplish when participating in a conventional, video mediated, classroom setting. (Kato, Yamazaki, Suzuki Kuzuoka, Miki, and Yamazaki, 2002)  

Chapter 10 dealt with possible solutions with the prevailing systems used for conducting online classes. The author's of the study showed that the systems used today for video conferencing are “not sufficient for conducting collaborative learning where nonverbal interaction is crucial although they may be acceptable for an educational situation such as a lecture” (Kato, et al., 2002, p. 410)   Minneman (1990) and Ishii & Kobayashi (1992) found more problems for using video mediated classrooms when they stated that “flat, work-support systems used in computer-supported cooperative work do not transmit hand gestures and eye contact”.  CSCW’s do not support spatial activities.  Kato et al. developed a study in which the purpose is not only to “point out the physical limitations of these CSCW systems but to try to clearly delineate the intrinsic limitations so that an environment in which distant people talk as if in a close face to face conversation can be created. (Kato et al., 2002, pg. 410.)  The "body-metaphor concept", in which multiple camera's and monitors are used to show the speaker and the listeners faces, hands, and the objects in which they are using to present the lecture, was developed to analyze the instruction “in a primary face-to-face situation to see how an instructor and learners positioned themselves during instruction”  (Kato et al., p. 411).

The on-line learning community in which this study was based is a Knowledge-Based Learning Community as described by Margaret Riel and Linda Polin.  The Knowledge-Based Learning Community construct, use, reconstruct, and reuse knowledge in deliberate continuous cycles”  (Scardamalia & Brewer, 1994; Bereiter, 2001; Hewitt)  These communities seek to advance the collective knowledge in a subject or field of inquire, and to do so in a way that supports the growth of each of the individuals in the community .(Scardamalia et al., 1994)  In this case, coming up with an on-line video course in which interaction and collaboration occur in a natural way and in which the “spatial arrangement of functional resources originating from body part functions becomes a fundamental issue” (Kato et al., 2002, p. 421) Components of this type of learning community are:

Knowledge-Based Learning Communities

Community Dimensions	Practice-Based Learning Community
Membership	Membership is defined by credentials as knowledge-builders. Members may or may not know each other personally. Strong identity with the knowledge-building endeavor.
Task Features and/or Group Goals	Evolution of the knowledge base through current use and for future users. Focus on validation knowledge, e.g., through peer review of cycles of generation of knowledge products. Focus on learning how to learn, or learning how to strengthen or counter ideas or arguments. Shared interest in development of the community.
Participation Structures	Long-term commitment to construct and reconstruct knowledge base. Organized and defined by the tasks of production of intellectual work.
Reproduction and Growth Mechanisms	Construction of a shared language for characterizing group work. Development and evolution of a set of procedures for evidence and interpretation that are passed from one group to the next. Interchanges with similar knowledge-building learning communities.

(Riel & Polin, p. 33)

 Based on a normal classroom lecture environment, the investigators were interested in seeing how the learners positioned themselves during instruction. When the instructor pointed to an object several things were observed to be important to the success or failure of the lecture:

1. the learners should be able to see the instructor's pointer
2. the instructor should be able to see that the learners are orienting themselves toward the object as well as the pointer while they are watching his/her pointing
3. the instructor should be able to reassure the learners by actions or words that the instructor is aware of the learners' orientation and when the learners intend to draw the instructor's attention to initiate a conversation with him/her
4. the learners should be able to see the instructors face and
5. the instructor should be able to notice the learner's orientation toward himself/herself. (pg. 411)

The experiment was conducted with four groups with each group consisting of one instructor and two learners. All subjects were university students. The experimenters taught some of the students to play the role of instructors. An experimental session for each group took one hour, during which both patterns were tried. While conducting the experiment, the learners' site had three cameras and three monitors. The instructors' site had two cameras and three monitors. One room had face-to-face metaphor in which a traditional teleconference based distance education system was in place. The front of the room had the face to face view and the hand gesture view. The work monitor was placed in the back of the room. The other room was set up based on the body metaphor concept with the face to face view was in front, the hand gesture and work screen were placed at the back.

It was concluded that by using the body metaphor concept, in which the learners had proof that the instructor was aware of their orientation, and that by being able to see not only where the instructor was pointing, but also what he was pointing toward, that there seemed to be a better balance between the understandability and the richness of communication resources. The learners were better able to attend to all 5 areas (mentioned) above that contributed to a successful online collaboration session.

I have decided to build an online classroom on the moodle.org website.  The purpose of this online learning community is to prepare my 9^th grade students for the End of Instruction test in Algebra I.  The purpose of the ACE Algebra I End-of-Instruction test “is to measure Oklahoma students’ level of proficiency at the end of instruction in Algebra I.  On the ACE Algebra I End-Of-Instruction (EOI) test, students are required to respond to a variety of items linked to the Algebra I content standards identified in the Priority Academic Student Skills (PASS).  Each Algebra I test form will test each identified content standard and objective as listed below.  The following content standards and objectives are intended to summarize the knowledge as identified in PASS”. (ACE Algebra I EOI Test Specifications)

I will be able to determine whether or not the online learning community is successful by looking at the scores of my students on the ACE Algebra I End of Instruction test to determine if they scored proficient or need more intense remediation.  I will also incorporate online lessons, quizzes, and tests to help me monitor their progress throughout the year.

 “Moodle is a learning management system developed by educators and offers many channels for differentiated learning activities.  Faculty can upload documents, assignment instructions, links to web sites and media.  In this secure, password protected environment, learning can be extended beyond the limitations of a traditional classroom setting through chat sessions, discussions, collaboration spaces, quizzes, surveys and more.”  (http://fcpe.adelphi.edu/moodle/introduction/).

Moodle includes a constructivist and social constructionist approach to education, emphasizing hands on learning experience in which learners (and not just teachers) can contribute to the educational experience.  However, it is also in line with the accountability-focused ideas about education, such as with No Child Left Behind Act, in which learning outcomes, not necessarily teaching techniques, educational value, or pedagogy, are stressed. 

Activity Theory:

(information.net)

Based on Vygotsky’s Theory of Cognition and Lave’s Situational Learning Theories, Activity Theory emphasizes social factors and interaction between students and their environments and attempts to explain why the principle of tool mediation plays a central role within the approach. Tools (lessons and activities) are created and transformed during the development of the activity itself and carry with them a particular culture - the historical remnants from that development. So, the use of tools is a means for the accumulation and transmission of social knowledge. It influences the nature, not only of external behavior, but also of the mental functioning of individuals.  (http://carbon.ucdenver.edu/~mryder/itc_data/act_dff.html)

These are the specific tools used by Moodle.org.

• Promotes a social constructionist pedagogy (collaboration, activities, critical reflection, etc)
• Suitable for 100% online classes as well as supplementing face-to-face learning
• Simple, lightweight, efficient, compatible, low-tech browser interface
• Easy to install on almost any platform that supports PHP. Requires only one database (and can share it)
• Full database abstraction supports all major brands of database (except for initial table definition)
• Course listing shows descriptions for every course on the server, including accessibility to guests.
• Courses can be categorized and searched - one Moodle site can support thousands of courses
• Emphasis on strong security throughout. Forms are all checked, data validated, cookies encrypted etc
• Most text entry areas (resources, forum postings etc) can be edited using an embedded WYSIWYG HTML editor
  (http://docs.moodle.org/en/Features)

The design and development of Moodle is guided by “social constructionist pedagogy which includes:

Constructivism:  People actively construct new knowledge as they interact with their environment. Constructionism:  Learning is particularly effective when constructing something for others to experience. Social constructivism:  Collaboratively creating a small culture of shared artifacts with shared meanings.  (http://docs.moodle.org/en/Philosophy)

There are several design features of moodle.org that make it an easy website for students to use:

·      Promotes a social constructionist pedagogy (collaboration, activities, critical reflection, etc)

·      Suitable for 100% online classes as well as supplementing face-to-face learning

·      Simple, lightweight, efficient, compatible, low-tech browser interface

·      Easy to install on almost any platform that supports PHP. Requires only one database (and can share it).

·      Full database abstraction supports all major brands of database (except for initial table definition)

·      Course listing shows descriptions for every course on the server, including accessibility to guests

·      Courses can be categorized and searched - one Moodle site can support thousands of courses

·      Emphasis on strong security throughout. Forms are all checked, data validated, cookies encrypted etc

·      Most text entry areas (resources, forum postings etc) can be edited using an embedded WYSIWYG HTML editor
(http://docs.moodle.org/en/Features)

The overall Moodle package gives facilitators a variety of tools to put together a classroom that can meet the needs of the individual learning styles and preferences in their classrooms.

References

Heath, C., & Luff, P. (1993).  Technology in working order: studies of work, iInteraction, and technology, Graham Button (ed), Routledge, London, 1,93, pp 35-54.

Ishii, H., & Kobayashi, M. (1992).  Clearboard:  A seamless medium for shared drawing and conversation with eye contact.  Proceedings of CHI’92, (pp. 525-532) ACM.

Kato, H., Yamazaki, K., Suzuki, H., Kuzouka, H., Miki, H., & Yamazaki, A. (2002). Designing a video-mediated collaboration system based on a body metaphor. CSCL 2: Carrying Forward the Conversation (Computers, Cognition, and Work) (1 ed., pp. 409-423). Mahwah, NJ: Lawrence Erlbaum.

Moodle Tutorials: Moodle Introduction. (n.d.). Faculty Center: Adelphi University. Retrieved March 26, 2010, from http://fcpe.adelphi.edu/moodle/.

Networked Learning Conference 2010. (n.d.).Networked Learning Conference 2010. Retrieved March 26, 2010, from http://www.networkedlearningconference.org.uk.

Riel, M. and Polin, L. (2004). Online learning communities: Common ground and critical differences in designing technical environments. In Barab, S. A., Kling, R., and Gray, J. H., editors, Designing for Virtual Communities in the Service of Learning, pages 16-50. Cambridge University Press, Cambridge.

Scardamalia, M. & Bereiter, C.(1994).  Computer support for knowledge-building learning communities.  The Journal of the Learning Sciences, 3(3), 265-283.

Tang, J., & Minneman, S. (1990).  VideoDraw:  A video interface for collaborative drawing.  Proceedings of CHI’90, 313-320.

Riel, M. and Polin, L. (2004). Online learning communities: Common ground and critical differences in designing technical environments. In Barab, S. A., Kling, R., and Gray, J. H., editors, Designing for Virtual Communities in the Service of Learning, pages 16-50. Cambridge University Press, Cambridge.

Moodle Tutorials: Moodle Introduction. (n.d.). Faculty Center: Adelphi University. Retrieved March 26, 2010, from http://fcpe.adelphi.edu/moodle/.

Networked Learning Conference 2010. (n.d.).Networked Learning Conference 2010. Retrieved March 26, 2010, from http://www.networkedlearningconference.org.uk.

Philosophy. (n.d.).http://docs.moodle.org/en/Philosophy. Retrieved March 26, 2010, from docs.moodle.org/ed/Philosophy.

Oklahoma State Department of Education . (n.d.). Oklahoma State Department of Education. Retrieved March 26, 2010, from http://sde.state.ok.us/.

Ryder, M. (n.d.). What is Activity Theory.http://carbon.ucdenver.edu/~mryder/itc_data/act_dff.html. Retrieved March 26, 2010, from carbon.ucdenver.edu/~mryder/.

Moodle Classroom Design Proposal

Moodle.org/ACE Algebra EOI

Part I:  Design Proposal

Background Information

Needs Assessment:

            This is State Superintendent Sandy Garrett's summary of Senate Bill 1792, which became effective July 1, 2006. It affects the 2006-2007 SY seventh grade class and those who follow.

1.  These students will be required to pass the State's eighth grade test in math and reading in order to apply for a driver's license.

2.   These students will be required to pass four (two of which must be Algebra I and English II) out of seven end of instruction tests in the high school in order to graduate from high school. They will also be required to take the end of instruction test for each class they complete for which an end of instruction test is provided.

3.   End of instruction tests will include Algebra II, English III, and Geometry, in addition to the current EOIs, Algebra I, English II, Biology I, and US History.

(http://www.vian.k12.ok.us/modules/news/article.php?storyid=69)

Purpose/Goals:

The purpose of this online learning community is to prepare my 9^th grade students for the End of Instruction test in Algebra I.  The purpose of the ACE Algebra I End-of-Instruction test “is to measure Oklahoma students’ level of proficiency at the end of instruction in Algebra I.  On the ACE Algebra I End-Of-Instruction (EOI) test, students are required to respond to a variety of items linked to the Algebra I content standards identified in the Priority Academic Student Skills (PASS).  Each Algebra I test form will test each identified content standard and objective as listed below.  The following content standards and objectives are intended to summarize the knowledge as identified in PASS”. (ACE Algebra I EOI Test Specifications)

Priority Academic Student Skills (PASS

                                                                       Algebra I           

Content Standards and Objectives

Number Sense and Algebraic Operations Equations and Formulas (1.1) Expressions (1.2)	27%
Relations and Functions Relations/Functions (2.1) Linear Equations and Graphs (2.2) Linear Inequalities and Graphs (2.3) Systems of Equations (2.4)	56%
Data Analysis, Probability and Statistics Data Analysis (3.1) Line of Best Fit (3.2)	16%
Total Test	100%

(ACE Algebra EOI Test Specifications)

                 I will be able to determine whether or not the online learning community is successful by looking at the scores of my students on the ACE Algebra I End of Instruction test to determine if they scored proficient or need more intense remediation.  I will also incorporate online lessons, quizzes, and tests to help me monitor their progress throughout the year.

Learners/Community Members:

The learners/community members of my online learning community are 9^th grade students who are enrolled in my Algebra I Lab class. These students qualify for special education services with a Specific Learning Disability due to a significant discrepancy between their ability and achievement scores in Mathematics.   This class is made up of four, male, freshman students.  Three are white (Non Hispanic), and one is Hispanic or Latino, and all four are in the regular classroom 40% – 79% of the day.

Contextual Information:

Moodle is a learning management system developed by educators and offers many channels for differentiated learning activities.  Faculty can upload documents, assignment instructions, links to web sites and media.  In this secure, password protected environment, learning can be extended beyond the limitations of a traditional classroom setting through chat sessions, discussions, collaboration spaces, quizzes, surveys and more.  (http://fcpe.adelphi.edu/moodle/introduction/)

Moodle includes a constructivist and social constructionist approach to education, emphasizing hands on learning experience in which learners (and not just teachers) can contribute to the educational experience.  However, it is also in line with the accountability-focused ideas about education, such as with No Child Left Behind Act, in which learning outcomes, not necessarily teaching techniques, educational value, or pedagogy, are stressed. 

Design Overview

Theoretical Rationales

Activity Theory:

(informationr.net)

            Moodle is based on Vygotsky’s Theory of Cognition and Lave’s Situational Learning Theories.  These theories are based on hands on, active learning.   The Activity Theory emphasizes the social factors and on interaction between agents (learners) and their environments.   The principle of tool mediation (in this case, online, interactive lessons and activities) plays a central role within these approaches. Learning is a result of experiences with other people who have tried to solve similar problems at earlier times and intended/modified a tool to make the learning process more efficient.  This does not have to be done by a teacher, but by any member of the learners’ social environment.  These tools are created and transformed during the development of the activity itself and carry with them a particular culture - the historical remnants from that development. So, the use of tools is a means for the accumulation and transmission of social knowledge. It influences the nature, not only of external behavior, but also of the mental functioning of individuals.  (http://carbon.ucdenver.edu/~mryder/itc_data/act_dff.html)

Tools:

• Promotes a social constructionist pedagogy (collaboration, activities, critical reflection, etc)
• Suitable for 100% online classes as well as supplementing face-to-face learning
• Simple, lightweight, efficient, compatible, low-tech browser interface
• Easy to install on almost any platform that supports PHP. Requires only one database (and can share it).
• Full database abstraction supports all major brands of database (except for initial table definition)
• Course listing shows descriptions for every course on the server, including accessibility to guests.
• Courses can be categorized and searched - one Moodle site can support thousands of
• courses
• Emphasis on strong security throughout. Forms are all checked, data validated, cookies encrypted etc
• Most text entry areas (resources, forum postings etc) can be edited using an embedded WYSIWYG HTML editor
  (http://docs.moodle.org/en/Features)

Pedagogy: 

            The design and development of Moodle is guided by “social constructionist pedagogy". This page attempts to unpack this concept in terms of four main, related concepts: constructivism, constructionism, social constructivism, and connected and separate.  (http://docs.moodle.org/en/Philosophy)

Constructivism:  People actively construct new knowledge as they interact with their environment.

Constructionism:  Learning is particularly effective when constructing something for others to experience.

Social constructivism:  Collaboratively creating a small culture of shared artifacts with shared meanings.

Connected and separate:  Balance of behavior is when someone tries to remain separate (objective and factual) and connected (empathic approach that accepts subjectivity. 
(http://demo.moodle.net/mod/lesson/view.php)

References

ACE Algebra I EOI Test Specifications. (n.d.). Oklahoma school testing program. Retrieved March 10, 2010, from www.sde.state.ok.us/studentassement

Features - MoodleDocs. (n.d.). Main Page - MoodleDocs. Retrieved March 11, 2010, from http://docs.moodle.org/en/Features

Features - MoodleDocs. (n.d.). Main Page - MoodleDocs. Retrieved March 11, 2010, from http://docs.moodle.org/en/Features

Information Research: an international electronic journal. Information science, Information management, Information systems, Information retrieval, Digital libraries, Information seeking behavior, Information seeking behavior, World Wide Web, WWW. (n.d.). Information Research: an international electronic journal. Information science, Information management, Information systems, Information retrieval, Digital libraries, Information seeking behavior, Information seeking behavior, World Wide Web, WWW. Retrieved March 11, 2010, from http://informationr.net

Moodle Tutorials: Moodle Introduction. (n.d.). Faculty Center: Adelphi University. Retrieved March 11, 2010, from http://fcpe.adelphi.edu/moodle/introduction/

Moodle Tutorials: The ADDIE Instructional Design Model. (n.d.). Moodle Tutorials. Retrieved March 11, 2010, from http://moodle-tutorials.blogspot.com/2008/11/addie-instructional-design-model.html

Moodle.org: Login to the site. (n.d.). Moodle.org: open-source community-based tools for learning. Retrieved March 11, 2010, from http://moodle.org/mod/forum/view.php?id=4792

Philosophy - MoodleDocs. (n.d.). Main Page - MoodleDocs. Retrieved March 11, 2010, from http://docs.moodle.org/en/Philosophy

Philosophy - MoodleDocs. (n.d.). Main Page - MoodleDocs. Retrieved March 11, 2010, from http://docs.moodle.org/en/Philosophy

Philosophy of Moodle. (n.d.). Understanding Moodle. Retrieved March 10, 2010, from demo.moodle.net/mod/lesson/view.php

TCPDF, d. M. (n.d.). Moodle - Wikipedia, the free encyclopedia. Wikipedia, the free encyclopedia. Retrieved March 11, 2010, from http://en.wikipedia.org/wiki/Moodle

Vian Public Schools. (n.d.). http://www.vian.k12.ok.us/modules/news/article.php?storyid=69. Retrieved March 10, 2010, from www.vian.k12.ok.us/modules/news/article.php?storyid=69

What is Activity Theory. (n.d.). What is Activity Theory. Retrieved March 20, 2010, from carbon.http://carbon.ucdenver.edu/~mryder/itc_data/act_dff.html

APA formatting by BibMe.org.