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Ever feel constrained by your Learning Management System (LMS)? Are there activities that you want to do with your students but your LMS doesn't support them? I use Moodle for my current classes and at times, I've found it a bit constraining. For instance, the Moodle discussion forums can be a little boring if you use them in the same way ALL semester long. Instead, what I do is change up my interactive activities every week. So, one week, I'll have two Moodle forums; the next week a group Wiki and a discussion forum; the next week a VoiceThread presentation with a Moodle discussion, etc. It works to break up the boredom of using the same Moodle tools. The trick is to not confuse the students with too much technology in too many places.
When planning for non-LMS activities, I consider when in the course to try them, at what place in the LMS module to list them and how to justify their usefulness to the students. Yes, you must always remember to justify WHY students will find the technology useful in learning the subject matter. I always like to mention a feature or two of the new technology compared to what the class is currently using in Moodle. I then try to follow the new technology experience up by having the students try it in a homework assignment, as part of the final project or as extra credit.
Below, I include some strategies that you can use to incorporate online sources outside of your LMS. For each one, I've briefly considered some of the advantages and disadvantages of each strategy.
Strategy #1: Embed web technologies within the LMS
Embedded technologies allows you to post a link to the outside asset (i.e. a video, audio file, etc) from the an area inside of the LMS. I like to use this approach for my faculty introductions and activity introductions throughout a semester and for embedding YouTube videos within a learning module.
Examples: Embed Voki.com animations in the LMS and videos from video-sharing websites like YouTube.
(+) There is a seemless integration within the LMS.
(+) This approach b/rings more interest to the LMS course page.
(-) Some web applications are not as easy to make seemless. They may require some form of tweaking to get them to work inside of the LMS.
(-) Animations and videos take time and practice; so keep them very short and simple.
Strategy #2: Collaborate with Web 2.0 technologies
Web 2.0 technologies emphasize social interaction with their features. These technologies can be linked to from inside of a "shell" window in Moodle. For instance, I like to use Moodle discussions combined with surveys at Google Docs and Poll Daddy (surveys with live results). Here's what I do: I'll start by introducing a topic in a discussion forum in the LMS and then include a link to the Google or Poll Daddy survey. The class reads the topic introduction in the discussion window, then they go over and take the survey and see live results. Depending on the topic, the class may then be instructed to come back to Moodle to discuss their reaction to the findings.
Examples: From inside of online discussions, link students to Web 2.0 sources such as live polls at PollDaddy.com, or VoiceThread narrated presentations that allow students to comment. Tip: Always introduce the week's lesson as an activity in the LMS so that the students have a familiar place to start.
(+) It's an interesting way to get students to participate.
(+) Web 2.0 technologies on the Internet are pretty easy to use inside of the LMS.
(+) This approach encourages a feeling of community in that students know and can talk about what other students are thinking.
(-) Some students may be put off by clicking more than once to have a discussion with other students.
Strategy #3: Require students to use non-register Web-based services
Non-register Web-based services such as Padlet, allow students the opportunity to try another virtual environment without the hassle of learning HOW to use it. Look for environments that are simple and intuitive.
Examples: Students using Padlet.com or other shared walls to introduce themselves. I've had students create concept map topics using Wordle.net and screencasts videos with Screen-o-Matic.com.
(+) This type of software is usually quick and easy to use and students can create great products fast.
(+) Students can usually "share" their work with the class by sending an invitation to the class.
(-) Students may get confused and think that there should be more to the assignment. In reality, it's the technology that is easy.
(-) Students may request to continue using the technology and not want to come back to the LMS.
Strategy #4: Require students to register for Web-based services
Register services that allow students to make audio and video presentations, webpages and photo journal are sometimes worth using if the site itself is easy and students have enough time. Note: Some schools do not allow this so make sure that you check with your department chair.
Examples: I've had my students use Glogster.com and Voki.com to create fun presentations to other students. The students are required to register for an online account to complete their assignments. I usually give these for an end of semester assignment or assignments with more than 1 week deadline. Classmates then provide each other with feedback on their assignments.
(+) Students enjoy using powerful, creative tools while learning topics.
(+) Students enjoy seeing how other students handle the assignment with the technology.
(-) These types of assignments generally take students longer to complete.
(-) Students who don't like learning new technologies may be put off by this assignments.
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