What is Moodle

Modular Object-Oriented Dynamic Learning Environment (Moodle) is a free Technology

Mediated Environment (TME) that allows instructors to create an electronically enhanced,
blended learning model [which] can engage some learners far better and at higher levels than a
simple textbook, paper, and pencil (Abram, 2005, p. 20). Moodle allows students to access
learning materials, self-assess, and to collaborate through discussion forums. This platform
fosters student-centred learning where the instructor acts as facilitator and can customise the
learning experience with additional plug-ins. Moodle can be enhanced through the purchase of
synchronous learning software such as Blackboard Collaborate, allowing rich collaboration and
live discussion. A community of Moodlers at Moodle.org provides support and FAQs. With over
1400 registered model sites in provinces across Canada, there are no apparent jurisdictional
issues associated with its use, which provides a solid foundation for many jurisdictions to
implement it as a viable 21st Century learning platform.
Stakeholder Involvement
Addressing stakeholder wishes is essential when implementing a new TME (Wagner,
Hassanein, & Head, 2008). Each stakeholder can be a technology leader: administrators,
technology coordinators, and teachers respectively hold the expected responsibilities around
visioning, funding and training, technological support, and pedagogical and content
implementation (Davies, 2010).
Students also play an important role as technology leaders, adopting technology, and
training each other and even the teacher. Experience has shown that students readily buy-in,
although greater student involvement in the planning stages and the solicitation of student
feedback would result in an even richer experience. Parents as stakeholders could offer expertise

and opinion at the planning stages. Parental training opportunities would also be beneficial since
students will use Moodle at home as much as at school.
Implementation Strategy
A grassroots implementation provides teachers with a risk-free environment, which
allows staff to build skills and sites gradually as time permits (Council on Technology Teacher
Education, 2010). Gauging school interest in Moodle can occur through dialogue preceded by a
Moodle video to explain Moodle and how it might be used (Moodle, 2014).
Following buy-in from the schools key stakeholders, school leaders would provide
resources for infrastructural and professional development. Moodle requires someone with
technical expertise to download and maintain the software, and set up individual course sites for
teachers. Professional development would be best served through a mentorship framework as
outlined by Kopcha (2010), which moves teachers from novices to experts who in turn sustain a
growing community of practice. Leaders should ensure that they make no assumptions of skill
based on age when determining support required for implementation (Crichton, Slater, & Pegler,
2010).
Leaders need to consider server options and security when implementing Moodle. The
main expense is the purchase and maintenance of a host server. Infrastructural requirements such
as server capacity depend on school size; it can be run on anything from a personal computer to
a farm of servers (M. Jackson, personal communication, 29 June, 2014). For example, a school
comprising 80 staff and 500 students has a 150GB database server for their student Moodle (C.
Kloosterman, personal communication, 30 June, 2014). There are, however, free and
subscription-based host servers available externally. The most secure option that protects the
privacy of students and teachers, is onsite hosting where network logins and enrolment keys limit

access and allow teachers and system administrators to trace user activity. It is also
recommended that the school include an acceptable use policy which all users would be
required to sign prior to network use.
Conclusion
Moodle is a TME that allows learners to engage in 21st Century learning and permits
teachers to provide opportunities to collaborate, manage courses, and assignments. It works best
when implemented at the local level and where administrators, teachers, and technology
coordinators share a vision, and take into account budgets and expertise. Supports such as
Moodle.org are in place for students, teachers, and parents, although, a mentorship model and
onsite expertise are advised. Whereas Moodle is free, there are still costs associated with server
hosting and professional development. Overall, Moodle is an effective way to provide students
with a TME that sets students up for success and allows for learning anytime, from anywhere,
and on any device.

References
Abram, S. (2005). The role of e-learning in the K-12 space. MultiMedia & Internet@Schools,
12(2), 19-21
Council on Technology Teacher Education. (2010). Innovation and change. In P. A. Reed & J. E.
Laporte (Eds.), Research in technology education (116-135). Reston, VA: Council on
Technology Teacher Education.
Crichton, S., Slater, C., & Pegler, K. (2010). Understanding teaching technology use by
generation, knowledge, and career cycle. ATA Magazine, 91(1). Retrieved 20 June, 2014
from https://www.teachers.ab.ca/Publications/ATA%20Magazine/Volume-91/Number1/Pages/Understanding-Teaching-Technology-Use.aspx
Davies, P. M. (2010). On school educational technology leadership. Management in Education,
24(2) 55-61.
Kopcha, T. (2010). A systems-based approach to technology integration using mentoring and
communities of practice. Educational Technology Research & Development, 58(2), 175190.
Moodle. (2014). What is Moodle? Video presentation retrieved 20 June, 2014 from
https://www.youtube.com/watch?v=wop3FMhoLGs
Wagner, N. L., Hassanein, K., & Head, M. M. (2008). Who is Responsible for E-Learning
Success in Higher Education? A Stakeholders' Analysis. Educational Technology &
Society, 11(3), 26-36.