Facilitating project and problem learning with the use of ICT tools such as Moodle

Natalija Sitnikova, Krištof Kranjc

Faculty of Chemistry and Chemical Technology, University of Ljubljana, Večna pot 113, SI-1000 Ljubljana, Slovenia

Challenge, goal and topic

The university educational system, know-how and teaching techniques have seen vast progress since the 1960s, when more pedagogical approaches have entered the field of higher education. However a lot of educators still tend to use only older methods of teaching, such as lecturing, which is a type of teacher-centred instruction and mostly includes the lecturer’s explanation while their students remain as passive observers and listeners. While this form of lessons can be very frugal with time and can be seen as a ‘simpler way out’ it isn’t as engaging from both sides and does not contribute to active learning and knowledge-building. This in turn can lead to knowledge that isn’t based in real-life experience, that is non-transferable and difficult to apply.

Two of the types of active education which have been gaining traction ever since the pedagogical changes to higher education have been problem-based learning and project-based learning. The first one deals with a shorter, open-ended problem, while the second one helps students delve into a deeper problem or challenge, which usually stems from their surroundings. The students try to synthesize answers to complex questions about the topic assigned. This helps them acquire deeper understanding about the topic and several essential skills.

These types of methods can be very beneficial to both students, but also to teachers. For students, it is a chance to be encompassed by a more engaging environment, where they can develop essential skills, such as teambuilding and research proficiency. This can in turn lead to higher learning satisfaction levels, thus rising motivation. For teachers this can help break off from routine and provide more in-depth engagement with the students. Both educational models can expand and educator’s repertoire of pedagogical strategies which can lead to a greater job satisfaction.

While these two models are a wonderful tool in an educator’s toolbox of methods, setup can be a daunting process. This can be alleviated and helped by using complex ICT tools, such as Moodle. A lot universities and especially a lot of STEM programmes use Moodle on an everyday basis already and this versatile programme can be used for this purpose as well.

While Moodle is well-used, there are many functions which are avoided, underused or even unknown to users. Many users learn of functions, maybe use them a few times unsuccessfully and quit using them. Some users may know of some functions, but do not know or understand how to apply them in their Moodles. Some functions are actually more versatile than what they are currently being used for and can be used better. This is why it is important for a comprehensive guide on Moodle to be created.