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Padlet III activity: philosophy and pedagogy

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Padlet III activity: philosophy and pedagogy

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Based on exploration of the site, I chose to zero in a bit on both philosophy and pedagogy as I found they had a lot of overlap. What I think is notable about Moodle’s philosophy and pedagogy is that they appear to be very focused on social learning theories and constructivism. Based on what I’ve learned so far in the OILS program, these two things tend to go hand in hand, as in we tend to learn not only through experiences, but from the exchange of information from each other. Not only do learn from the exchange, we use this information to build upon our existing knowledge. Putting these theories to use in an instructional or learning event can be used not only to enhance overall learning, but build communities of practice in a learning environment.

I feel like Moodle’s approach and methodology is similar to how we examined the role of technology in Contemporary Instructional Technologies course as well as Virtual Worlds. Throughout the semester we reviewed different case studies/ programs on how technology was incorporated into learning environments. Some of these were instances of face-to-face (F2F), online, and blended /hybridized learning. One of the revolving questions that kept popping up was whether we were forcing learners to adapt to the technology in order to learn, or if the technology was being used to augment the instruction/ learning environment / event.

I would suggest that Moodle has kept this in mind in both their philosophy and pedagogy. This is evident in a number of ways in based on their flexibility of access and use. In addition to the number of resources including analytics, quizzes, discussions, and surveys they allow users to have mixed roles in the learning management system. This not allows peer-to peer learning and feedback, but facilitator to learner learning and feedback.

In my experience in fine art printmaking I found that often I learned from my peers just as much as the instructor. On the same note when I began showing less seasoned printmakers new techniques, I learned something myself, particularly the importance of clarity in my instruction. I can draw many parallels here as to why Moodle emphasizes our role as learners even when we are in the teacher capacity.

I think this level of flexibility in Moodle is important, not just from a philosophy and pedagogy standpoint, but also an instructional design perspective. I would attribute Moodle’s success to not only their philosophy and pedagogy, but flexibility of the platform. When choosing a proper good LMS, it has to fit the needs of multiple clients with multiple needs. While there may be some formal training involved, we shouldn’t have to force facilitators and learners to adapt to the platform, we should be using the platform to fit the needs of our learners and facilitators.

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Being able to claim 90 million users around the world is no small feat and only speaks to the overwhelming LMS ability Moodle has. From Shell, London School of Economics, State University of New York, Microsoft and the Open University moodle is extremely robust in its learning platform. Even crazier is to see that Moodle has 85,188 sites, is in 233 countries, has 13,901,109 courses,  and 118,202,386 users!

The United States is the leading user in Moodle but second to them is Spain, followed by Brazil. This just goes to show how effective Moodle is considering it's English-Spanish mark dominance. Being a bilingual learner of both English and Spanish, this is extremely helpful and useful to me. I can definitively see this benefiting the LMS of multinational or international organizations .

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My understanding of Moodle is to creat a learning environment for teachers, instructors, administrators and learners on one LMS system.
Moodle is easy to use and navigate through, this is important for us as learners because the focus should be learning and to spend so much time navigating the page.
Moodle is world wide based which is pretty awesome. You are able to change the language to your country or native tongue. With all the security issues happening lately, it is important to have a secure site. Security is a priority and is constantly being updated to protect the users, which is comforting to hear.
This is the first I have heard of Moodle so when I read "There are tens of thousands of registered Moodle sites in the sites list that we maintain; however it is impossible to know exactly how many Moodle sites exist because Moodle is open source, free to download and distribute, and doesn't force registration on its users."
Moodle has good resources and good credentials. I feel safe and secure using Moodle and look forward to working with it this semester.

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What I found interesting about Moodle is that it caters to many different languages. The system translates the default language to fit the individual’s preference. I discovered that the official language for Moodle is Australian English. Codes are assigned to different languages and a language code list is provided by Moodle. Moodle 3.3 provides language packs. These language packs which are maintained by people who use and contribute to Moodle. For people to utilize these language packs, they first should install it before they can customize it to their needs. A workflow of the language customization is provided for people who are interested with it. These packs are dependent with the server, meaning if an individual wants to install, restore, or make a backup, a local file is provided to manually restore it from a different server. Troubleshooting corrupted language packs caused by plugins can also be seen in this section to fix the plugin with the language packs.

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I'm doing an internship where collaboration and creating a sense of community for employees is incredibly important for fostering effective communication and social engagement. So I decided to research the collaboration tools that Moodle has to offer. These tools include forums, wikis, chats, and blogs. The management consulting company that I am working for uses Jive as a community and collaboration tool and it has a lot of the same features, plus a lot more. Gabe Montoya (fellow undergrad) and I are currently trying to decide on an LMS to start creating and publishing training content for our company and the different tools available are going to play a huge role in which one we choose. I think one collaboration software that should definitely be included is a web conferencing tool. I think in order to develop engagement with learners, there needs to be better synchronous tools than just chats. (Although I do think chats are a good idea and would be curious how well it would work in the OILS program.)

However, I don't see blogs being super useful in a structured learning module. They're useful when someone is doing a general search in a database for specific information, but I can't see learners being motivated to utilize blog posts for their own learning.

Another Moodle feature that I think is a really important functionality these days is Moodle Mobile. People are using their phones far more than PCs and if you can smoothly transition a learning platform to mobile devices, I think learners are more likely to use your software and be satisfied with its delivery method. We want options. We want to be able to access information from wherever we are at any given point.

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I was very impressed with the history of Moodle.  From humble beginnings in 2002 to having over 100 million users in 2017 truly shows me a clear example of the growth of Learning Management systems.  I had never heard of Moodle until four weeks ago.  Reading that so many people are already using it and loving it is a final confirmation for me of the direction of learning in today’s rapidly changing digital world.

The history of how the designers intended for Moodle to be used is inspiring, and articulates well the value that Moodle provides to the learning process.  Encouraging a change in the learning process or culture to achieve social constructivist behavior, when groups are constructing knowledge for one another, identifies the need for open-ended LMS environments.  It excites me to see more technology that allows for group work and sharing of information and data using group or collaborative efforts to learn from each other in a up-to-the-minute timeline to all the time accessibility.~

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Moodle is a widely used site, a few institutions that use Moodle include high schools, colleges, oil companies, airlines, etc. There are several thousands of Moodle sites that were created, Moodle is always up to date on upgrades. How everything is collected is through the regstration process which includes site administrators registering their sites within Moodle. To maintain statistics valid information is collected and managed to ensure the sites registered are accurate. Regular maintenance is key to making sure sites that are not used are taken off of the Moodle site. And weekly checkups on URLs helps maintain that sites are being used properly, and not just used as test sites.
Moodle is a new site for me, I have never used this website in any of my previous courses. I'm looking forward to see what it has to offer for this semester.

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I have had some experience using Moodle in the past and throughout my studies in the OILS program I have heard the term "open source". I have discovered that open source is not just free access but also it has ten criteria that must be met to meet the definition of open source: 1. Free Redistribution. 2. Source Code. 3. Derived Works. 4. Integrity of the Author's Source Code. 5. No Discrimination Against Persons or Groups. 6. No Discrimination Against Fields of Endeavor. 7. Distribution of License. 8. License must not be Specific to a Product. 9. License Must not Restrict Other Software. 10. License must be Technology-Neutral.

I thought this was very interesting. I think all of the criteria had a very important role to play in the definition of open source, however the one I felt was of particular interest was; No discrimination against fields or endeavors. I think this was important to maintain the feel of open source. I like that Moodle could be used in an Academic setting and in industry. I find this to be of most use in my practice. The more private industry has to compete for resources and become a learning organizations, the more use I see for this type of LMS in private business. Very cool...

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I choose to look more in to the history, found it very interesting that the founder was a from Australia, in a school of the Air. This is pretty cool and considering the option of language that moodle provides, showing the extent and passion put into the site.l found it surprising to see how far back Moodle essential started, being that it was thought of in 1970 but to think of it being used in 1999 is pretty wild when you think about the computers and the range of technology that was provided at that time. Moodle has come a long way and incorporating endless  options and opportunities.

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The Moodle Docs site was full of so much informative information, and I learned so much.  After reviewing the Moodle Docs site, I discovered the in-depth features that Moodle provides for the User, Teacher, and the Administrator.  I have to admit that after reading all of the features presented in Moodle docs that I was unaware of just how many aspects there are to a learning environment.

Among the many features, I have chosen a couple that I feel are extremely beneficial.  For the User, the interface is very easy to navigate.  The collaborative tools appear to make working on projects and interacting with other Users very user friendly.  This appears very helpful because while working with others, it helps to alleviate the stress of communication functions while in an on-line learning environment.  I also liked the text editor that works with all web browsers and devices.

For Administrators, Moodle also has some great features which can help the User in the learning environment gain knowledge.  Moodle has a built-in collaborative publishing feature which I think is a very important feature.  Users are able to interact with other Users in content-driven collaboration.  Another helpful feature that Moodle provides the Administrator with is the Multimedia Integration feature which enables the Administrator to insert video and audio files into the course.  This enables the User to gain extra knowledge which is not presented in a lecture or text book environment.

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Moodle standards set a global standard that creates a learning platform for institutions and students. Moodle offers a versatile learning platform with outside applications and information for a more broad learning experience. One of Moodle's standards is to allow you to utilize Moodle in any learning environments to meet the course requirements. Moodle is an open source initiative and includes course content and learning resources. Moodle's standards and course content is compliant with global certifications for education and it meets standards for e-learning.

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By researching Moodle version 3.3 documentation, I found quite a bit of information on some of the cool features of Moodle. For example, one of the new features in Moodle 3.3 is drag and droppable media. I think this is definitely a time saver, in that you don't have to worry about using file upload dialogs to insert media on your page. I may use this feature on my own Moodle site. Another interesting feature of Moodle is that it is multi user scalable and free to use, so you don't have to worry about running out of user licenses like competing products. One of the Moodle activities that I like is the quiz feature, it's nice to be able to have integrated quizzes and tests. Additionally, the file management/calendar features will come in handy. The overall interface design is great, and I look forward to be able to getting to use it more as the semester continues.

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I was looking at the very bottom of the page where I found the “future” of Moodle. I found out that Moodle is very dedicated to its audience/users. Moodle is consistently being influenced by its community, whether that be its users or devs. They welcome any code (complete or not) ideas, and any type of promotions to get their website out there. I was also surprised to find out that they are a completely open source. The copyright of Moodle belongs to hundreds of authors. This is also interesting, because if Moodle was ever to be sold, it would need permission from ALL of the authors and they would also all be entitled to some of the profits. The core devs of moodle are committed to Moodle, and they would also never do anything to damage the platform.

Moodle seems like a very respectable company, and they seem to genuinely care about their audience and users.

They were also kind enough to let us all know that Kangaroos are herbivores in their “future” contents. They seem to have a good sense of humor!

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I was really intrigued by the Mount Orange School section. There is a great way to explore Moodle through this site. I was able to login as a student and walk through a mock course by posting in the forum and uploading documents, as well as many other student related actions. There are many different mock activities in which to participate at the Mount Orange School. There were also options to log is as different roles, such as a teacher, manager, or parent. There is even a way to “moodle as a group”. Each user type had a different user interface that gives a great understanding of how the program works and how it can be used to support education and training.

As a parent, I would have to say that my favorite accessibility perk was to be able to login and get a glimpse of “my kids” work progress. I currently have two children taking online courses. Each of them is using a different LMS so this section varies for each of them. I like the Moodle site because it seems to blend what I like about both of my kids’ parent portals. With Moodle, a parent is not only able to see the students profile and grades, but can monitor activity as it is being completed. The parent can also see the student’s blog posts and communicate with the teacher directly. If I could, I think I would want both of my kids to use Moodle.

http://school.demo.moodle.net/mod/page/view.php?id=44

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Moodle stands for Modular Object-Oriented Dynamic Learning Environment.  Developed to enhance distance learning its founder and Lead Developer Martin Dougiamas, began his search/development after having attended the School of the Air in the late 1970’s in his homeland of Australia.

Dougiamas and Peter Taylor worked on the prototype for Moodle in the early 2000’s, with Moodle 1.0 being released the following year. 2002-2003 brought to Moodle its initial users and the need for Moodle to be translated in the multiple languages and themes. Moodle.org came into existence for the community at large with Moodle.com created for the commercial world.

Moodle at this point, was ever evolving and growing at a rapid rate.  The first Moodle Moot (Moot - an assembly held for debate) was held that year and the following year, with the official Moodle Moot Mojito (say that a few times, after a few of those) coming to existence.

By 2007, Moodle had positioned itself as one of the leading and awarding winning open source Learning Management Systems.  Its growth had gone from 1000 users in 2004 to over a million users by 2010, having been translated into over 100 different languages.  This year also brought to Moodle the release of 2.0, with new updates following every six months after the 2.0 release.

Along with new releases every six months, came Moodle MOOC, a forum developed to give users the ability to work with Moodle’s basic features.  The Moodle MOOC also occurs of a bi-yearly basis since 2015.

Finally, to give you an idea of the growth of Moodle, there are over 100 million users as of 2017, with Moodle now being cloud based, releasing Moodle Desktop and establishing the first Education team, just to name a few enhancements.

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Social Constructionism as a ReferentI found the five points used in presentations on social constructionism that I found very interesting. They are guidelines for teaching, and are particularly useful for presentations with communities of leaders, but can be useful in for any teaching or learning situation. 1.	All of us are potential teachers as well as learners - in a true collaborative environment we are both. I defiantly agree with this; it makes me think of when I took chemistry class at CNM and we all worked together because the course was so difficult. We all taught each other what we could, and learned what we could from one another. It made for a much better learning experience, honestly we couldn’t have made it through the class without our collaborative effort. 2.	We learn particularly well from the act of creating or expressing something for others to see. This point basically says that we are more involved and tend to learn the subject better when we are required to present it to others. I think this must do with the added weight of risk of embarrassment or desire to impress others, it drives us to do our best. 3.	We learn a lot by just observing the activity of our peers. I think we all experience this on a daily basis, where we are not certain what to do in a particular situation so we follow others actions. You can see this first hand with most organizations. The attitudes of the upper management are the examples that set the whole organization’s culture. This is a great point because we do rely so much on observation for learning being aware of its impact can ensure that we set positive examples and help others learn by doing things the right way, which is important in every situation not just learning. 4.	By understanding the contexts of others, we can teach in a more transformational way (constructivism). This is about appealing to your audience, teaching a room full of doctors would have a much different tone than if you were teaching high school kids. I personally think that this has a lot to do with trust as well When we know our audiences and connect with them on a personal level they are much more likely to actively listen and trust that what we are teaching them is good information. 5.	A learning environment needs to be flexible and adaptable, so that it can quickly respond to the needs of the participants within it. As with everything adaptability is extremely important, I have been in courses that were so rigid that almost no one could keep up and because of this most people didn’t learn the content very well. Everyone will be at different levels coming into a new class, being able to adjust and move will ensure that everyone gets the best learning experience. 

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Social Constructionism as a ReferentI found the five points used in presentations on social constructionism that I found very interesting. They are guidelines for teaching, and are particularly useful for presentations with communities of leaders, but can be useful in for any teaching or learning situation. 1.	All of us are potential teachers as well as learners - in a true collaborative environment we are both. I defiantly agree with this; it makes me think of when I took chemistry class at CNM and we all worked together because the course was so difficult. We all taught each other what we could, and learned what we could from one another. It made for a much better learning experience, honestly we couldn’t have made it through the class without our collaborative effort. 2.	We learn particularly well from the act of creating or expressing something for others to see. This point basically says that we are more involved and tend to learn the subject better when we are required to present it to others. I think this must do with the added weight of risk of embarrassment or desire to impress others, it drives us to do our best. 3.	We learn a lot by just observing the activity of our peers. I think we all experience this on a daily basis, where we are not certain what to do in a particular situation so we follow others actions. You can see this first hand with most organizations. The attitudes of the upper management are the examples that set the whole organization’s culture. This is a great point because we do rely so much on observation for learning being aware of its impact can ensure that we set positive examples and help others learn by doing things the right way, which is important in every situation not just learning. 4.	By understanding the contexts of others, we can teach in a more transformational way (constructivism). This is about appealing to your audience, teaching a room full of doctors would have a much different tone than if you were teaching high school kids. I personally think that this has a lot to do with trust as well When we know our audiences and connect with them on a personal level they are much more likely to actively listen and trust that what we are teaching them is good information. 5.	A learning environment needs to be flexible and adaptable, so that it can quickly respond to the needs of the participants within it. As with everything adaptability is extremely important, I have been in courses that were so rigid that almost no one could keep up and because of this most people didn’t learn the content very well. Everyone will be at different levels coming into a new class, being able to adjust and move will ensure that everyone gets the best learning experience. 

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As an elementary school teacher, I am constantly looking for ways to differentiate instruction. Technology can be a useful resource to differentiate if used correctly.

I chose to look more into the independent and personalized learning experience in MOODLE to see what methods were used to individualize instruction. An instructor can create a lesson in MOODLE that will adapt to each learner's needs. Students will receive different instructor feedback and be directed to different questions depending on their responses.

A MOODLE lesson is a collection of HTML and question pages that create a flow chart. An instructor can set up a differentiated lesson using a variety of advanced navigational options.  It seems that once an instructor became accustomed to using these options they could easily create adaptable individualized lessons.

I also learned that MOODLE stands for Modular Object-Oriented Dynamic Learning Environment and is also a verb that "describes the process of lazily meandering through something."

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The last time I worked with Moodle was over five years ago.  So, I thought it would be interesting to see what changes/upgrades have occurred for Moodle 3.3.  There are over 16 major upgrades to the version 3.3 update.  For the sake of not boring everyone, I thought I would cover the upgrades that I found to be the most interesting or important.

For version 3.3 Moodle looked to improve the functionality and navigation. This was done by creating a new course overview feature.  This allows students to better see their overall progress and upcoming activities.  This is done by showing a timeline of activities due and listing of future activates.  For activities that are active, student can click on the link to complete the activity. The display can be sorted by date or courses within the timeline tab.  There is also a course tab.  This tab allows the student to view their overall progress for each courses based on percentage of completion.  The student can also view completion status of future and past courses.

New integration with Office 365, Google G Suite has been developed.  I thought this option was pretty interesting as it appears to be a push toward better interface of Moodle in the workplace.  Another aspect to this functionality is OAuth2 authentication. This will allow users to login using an alternate external services, such as Facebook, Google, LinkedIn, Microsoft, Twitter or alternate services that support OAuth.

The Font awesome project.  I had to go out to the Font Awesome project site to get a better understanding of what this is and how it is a benefit to Moodle.  These are scalable vector icons that can be changed in size, color and drop shadow.  From the developer side, these icons improve the efficiency of Moodle and from the end user perspective these icons are higher contrast and allow for easier to read icons.  What I like about this functionality is that it allows for the same icon to be used throughout Moodle, allowing the user to key in on important sections or topics that you want them to recognized.  I see this a something similar to the Idiots Guide books where they had the icon of the exploding bomb telling you to pay attention to a certain section.

Other updates include, Set A Grade Reminder, Specify assignment file types, Collapse comments in assignments, Better activity completion management.

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When I read the Moodle documentation, it was with an eye toward teaching. My content area is secondary math.  I would like to begin teaching again in either an online or hybrid classroom capacity. I was mostly concerned with interoperability issues. So, I gravitated to the Standards section of the About documentation. I was pleasantly surprised when I also found there, some great features that were most probably designed with teachers in mind.  I will present three from Standards and one (PoodLL), my favorite, that I found in plugins. (I have provided links so you can read the Moodle documentation for yourself. Also in my own words, is an explanation of what it would mean for teaching.

-LTI Certified. So, if teachers want students to be able to access externally hosted content and applications in their Moodle platform, this interoperability allows that. The good news is that this feature saves teachers time and duplicated effort. Vital parts of many courses can be provided without administrators or teachers authoring, hosting, or maintaining custom integrations locally. All the teacher has to do is find the right LTI v2.0 (Learning Tool Interoperability) compliant application and use it.

-Open Badges (in Standards)by Mozilla.  Open Badges project uses a student-friendly motivational idea, digital badges to recognize, verify, and give students a running record of learning accomplishment on the Moodle platform. Rather than just a list of grades, students earn badges for each learning goal or level they reach. Teachers set the criteria, and students can earn a growing “trophy case.” Motivation!

-Quiz question import/export. This feature allows users to import (and also export) questions into their Moodle database in many different formats, and also from their local network or computer.  It is easy to see that over time, a teacher who uses this import, storage, and organizational feature could develop a sizeable number of differentiated assessment items. For a math teacher, particularly, this would make it easier to put together valid assessments, with tested, reliable, and varied items. No more on relying on last year’s test!

-PoodLL Filter. Not found in Standards, however, but in Plugins, this is my favorite. Why ? This plugin allows for audio and video recording right in Moodle. Though it requires a subscription fee of $79.00 a year, I will probably use this. Teachers and students can also leave each other questions, images, and content in a whole host of different formats. The point here is that for an asynchronous app, the entire PoodLL Set, when used as a system, makes a great adjunct to live interactivity.
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I learn so much from reading about Moodle, but in this post, I am going to focus on the features of Moodle.  At first, when I started reading, I thought the Moodle site is used primarily by instructors, was I wrong.  I realize whether you are a student, teacher or administrator Moodle can meet your needs.  It provides a framework for collaboration; it is designed to be responsive and accessible and to support both teaching and learning. You can use the calendar feature to keep track of your course deadlines, and other personal events. The other features that you can use are: File management, Text editing, Tracking individual activities, and my favorite ones are the notification feature where you can send private message to one another or receiving automatic alerts on new assignment and deadlines; and the multilingual capability.  I will definitely search for the French version. I am willing to experiment and seek all the resources that are available for learning.  I look forward to learning more about Moodle and be able to share my experience with my peers.  

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I learn so much from reading about Moodle, but in this post, I am going to focus on the features of Moodle.  At first, when I started reading, I thought the Moodle site is used primarily by instructors, was I wrong.  I realize whether you are a student, teacher or administrator Moodle can meet your needs.  It provides a framework for collaboration; it is designed to be responsive and accessible and to support both teaching and learning. You can use the calendar feature to keep track of your course deadlines, and other personal events. The other features that you can use are: File management, Text editing, Tracking individual activities, and my favorite ones are the notification feature where you can send private message to one another or receiving automatic alerts on new assignment and deadlines; and the multilingual capability.  I will definitely search for the French version. I am willing to experiment and seek all the resources that are available for learning.  I look forward to learning more about Moodle and be able to share my experience with my peers.  

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I found the Moodle site basic structure very easy to understand and navigate. Mark Drechsler, Director of Flinders Connect at Flinders University provides a very simple and clear breakdown at https://www.slideshare.net/mark.drechsler/moodle-structural-overview   Drechsler refers to the Moodle site as an environment or container. I specifically related to this terminology because a majority of my course work at UNM is online via UNM Learn, which is essentially the only learning environment I use for my UNM courses. He further describes the structure within the environment as categories of courses. The courses, usually managed by facilitators or teachers, is the main area of activity used to provide topics, resources and activities to learners. Again, very similar to the UNM Learn structure.

Additionally, the Moodle site structure is very similar to a basic website structure. I have minimal experience with website development and maintenance, but even from an end-user standpoint, the “Front Page” is similar to a landing page, which usually contains information about an organization or business, i.e. logo or other identifying information. The links and blocks within the site (courses) are very similar to basic website navigation features.

I also found the Moodle key terms easily relatable and cannot wait to put them into action!

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I decided to take a look at the basic structure of a Moodle site.  I think that if  you can visualize the structure, you can manage navigation more easily.

Moodle opens on the “Front Page” (“Landing Page”) where you go directly from your browser.  This page “usually includes information about the establishment itself and can be highly customised. (Note that it is also possible to lock the front page down so that all a user sees when they click on the Moodle URL is a log in screen.)”  I think that for some applications, there might not be a need for more than a log in screen for your courses in Moodle.

The interior of Moodle consists of “pages.”  This is where courses are, and their individual pages – such as activities and learning resources.

My impression is that Moodle is like a book – The title page of a book equates to the front page of Moodle, courses are like chapters, and the course pages are like sections within that chapter.

Also noted in this “About” section were the comments:

§  “You don't enter Moodle with the "teacher" or "student" role.

§  Everyone who logs into Moodle has no special privileges until they are allocated roles by the administrator according to their needs in individual courses or contexts.”

This is important to understand, because as the administrator, we are responsible for assigning privileges to the learning management system.

Please see this page for more information: https://docs.moodle.org/33/en/Moodle_site_-_basic_structure

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I am taking the Pedagogy angle on this one. And I was happy to discover a section on how it is applied to andragogy. (adult education)
https://docs.moodle.org/20/en/Adult_education_and_training
https://docs.moodle.org/20/en/Moodle_in_education

As you all know adult, learners learn differently, and the Moodle principles in education and training take advantage of the technology to teach adults.
One particular benefit is the approach that moddle takes in education and training. "The design and development of Moodle has been guided by a social constructionist theory and practice of teaching and learning."

Something that it is mentioned is the five key principles of Moodle, and put in practice is the theory of knowledge in social communication.

1- We are all potential teachers as well as learners.
We see this in our own UNM Learn environment when we joined the web conferences. We not only learn from the instructor, but also from our peers.
BlackBoard allows us to reverse roles, become moderators and presenters at the same time by sharing our screen or a Powerpoint presentation.

2- We learn well by creating and expressing for others.
We can see this on Blackboard on our Wiki page, where we share our Moodle cloud account for other to use.
This is a way to collaborate in a way that benefits the group as we learn together. We can also say that this principle is also part of the Padlet Activities we all do.

3- We learn a lot by watching others.
On Blackboard, this takes place in our communication, via messages, forums or blogs for all to share of our understanding of what we are though, very much like this exercise in Padlet.

4- Understanding others transforms us.
I think this is big, especially with adult learners. As adults, we bring out on experiences from our life learning.
As we share on blogs, post or messages, we can understand how a person learn and change our approach to interaction.

5- We learn well when the learning environment is flexible and adaptable to suit our needs.
I believe Blackboard, as well as Moodle, does just that. It is flexible on how we use it and the features that it has to allow the instructor and students to interact.
And what comes to mind is Kinesthetic learning.
We have seen how Linda shares videos to help us understand our material and modules, and this is part of the multimedia benefits to aid those who have this learning style.

Moodle and Blackboard are not just for online teaching, but it also supports face-to-face teaching and learning. We see that day in and day out here at UNM in how the features of the application are used to aid with the different learning styles.

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The guiding philosophy of Moodle is that of social constructionist pedagogy. Social constructionist pedagogy is the idea that optimization of learning experiences occurs when we learn as a community, in a collaborative environment. I found this idea to be extremely inspirational, especially because it seems to be the driving force in Moodle development. I am looking forward to learning how Moodle puts this philosophy to work for its learners.

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The article on Moodle Key Terms seems very helpful and I've actually bookmarked it for future visits as we work on building our own Moodle sites. Here is an overview of the three key terms we'll need to know as Moodle system admins.

Activities - This is a broad term in Moodle, used to describe anything that invovles a learning interaction. This might be a discussion board, assignment, quiz, or wiki. Activities can be assigned grades. I found this to actually be similar to UNM Learn's use of the term "Assignments."

Resources - This is the term given to static content that is used as a reference for learning, such as an article, video, uploaded content, or link to another website. This is similar to reviewing the content for a module in UNM Learn.

Blocks - This is an extra item where a teacher could include additional information to support the end user's experience. The key terms page gives the examples of: RSS news feeds, quiz results, and a calendar.  The UNM Learn comparison might be the breakdown of due dates for each module.

To help better visualize these key terms in a way that we can relate to, I have mocked up the example below, overlaying the Moodle terms with UNM Learn elements. I'm excited to begin building in Moodle and looking forward to seeing just what all we can do.

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Using the information/links you find on the Moodle Docs site (see link below) , add posts to to describe in your own words what you have discovered (i.e., Features, New features in 3.3, Philosophy, Pedagogy, Standards, Accessibility, History, Usage Moodle site - basic structure, Moodle key terms, About Moodle FAQ). Try not to repeat what others have already posted...

https://docs.moodle.org/33/en/About_Moodle