This year we decided to approach Moodle in our e-learning environment. The main reason for such a decision is that Moodle was meant to embody better a student-centred paradigm, enabling to improve the teaching-learning relations. Moodle is an open source LMS (Learning Management System), so we benefit from the availability of the source code and the right to modify it. Also, Moodle gives us a lot of flexibility and is inexpensive, allowing us to face the present-day budget crisis. Other important qualities of the Moodle result just from his title. The word Moodle is an acronym, standing for Modular Object-Oriented Dynamic Learning Environment. Being modular, we can add and remove modules, considering our actual needs and requirements, and our previous experience. The programming paradigm used in Moodle is Object-Oriented as in Java. We created in Java an e-learning infrastructure and e-learning scenarios, focusing on real life objects. It is no difficult to move all our Java classes into Moodle, the programming paradigm being the same. Moodle is a powerful tool able to provide dynamic web pages, employed to create dynamic teaching-learning relations. In our previous e-learning experiments, we used this valuable characteristic. To implement the e-learning scenarios, we used Java technologies for dynamic processes and XML technologies for dynamic content (data and documents). A valuable pedagogical advantage of the Moodle, arising at both teaching and learning level, is constructivism. Teachers construct their own teaching strategies and cooperate for enhancing these strategies, using a feedback with reactive suggestions. Also, learners use e-learning modules that allow peer to peer interaction and cooperation, acting and thinking cooperatively.
- 1750 reads
