Moodle and the Living Curriculum

Abstract

This paper discusses how Moodle can act as a catalyst in transforming teaching practice. During Unitec‟s implementation of a new eLearning Development Strategy, framed within a broader teaching and learning initiative referred to as the Living Curriculum, the institute migrated from Blackboard to Moodle. Reflecting on this transition period, the authors identify how the social constructivist approach underpinning Moodle complements and can be employed to facilitate and incorporate the characteristics of Living Curricula. An overview of Unitec‟s characteristics of Living Curricula is given, with four themes providing a framework for their application. An investigation of the Moodle tools through the lens of these themes enables us to relook, rethink, and redesign our learning spaces. Examples illustrate some of the affordances of Moodle in enabling a Living Curriculum, and lead to a reflection on the support required to encourage teachers as learners to recognise these affordances for their pedagogical potential. Discussion around the design and intent of Moodle leads to a consideration of how teachers dispositions ultimately impact on the tool‟s employment.