2.9 Defining Moodle as a resources
2.9.2 Moodle as Soft-ware resources
Moreover, Bulman and Fairlie (2016) and (Khoza-, 2016b) assert that SwR is any resource that is used to enhance the HwR to display information or data such as computer application soft-ware (Microsoft PowerPoint, spreadsheet and others), YouTube, Twitter, Web 2.0 tools (blogs), animations and simulation soft-ware, Facebook, LMPs (Moodle, Blackboard, Webct ), Skype, and others. Furthermore, soft-ware are programs that comprise a particular HwR and SwR, and made up of sets of instructions that tells a HwR how to perform a particular task (Newby et al., 2011).
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The study conducted by Pearson (1994) outlines that there are two types of soft-ware, and they are application soft-ware and system soft-ware. The study further reveals that operating systems are a master control program which are made of programed instruction (massages/ideas/opinions) for all activities in resources such as Microsoft Windows, Linux, and others; Whereas, application soft-ware are made to perform a specific function after it is instructed by the user such as word processor, PowerPoint, database, and others. This suggests that the functions of Moodle SwR is influenced by informal reflection, where actions or practices are based on a given instruction or ideas in order to address the societal or community need. Note that, there are minimum requirements for Moodle SwR which include the following: Moodle SwR can run operating system like Linux and Windows XP/2000/2003, Solars, and Netware 6; The web server can be Apache HTTP or Internet Information Services (IIS); Programing language can be PHP version 5.3.2;
Database can be MySQL 5.1.33, Oracle 10.2, PostgreSQL 8.3; and the minimum browser can be Firefox 4, Internet Explorer 8, Safari 5, Google Chrome 11, or Opera 9.
It is clear from the above-stated definition of Moodle SwR, that there are programed instructions, which drive all activities, and this then suggest that Moodle SwR is driven by instructions or ideas from other people (Arthur, 2009; Schoenfeld, 2016). This definition (SwR) is further advocating for the informal usage of resources, which provides a social space where everyone can suggest ideas or opinions during teaching and learning (Govender & Khoza, 2017). Thus, this is a clear indication that SwR may be informed by informal reflection where everyone in the society or community feels comfortable and praised (student and lecturers) for his ideas and opinions (Jesup et al., 2017). This then suggests that SwR is influenced by implemented mode of curriculum. The study done by Khoza' (2016a) and Hoadley and Jansen (2013) outline that implemented curriculum involves the ways in which both student and lecturers put curriculum into implementation or practice. This suggests that Moodle SwR tries to provide a space where lecturers’ actions may transform the intended curriculum into practice. That is why Govender and Khoza (2017) affirm that actual teaching of a curriculum using Moodle SwR allows information-sharing of students’
and lecturers’ experiences in order to invent new behaviours, understanding, and practices. This suggests that lecturers become the interpreters of the intended curriculum during the
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implementation process which then requires them to undergo informal reflection in order to addresses the societal need in a HEIs.
In addition to the above, Moodle as a SwR can be viewed as the “carrier of the curriculum” because it allows the space for interaction or sharing of ideas between students and lecturers (Van den Akker-, Branch, Gustafson, Nieveen, & Plomp, 2012). This suggests that Moodle SwR is informed by horizontal curriculum approach where student, lecturers, module pedagogy, knowledge, assessment, and location are given the priority (Bernstein, 1999; Reddy & le Grange, 2017).
According to Hoadley and Jansen (2013) the horizontal curriculum provides a space that encourages students to come up with their own skills during teaching and learning which is not to be imposed, and this advocates for informal reflection. This suggests that Moodle as SwR (driven by horizontal curriculum approach) provides spaces like discussion forum, which allows students to show, share, and reflect on emerging skills during the teaching and learning process. Moreover, Jackson (2017) reveals that Moodle SwR enhances lecturers to give teaching activities that invokes students to share their own social experiences, which is related to everyday knowledge informed by informal reflection (local context or ideas). In others words, Moodle SwR provides platforms like chat rooms, and platforms in which students may develop skills and have confidence on the module taught irrespective of their socio-economic background (Hollowell, 2011). In a horizontal approach Moodle SwR is believed to be flexible because teaching and learning can take place anywhere and at anytime irrespective of the location (Bates*, 2016; Hoadley & Jansen, 2013).
This suggest that Moodle SwR provides environment (online and virtual) for teaching and learning to occur, and also accommodate all kinds of learners whether physical challenged or physical unchallenged, at a distant or in class, face to face or online, etc.
Moreover, students become free and have autonomy and control over the content they want to learn (selection), the way (sequence) in which they want to learn, and the speed in which they want to learn (Pace) when using Moodle SwR (Khoza & Manik, 2015). This suggests that student have democracy in the manner in which curriculum is implemented as advocated by great curriculum theorist (Dewey*, 1938). Thus, according to Downes (2010), teaching and learning Moodle SwR becomes learner-centred because teachers does not directly transmit the content but it is shared and discussed. In other words, lecturers act as guides and facilitators during the teaching and
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learning process. The knowledge construction in Moodle SwR is located in problem solving and projects, that is why Moodle SwR provides surveys, assignments, quizzes and others in order to allow students to engage themselves in knowledge construction (Dougiamas & Taylor, 2003;
Prensky, 2001).
Further to the above, Hollowell (2011) outlines that teaching and learning when using Moodle as SwR is only concerned about reaching an outcome and it is not concerned about how and when the outcome is reached. This suggest that Moodle as SwR uses the product approach of implementing the curriculum, where students are allowed to use different ways in achieving the module outcome (Tyler, 2013b). This then shows creativity among learners during the teaching and learning process. It is therefore vital that both student and lecturers work together in addressing everyone needs (community/society) involved during the teaching and learning process. Thus, it is evident from the study conducted by Dreyer- (2015) that informal reflection plays a major role in the use of Moodle SwR because it provides a platform where student and lecturers needs are always considered. That is why it is revealed that the use of Moodle SwR encourages evaluation or assessment where a lecturer will test students based on what they know (presence) (Hoadley &
Jansen, 2013). This suggests that assessments, when using Moodle SwR, focuses on the strength rather than the weakness, and that gives both students and lecturers some confidence during the teaching and learning process.