Vocabulary learning with the Moodle glossary tool: A case study
In this case study, the author describes and evaluates a small pilot study in which the Glossary tool was used to reinforce vocabulary lessons in a first year German classroom. Students were required to submit thirty contributions every week to a collaborative Glossary activity; these contributions needed to be 'approved' by a member of teaching staff before they would 'go live'. A small part of the students' grade was based on this contribution.
While no quantitative data was collected, qualitative data based on students' perceptions suggest that contributing to the Glossary activity, and reading other student's contributions, helped to expand the students' vocabulary. A comparison of weekly activity reports and Quiz performance also suggested that engagement with the Glossary improved students' overall performance.
Ratz, S. (2016). Vocabulary Learning with the Moodle Glossary Tool: A Case Study. Journal of Perspectives in Applied Academic Practice, 4(1), Journal of Perspectives in Applied Academic Practice, 02/16/2016, Vol.4(1).
Moodle glossary tasks for teaching legal English
This case study covers the design and implementation of two collaborative Glossaries, executed over two consecutive years, as part of an undergraduate legal English course. In the first cycle, students were required to contribute three entries to a collaborative Glossary, which the entire cohort used for study purposes. In the second cycle, the students were assigned a country with a common law or mixed legal system and required to write a more extensive encyclopedia type entry for that country. As a part of this second cycle, students were required to complete worksheets which required them to have read the entries of their peers within the cohort.
Qualitative data collected from students who participated in the second cycle found that many students felt that the exercise had "enabled them to put together knowledge that they had gained in different areas of their law degree" (2014, 121). Similarly, other students noted that the exercise "helped them to understand more about legal systems that were very different from their own" (2014, 121). The author notes that the exercise 'proved fruitful' in terms of "student motivation and satisfaction" and that overall it helped to raise the students' awareness of the world's diverse legal systems (2014, 123). The end of course evaluations supported this claim, with several students noting that the Glossary was useful as a way of "consolidating their knowledge of vocabulary and their understandings of key concepts in common law" (2014, 123).
The author notes that the feedback of teaching staff was critical in terms of quality control, considering that the broader cohort was going to be drawing from the work of their peers for both cycles of the Glossary implementation exercise. It is noted that their needs to be a balance between allowing the students' agency and control over the development of content; and ensuring that the activity was sufficiently structured (2014, 126).
Breeze, R. (2014). Moodle Glossary Tasks for Teaching Legal English. In: E. Barcena, T. Read and J. Arus, ed., Languages for Specific Purposes in the Digital Era, 1st ed. [online] Springer International Publishing. Retrieved from: http://link.springer.com/chapter/10.1007/978-3-319-02222-2_6 [Accessed 20 Jun. 2016].