**2. Moodle learning environment and its architecture**

(MLE), virtual learning environment (VLE), technology-enhanced learning (TEL) and many more has become the terminologies of everyday language for people engaged in virtual space of work, be it for formal learning or other means of collaboration like video conferencing and

All around the world, e-learning is becoming widespread, and not only in the academia where its usage is the common ground for enhanced teaching and learning, but corporate organisations such as legal, medical and financial institutions are also embracing it as a way of improving knowledge of people in the dynamic world of technological advances [1, 2]. The pace of MLE is expediting the speedy globalisation of institutions through enhanced virtual collaboration features present. It is now possible for users to improve their learning opportunities without being physically present in a classroom situation. An approach used by most established organisations to gauge performance management of employees without having to watch them all throughout the time as all activities or tasks were performed on MLE plat-

Developing countries like Sierra Leone are still treading in the direction of making advances in the global community of technology, but this needs serious strategic planning to make sure institutions of all types (corporate, educational, governmental and non-governmental) harness the chances of keeping pace with countries around the world. With the current high state of non-compliance present in the financial sector, it is but necessary for technological advances like MLEs to be given serious consideration in the breakthrough of ensuring that professional working standards are embraced. Currently, institutions across the world, particularly those in the advanced economies, are embracing the opportunities, given the benefit this sort of technology brings to improved operations and work standard, with the capacity to synchronise management information systems (MIS) where employee details are automati-

This advanced and digitised technology brings with it the advantage of synchronous or asynchronous means of learning/communication around the world; the former refers to the exchange of ideas and information with one or more participant at the same time; for example, this could involve face-to-face discussion and also online real-time discussion, incorporating feedback from participants. On the other hand, the latter (asynchronous) is a form of self-paced means of communication/learning where participants are engaged in ideas or discussions without the dependence on another participant in a real time (e.g., this may include blogging, emails and discussion board). Both synchronous and asynchronous methods are said to have moved society to a point where individuals can improve their opportunities for collaboration, with knowledge acquisition set at the centre of embracing a variety of learning

The facility of Moodle platform is not so common in the learning environment in many developing economies and in particular Sierra Leone where learning process is still based on the old didactic approach to teaching. Given the current age of technology, it is now a choice for those engaged in learning to decide as to whether they should engage in 100% online learning or part way depending on their commitments to work. The decision to move into a flexible approach to learning by staff in a country like Sierra Leone will certainly change the

blogging.

140 Trends in E-learning

forms like Moodle can be tracked.

cally updated on the system to take full advantage of facilities.

opportunities the technology has brought to people's lives [3, 4].

Moodle is a learning environment whose topology is defined by an easy access for users to select appropriate tool(s) that enhances their access to learning resources. Based on an excerpt from Jackson [5], the term *topology* from its derivative in mathematics and as applied in the context of this chapter refers to the physical description of Moodle features that makes learning for both teachers/instructors and learners more adaptive, with its flexibility of usage in a static/m-learning environment using gadgets like tablets/mobile phones. By definition, 'Moodle is a learning platform designed to provide educators, administrators and learners with a single robust, secure and integrated system to create personalised learning environment (Moodle: online)'. The complex feature of the platform has made it possible for users to take advantage of modern technology through flexible means of engagement, which can take the form of self-paced learning, video conferencing, real-time collaboration with users and many more. **Figure 1** provided an illustrative discourse of the architecture of Moodle with its integrated features for promoting flexible means of learning, while also ensuring details for the achievement of high professional standards are met.

According to Kesse [6] as shown in **Figure 1**, the concept 'Moodle was originally an acronym for Modular Object-Oriented Dynamic Learning Environment', with its main philosophy geared around supporting a style of learning called social constructionist pedagogy, which is simply about interaction. The system has developed a flexible approach to dynamic learning, and regardless of where the user is, learning can still be made as an integral part of the person's professional impetus to aim higher. With the right level of support and internet capability, access to Moodle platform creates a new wave of thought into people's approach to learning.

According to Kesse [6] and more so Moodle (online), the architecture supports collaborative virtual pedagogy with both learner and instructor at the centre of virtual/collaborative engagement. This is the most important feature of Moodle as it creates the means through which users can be actively engaged in their learning process and at a flexible pace.

The assignment tool button in **Figure 2** allows task(s) to be created which can be assessed with constructive feedback and graded by the instructor. Most importantly, there is also a feature for instructor and learner to engage in collaborative virtual 'feedback', thereby creating scope for flexible means of differentiated learning engagement. The benefit ascribed to the pedagogy tool is such that all users will have equal chances of being monitored due to the fact that the platform allows MIS data integration/synchronisation of user records. It matters not

**Figure 1.** Moodle acronym.

as to whether the environment of work is in formal education or in the corporate world; there is always the capability for Moodle system to develop a comprehensive set of database for users accessing the system. Moodle is quite a dynamic platform, and its open-source feature gives it an advantage for principal users in institutions (whether in the corporate or academic environment) to customise tools to address organisational priorities. As seen in **Figure 2**, the *BigBlueButtonBN* allows access to real-time classroom and also later recording using the *RecordingsBN* resource button [7].

With reference to **Figure 2**, Moodle provides the means for an instructor to add the following five types of readable course (much more so in the lesson tool) materials for users, but not necessarily interactive [6, 8]:

On a more interactive note, the following interactive course materials can be added for learn-

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• Assignment (everyone can upload files to be reviewed by the instructor or learner)

er's use as addressed by Kesse [6]:

**Figure 2.** Moodle pedagogy (activities). Source: Fred Dixon [7].

• Choice

• Journal

• Lesson

• Quiz (online)


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**Figure 2.** Moodle pedagogy (activities). Source: Fred Dixon [7].

On a more interactive note, the following interactive course materials can be added for learner's use as addressed by Kesse [6]:


as to whether the environment of work is in formal education or in the corporate world; there is always the capability for Moodle system to develop a comprehensive set of database for users accessing the system. Moodle is quite a dynamic platform, and its open-source feature gives it an advantage for principal users in institutions (whether in the corporate or academic environment) to customise tools to address organisational priorities. As seen in **Figure 2**, the *BigBlueButtonBN* allows access to real-time classroom and also later recording using the

With reference to **Figure 2**, Moodle provides the means for an instructor to add the following five types of readable course (much more so in the lesson tool) materials for users, but not

*RecordingsBN* resource button [7].

necessarily interactive [6, 8]:

**Figure 1.** Moodle acronym.

142 Trends in E-learning

• A link to anything on the web

• A label that displays any text or image

• A view of 1-year course directories

• A text page • A web page


The following activity items on the pedagogy widow will also be an easy interaction and collaboration by the student:

topology to collaborate with multiple users, for example, a facilitator setting up an online collaborative 'forum' in the pedagogy architecture to post materials for learners' conversation or answering questions as and when requested by individual or user groups [10]. Enhancement of user security is key to the applicability of Moodle usage; in this regard, users are initially set up with individual account (username and password). This then means that users can access their account(s) from any location, with a given Internet-connected hardware device (desktop PC, laptop, iPad and other portable m-learning devices such as iPhone). Users can access all

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Amidst the above benefits of using MLEs, there is always the need to raise caution regarding the fact that country like Sierra Leone (at the moment) may not necessarily be capacitated to run a consistent 100% online provision to support high-level operational activities. In this regard, organisations in the financial sector may need to ensure that high percentage of their proceeds in profits is invested in high-level technology to make sure staff are highly capacitated to keep pace with standards in the industry. Advanced collaboration feature in Moodle MLE can create the enabling environment where provision for such facilities is easily accessible by staff in the industry. The topology has made it possible for collaboration to be facilitated through chat rooms where learners can pose questions pertaining to their learning developments. Regardless of the number of branches or locations an institution is operating on, Moodle technology will always provide the opportunity for users to participate in a course and contribute towards the learning process through active participation on questions

According to Jackson [11], the architecture of Moodle has made it possible for learning to be characterised on the basis of what Biesta [12] classified in the pedagogy of three intercon-

nected discourses of good education: *qualification, socialisation and subjectification*.

**Figure 4.** Biesta's interconnected education. Source: Twenty-first-century learners [13].

materials in the same way as if they were in a physical environment of learning.

**3. Link with G.J.J. Biesta's pedagogical theory**

posed.


Moodle runs through an operating system (depending on the most preferred choice of an institution/organisation), and its topology can be networked to address the needs/requirements of users or the establishment. **Figure 3** provides a generalised topology system for a typical Moodle infrastructure with connecting hubs, with not only physical cables within establishments, but also wireless cables, to address the institution's size directed at the Moodle server to make sure information are easily shared irrespective of where the user is accessing information.

The network architecture is arranged such that users can be engaged in multi-tasking activities at the same time. This can then provide users the chance(s) of making flexible use of the

**Figure 3.** Moodle general topology infrastructure. Source: Sean Keogh [9].

topology to collaborate with multiple users, for example, a facilitator setting up an online collaborative 'forum' in the pedagogy architecture to post materials for learners' conversation or answering questions as and when requested by individual or user groups [10]. Enhancement of user security is key to the applicability of Moodle usage; in this regard, users are initially set up with individual account (username and password). This then means that users can access their account(s) from any location, with a given Internet-connected hardware device (desktop PC, laptop, iPad and other portable m-learning devices such as iPhone). Users can access all materials in the same way as if they were in a physical environment of learning.

Amidst the above benefits of using MLEs, there is always the need to raise caution regarding the fact that country like Sierra Leone (at the moment) may not necessarily be capacitated to run a consistent 100% online provision to support high-level operational activities. In this regard, organisations in the financial sector may need to ensure that high percentage of their proceeds in profits is invested in high-level technology to make sure staff are highly capacitated to keep pace with standards in the industry. Advanced collaboration feature in Moodle MLE can create the enabling environment where provision for such facilities is easily accessible by staff in the industry. The topology has made it possible for collaboration to be facilitated through chat rooms where learners can pose questions pertaining to their learning developments. Regardless of the number of branches or locations an institution is operating on, Moodle technology will always provide the opportunity for users to participate in a course and contribute towards the learning process through active participation on questions posed.
