LMS platforms such as Moodle and Google Classroom include integrated features for collaboration, like discussion forums, chat options, and messaging tools. Alongside these platforms, widely used communication apps like WhatsApp, Viber, and Telegram can also play a valuable role in supporting learning. You can use them to share updates, provide feedback, or answer questions, while students can collaborate in small groups or participate in class-wide discussions. These tools can either supplement your LMS or serve as your primary communication platform, especially if your institution does not have a formal LMS in place. Given their widespread use and familiarity across the Pacific region, WhatsApp, Viber, and Telegram are well-suited to support learning initiatives.
You can use these tools to communicate directly with your students, but it is often more effective to create a class group. Group chats promote shared learning, foster peer support, and reduce the need to repeat instructions individually. When setting up groups, you should always create and manage the group as the administrator. This gives you control over who joins, helps protect student privacy, and ensures that learning stays focused.
As the group administrator, you can guide discussions, remove inappropriate content, and provide timely support. Use these groups to share resources, prompt class discussions, clarify assignments, and offer personalised feedback. Make sure that all students are able to join and participate without technical difficulties.
Also, guide your students to be respectful when communicating in these shared spaces. Remind them to listen actively, use appropriate language, and avoid posting distracting or harmful content. We will explore respectful communication and online etiquette in more detail in Module 2.
Choosing the Right Tool: When deciding whether to use WhatsApp, Viber, or Telegram, consider what your students can access. Think about the types of devices they use, the reliability of their internet connection, and how familiar they are with the tool. Selecting a platform that matches their needs will make it easier to support both communication and learning. Later in this module, you will explore the SECTIONS model, which provides a simple framework to help you evaluate and choose the most appropriate digital tools for your teaching context.
Sub-Scenario: Suppose you have already uploaded your lesson on a LMS such as Moodle or Google Classroom, which provides built-in tools for communication and collaboration. To enhance interaction, especially where students are more active on mobile devices, you decide to set up a class group using either WhatsApp, Viber, or Telegram. This group serves as a flexible, standalone space that can complement your LMS or, if needed, function as the main communication channel.
Main Case Study Progression: You have set up your equipment safety lesson in Moodle or Google Classroom and created a class group using either WhatsApp, Viber, or Telegram to support additional discussion and collaboration. The next step is to ensure these tools are secure and properly managed before you begin teaching
Letâs begin with your planned equipment safety lesson and set up the digital tools, such as a Learning Management System and collaborative platforms, to make it happen. This will help you manage your lesson and engage your students efficiently.
Learning Management Systems (LMS)
LMS like Moodle and Google Classroom help you organise lessons, manage assignments, and track progress, making lesson delivery easier. While many LMS options exist, we focus on these two as they are free, user-friendly for beginners, and commonly used in the Pacific. They support offline access if materials are pre-downloaded.
If your institution already provides access to Moodle, youâll focus on using it for this case study. If not, youâre encouraged to set up Google Classroom instead. Even if you have Moodle access, you may still choose to use Google Classroom for personal practice. We wonât cover installing Moodle at your institution, as this involves technical processes beyond the scope of this course.
Setting Up Google Classroom: Watch the short demo video below to learn how to set up your first Google Classroom. This video will guide you through the key steps, from signing in to creating and managing a class. To get the most out of this video, pause after each key step and follow along.
With your Google Classroom or Moodle set up, the next step is uploading a resource (such as a video, PDF, or worksheet) for your equipment safety lesson. This will help you see how the LMS supports the structure and delivery of your content.
Sub-Scenario: You upload a safety resource (for example, a video, PDF, or worksheet) into Moodle or Google Classroom.
Now that youâve organised your lesson, itâs time to think about how to keep students engaged, especially when real-time communication is needed or when students are more active on mobile platforms.
Collaborative Tools
LMS platforms such as Moodle and Google Classroom include integrated features for collaboration, like discussion forums, chat options, and messaging tools. Alongside these platforms, widely used communication apps like WhatsApp, Viber, and Telegram can also play a valuable role in supporting learning. You can use them to share updates, provide feedback, or answer questions, while students can collaborate in small groups or participate in class-wide discussions. These tools can either supplement your LMS or serve as your primary communication platform, especially if your institution does not have a formal LMS in place. Given their widespread use and familiarity across the Pacific region, WhatsApp, Viber, and Telegram are well-suited to support learning initiatives.
You can use these tools to communicate directly with your students, but it is often more effective to create a class group. Group chats promote shared learning, foster peer support, and reduce the need to repeat instructions individually. When setting up groups, you should always create and manage the group as the administrator. This gives you control over who joins, helps protect student privacy, and ensures that learning stays focused.
As the group administrator, you can guide discussions, remove inappropriate content, and provide timely support. Use these groups to share resources, prompt class discussions, clarify assignments, and offer personalised feedback. Make sure that all students are able to join and participate without technical difficulties.
Also, guide your students to be respectful when communicating in these shared spaces. Remind them to listen actively, use appropriate language, and avoid posting distracting or harmful content. We will explore respectful communication and online etiquette in more detail in Module 2.
Choosing the Right Tool: When deciding whether to use WhatsApp, Viber, or Telegram, consider what your students can access. Think about the types of devices they use, the reliability of their internet connection, and how familiar they are with the tool. Selecting a platform that matches their needs will make it easier to support both communication and learning. Later in this module, you will explore the SECTIONS model, which provides a simple framework to help you evaluate and choose the most appropriate digital tools for your teaching context.
Sub-Scenario: Suppose you have already uploaded your lesson on a LMS such as Moodle or Google Classroom, which provides built-in tools for communication and collaboration. To enhance interaction, especially where students are more active on mobile devices, you decide to set up a class group using either WhatsApp, Viber, or Telegram. This group serves as a flexible, standalone space that can complement your LMS or, if needed, function as the main communication channel.
Main Case Study Progression: You have set up your equipment safety lesson in Moodle or Google Classroom and created a class group using either WhatsApp, Viber, or Telegram to support additional discussion and collaboration. The next step is to ensure these tools are secure and properly managed before you begin teaching
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