Question I: We are starting also a new questionnaire and wonder: did you use text analysis tools (like Atlas TI) for analysing your mountain of textual information?
Question II: are your questions, "anonymised" answers and conclusions available? Could help us a lot.
Remark I: we offered the same course with VLE support to on campus and off campus students. We saw a big difference in the use of forums etc.
On campus students talk to each other, off campus use the forums.
Remark II: Yes, secondary school children, coming home from school - after talking with their friends all day - switch on their IM on their PC and go on with their conversations... So being together all day is not enough as explanation for low use...
Remark III: after six years of using Teletop and two years of using Moodle I also wonder how to bring the teachers to new educational designs:
We see them mapping the old tasks on the new tools, one by one. Old wine in new vessels. (Nothing wrong when it is good old wine )
We see them incorporate single new ict-tasks like glossary very easy.
But when it comes to design on a higher level, creating a set of tasks... (even when it is offered like a complete set of tasks, like Workshop)
So my main question is: How can Moodle stimulate teachers to redesign a set of tasks, to end up in new approaches, like doing projects centered around eWiki, learning science in the modern way: inquiry study, exploring collections of scientific evidence, creating sets of evidence, (http://wise.berkeley.edu/welcome.php) or doing language quests/webquests with role differentation...
Moodle Design templates? special designed sets of sections?
(In the past, tools like Authoreware also dreamed of plugable task templates, it was not very succesful, so what is the key to succesful use?)