Design approach and evaluation of
Moodle 2.4 course to support induction
of remote students
Cath Fenn
Educational Developm...
Learning and Teaching Strategy
Theme 2: Enriching the
Learning Experience
2.1 We will develop our
induction of students in...
Challenge
Engaging and guiding remote students.
Design Process
Beyond tinkering…
Conversations
About identifying issues and targeting areas for
improvement
Put together design ideas
Plan it
Create a tangible plan and share it!
Keep the conversations going
Bring people together
Review
Take a step back to regain focus
Time to build
Start of each new academic year always creeps
up surprisingly quickly!
Launch it!
Evaluation methods
Are you going the right way!
Quality
Overall quality of Online Induction course
n=211
Value
Which aspects of
the online
induction have
been the most
valuable and why?
Usefulness
How useful do you think the online induction
programme has been to you at the start of your
studies?
n=211
Suggestions
Can you offer any brief suggestions for improvement?
“I very much believe that the online induction met all it...
Time
How long did it take you to complete the
induction?
n=74
Changing landscape
Key thinking for change
1. Speed
2. Flexibility
3. Collaboration
Future…
Ask students and staff what they want
Balance requirements with focus on keeping it
short and simple
Communicate your plan...
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Design approach and evaluation of Moodle 2.4 course to support induction of remote part-time students Cathy Fenn

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Design approach and evaluation of Moodle 2.4 course to support induction of remote part-time students Cathy Fenn
Presented at Edinburgh Moodlemoot 2014
www.moodlemoot.ie

Published in: Education, Technology
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Design approach and evaluation of Moodle 2.4 course to support induction of remote part-time students Cathy Fenn

  1. 1. Design approach and evaluation of Moodle 2.4 course to support induction of remote students Cath Fenn Educational Development and Research Team
  2. 2. Learning and Teaching Strategy Theme 2: Enriching the Learning Experience 2.1 We will develop our induction of students into higher education to ensure that they are well prepared to take advantage of the opportunities available to them from the outset of their studies, regardless of their background or previous educational experience.
  3. 3. Challenge Engaging and guiding remote students.
  4. 4. Design Process Beyond tinkering…
  5. 5. Conversations About identifying issues and targeting areas for improvement
  6. 6. Put together design ideas
  7. 7. Plan it Create a tangible plan and share it!
  8. 8. Keep the conversations going Bring people together
  9. 9. Review Take a step back to regain focus
  10. 10. Time to build Start of each new academic year always creeps up surprisingly quickly!
  11. 11. Launch it!
  12. 12. Evaluation methods Are you going the right way!
  13. 13. Quality Overall quality of Online Induction course n=211
  14. 14. Value Which aspects of the online induction have been the most valuable and why?
  15. 15. Usefulness How useful do you think the online induction programme has been to you at the start of your studies? n=211
  16. 16. Suggestions Can you offer any brief suggestions for improvement? “I very much believe that the online induction met all its aims and objectives” “A little more direction would be better” “Good use of videos for explanation: more videos would be good” “Please provide transcripts of the videos” “More information on referencing from different sources e.g. website, journals, hospital policy/guidelines etc.” “could possibly keep information bit more simple and brief”
  17. 17. Time How long did it take you to complete the induction? n=74
  18. 18. Changing landscape Key thinking for change 1. Speed 2. Flexibility 3. Collaboration
  19. 19. Future…
  20. 20. Ask students and staff what they want Balance requirements with focus on keeping it short and simple Communicate your plans and regularly review feedback Drive forwards with awareness of changing learning landscape Enhance through small flexible steps This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/4.0/. Images: Standard Licence iStock / by the author. Contact: c.a.fenn@warwick.ac.uk Summary

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