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Moodle Course Design: a high-wire act #mootnz11

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Presentation at New Zealand Moodle Moot, Auckland 27 July 2011. Includes tips to improve the course design process. …

Presentation at New Zealand Moodle Moot, Auckland 27 July 2011. Includes tips to improve the course design process.

Moodle Course Design: a high-wire act #mootnz11 by Joyce Seitzinger (@catspyjamasnz)

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  • 1. Moodle Course Design: a high- wire act Joyce Seitzinger #mootnz11 27 July 2011cc  DirkJanRanzijn  h.p://www.flickr.com/photos/dirkscircusimages/2849310050/  
  • 2. Joyce Seitzingeraka  @catspyjamasnz  Say  hi.  Use  #mootnz11  
  • 3. All  pics  cc  license  Flickr  catspyjamasnz  
  • 4. D2L  
  • 5. Confession: I loooove Moodle MarJn  Dougiamas   Me   (Moodle  founder)  
  • 6. Teacher, LearningTechnologist or other?
  • 7. “E-learning is just as good. But is that good enough?” - Prof Tom Reeves
  • 8. Finding right mix (teacher)h.p://tpck.org  
  • 9. Finding right mix (course)h.p://tpck.org  
  • 10. Teacher Progression1.  PuOng  up  the  handouts  (Resources,  SCORM)  2.  Providing  a  passive  Forum  (unfacilitated)  3.  Using  Quizzes  and  Assignments  (less  management)  4.  Using  the  Wiki,  Glossary  and  Database  tools  (interacJve  content)  5.  Facilitate  discussions  in  Forums,  asking  quesJons,  guiding  6.  Combining  acJviJes  into  sequences,  where  results  feed  later   acJviJes  7.  Introduce  external  acJviJes  and  games  (internet  resources)  8.  Using  the  Survey  module  to  study  and  reflect  on  course  acJvity  9.  Using  peer-­‐review  modules  like  Workshop,  giving  students  more   control  over  grading  and  even  structuring  the  course  in  some   ways  10. ConducJng  acJve  research  on  oneself,  sharing  ideas  in  a   community  of  peers  h.p://docs.moodle.org/20/en/Pedagogy  
  • 11. Wiring  a  place  for   Image  cc  licensed  by  jbcurio  h.p://www.flickr.com/photos/jbcurio/4077260761  technology  is  easy,    Wiring  people  for  technology  is  hard.    -­‐ Tania  Major  at  #converge10  
  • 12. Why?
  • 13. Chris Betcher’s epic blog post“No  child  should  have  to  put  up  with  out  of  date  learning  experience  just  because  their  out-­‐of-­‐date  teacher  is  taxiing  to  the  hangar”    h.p://chrisbetcher.com/2011/05/you-­‐dont-­‐have-­‐to-­‐like-­‐it/  @betchaboy  
  • 14. The Content Trap andThe Technology Trap
  • 15. The Content TrapWhat  a  teacher  does   What  they  move  online  •  Content  Provision   •  Content  Provision  •  Lead  &  sJmulate  discussion  •  Conduct  scenario’s  &  roleplays  •  Set  up  &  guide  project  work  •  Individual  coaching  •  Provide  moJvaJon  •  Assess  learning,  formaJve  &   summaJve  •  Collect,  display  &  discuss   student  work  •  Counselor  •  …  •  …  •  …  
  • 16. The Technology Trap I want to use a wiki!!
  • 17. “Design  for  change”   -­‐  Thom  Cochrane,     Wed  27  July  2011  MoodleMoot  NZ  
  • 18. Why wait for every teacher to go through 10 steps?
  • 19. TeacherLearning technologist
  • 20. TiLT  Team   TiLT  Team   Manager   Learning   Learning   Learning   eLearning  Technologist   Technologist   Technologist   Technician  
  • 21. “Step  away  from  the   LMS!!!”  
  • 22. How do we work together?•  Programme  decisions  •  Course  design  decisions   –  1-­‐1  Teacher  –  Learning  Technologist   –  8-­‐10  2  hour  sessions  •  Development  work  shared  between  teacher  –   learning  technologist  (dependent  on  skills,  Jmeline,   etc)  •  Delivery  &  Maintenance  •  Staff  Development  throughout    
  • 23. TiLT  Team  tasks  in  Programme  Cycle   Programme   • Assess  &  advise  on  educaJon  technology  use  development  (New   • Assess  &  advise  on  21st  c  learning  and  emerging  pedagogies   Impact  Report   or  Re-­‐)   • Assess  eLearning  resources  needed   • Advise  &  parJcipate  in  eLearning  project  management   • Provide  instrucJonal  design  services  (ensuring  effecJve  use  of  EIT  Online  and  educaJon   technology)   Project  Plan  &   Course  Design   • Provide  course  design  framework  &  standards   Course  Design   • Provide  staff  development  (EIT  Online,  educaJon  technology  and  emerging  pedagogies)   Plan   • Project  parJcipaJon  &  reporJng   • Create  programme  &  course  templates   Course   • Provide  staff  development  (EIT  Online,  educaJon  technology  and  emerging  pedagogies)   Completed  course   • Provide  support  in  development  of  learning  resources   &  Delivery  Plan  &   Development   • Develop  advanced  learning  resources  (podcasts,  animaJons,  videos,  etc)   • Project  parJcipaJon  &  reporJng   Maintenance  Plan   • Online  facilitaJon  coaching   Course  Delivery   • Support  in  EIT  Online  &  educaJon  technology  use   Delivered   • TroubleshooJng   course   • Review  course  with  teacher  according  to  standards   Delivered   Course  Review   • Suggest  improvements  (due  to  changes  in  staff  capability,  pedagogical  or  technological   reviewed   improvements)   course  
  • 24. TiLT  Team  tasks  in  Programme  Cycle   Programme   • Assess  &  advise  on  educaJon  technology  use  development  (New   • Assess  &  advise  on  21st  c  learning  and  emerging  pedagogies   Impact  Report   or  Re-­‐)   • Assess  eLearning  resources  needed   Staff  Development   • Advise  &  parJcipate  in  eLearning  project  management   • Provide  instrucJonal  design  services  (ensuring  effecJve  use  of  EIT  Online  and  educaJon   technology)   Project  Plan  &   Course  Design   • Provide  course  design  framework  &  standards   Course  Design   • Provide  staff  development  (EIT  Online,  educaJon  technology  and  emerging  pedagogies)   Plan   • Project  parJcipaJon  &  reporJng   • Create  programme  &  course  templates   Course   • Provide  staff  development  (EIT  Online,  educaJon  technology  and  emerging  pedagogies)   Completed  course   • Provide  support  in  development  of  learning  resources   &  Delivery  Plan  &   Development   • Develop  advanced  learning  resources  (podcasts,  animaJons,  videos,  etc)   • Project  parJcipaJon  &  reporJng   Maintenance  Plan   • Online  facilitaJon  coaching   Course  Delivery   • Support  in  EIT  Online  &  educaJon  technology  use   Delivered   • TroubleshooJng   course   • Review  course  with  teacher  according  to  standards   Delivered   Course  Review   • Suggest  improvements  (due  to  changes  in  staff  capability,  pedagogical  or  technological   reviewed   improvements)   course  
  • 25. The  TiLT  Things  
  • 26. Our course design process
  • 27. Course design aims - students•  Clear  &  consistent  acJviJes  for  students  •  Course  complete  before  start  •  CollaboraJve  learning  •  Learning  from  experience  of  your  own  and   peers  •  Applied  acJviJes  •  Learn  in  an  enveloping  learning  community  
  • 28. Course design aims - teachers•  AcJviJes  that  are  aligned  with  each  other  and   learning  objecJves/assessment  •  Course  complete  before  roll-­‐out  •  FacilitaJon  workload  that  is  manageable  •  Course  teacher  can  maintain  independently  
  • 29. Our course design process
  • 30. Objectives Themes Activities Resources Assessment OTARA  Model  by  Kate  Hunt  &  Maurice  Moore  The objective or Scaffolding to What the learners What the Identify thelearning goal may provide clear need to DO to learners need to evidence that isalready be expectations and bridge the gap build skills, needed to showestablished in the instructions that between knowledge and that students havecourse descriptor will guide learners objectives and understanding to achieved theor be an element through the unit of assessment. complete the specifiedfrom a unit work. activities and the outcomes.standard. assessment. The assessment is May include Themes link and derived from the Discussion explain resources, Subject support objectives. May •  Expert interview also be identified and fill any gaps may include that may not be •  Journaling as the performance •  library covered by •  Quizzes criteria of a unit •  Internet standard. resources •  Experts available •  workplace •  Projects elsewhere. •  fellow students •  Web searches •  tutor or •  Case studies facilitator •  Scenarios •  subject •  Role play specialists Other support may include •  learning skills •  pastoral care
  • 31. Objectives Themes Activities Resources Assessment . AcJvity  1   Resource  1   AcJvity  2   Assessment  1   Resource  2   AcJvity  3   Resource  3   Resource  4   Assessment  2  
  • 32. Elements of an Activity•  Spark  •  Purpose  •  Task  •  InteracJon/Response  •  Time  indicaJon  •  Resources  or  previous  work  •  Feedback  
  • 33. Elements of an Activity•  Spark  •  Purpose  •  Task  •  InteracJon/Response  •  Time  indicaJon  •  Resources  or  previous  work  •  Feedback  
  • 34. What do you want to use?
  • 35. What do you want to achieve?
  • 36. Balancing Tipscc  DirkJanRanzijn  h.p://www.flickr.com/photos/dirkscircusimages/2849310050/  
  • 37. Biggest tip: Those who plan, finish.cc  DirkJanRanzijn  h.p://www.flickr.com/photos/dirkscircusimages/2849310050/  
  • 38. Balancing Tips: Project Manager•  Clarify  role  definiJons  •  Have  enough  Jme  (minimum  1  semester)  •  Ensure  everyone  is  aware  of  Jmeline  •  Check  in  with  all  project  members  oqen  •  Set  up  project  site  (don’t  rely  on  email)  •  Have  sign-­‐off  points  for  each  phase  
  • 39. Balancing Tips: Teacher•  Get  release  Jme  •  Use  technology/tools  for  own  learning  •  Design  first!  •  Focus  on  learning  acJviJes  •  ParJcipate  in  staff  development  •  Share  experiences  with  programme  team  •  Complete  development  before  delivery  •  Make  use  of  your  learning  technologist  
  • 40. Balancing Tips: Learning Technologist•  Research  learning  innovaJons  in  subject  area  •  Provide  some  early  wins  •  Do  staff  development  in  groups  •  Design  first!  •  Focus  on  learning  acJviJes  •  Listen  •  Make  use  of  your  subject  ma.er  expert  •  Report  early,  report  oqen  •  Have  an  exit  strategy  
  • 41. Questions?     Website:  www.eit.ac.nz     Blog:  www.cats-­‐pyjamas.net     Twi.er:  @catspyjamasnz