Moodle Course Design: a high-wire act #mootnz11Presentation Transcript
Moodle Course Design: a high- wire act Joyce Seitzinger #mootnz11 27 July 2011cc DirkJanRanzijn h.p://www.flickr.com/photos/dirkscircusimages/2849310050/
Joyce Seitzingeraka @catspyjamasnz Say hi. Use #mootnz11
All pics cc license Flickr catspyjamasnz
D2L
Confession: I loooove Moodle MarJn Dougiamas Me (Moodle founder)
Teacher, LearningTechnologist or other?
“E-learning is just as good. But is that good enough?” - Prof Tom Reeves
Finding right mix (teacher)h.p://tpck.org
Finding right mix (course)h.p://tpck.org
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
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
Why?
Chris Betcher’s epic blog post“No child should have to put up with out of date learning experience just because their out-‐of-‐date teacher is taxiing to the hangar” h.p://chrisbetcher.com/2011/05/you-‐dont-‐have-‐to-‐like-‐it/ @betchaboy
The Content Trap andThe Technology Trap
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 • … • … • …
The Technology Trap I want to use a wiki!!
“Design for change” -‐ Thom Cochrane, Wed 27 July 2011 MoodleMoot NZ
Why wait for every teacher to go through 10 steps?
TeacherLearning technologist
TiLT Team TiLT Team Manager Learning Learning Learning eLearning Technologist Technologist Technologist Technician
“Step away from the LMS!!!”
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
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
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
The TiLT Things
Our course design process
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
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
Our course design process
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
Biggest tip: Those who plan, finish.cc DirkJanRanzijn h.p://www.flickr.com/photos/dirkscircusimages/2849310050/
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
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
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
Rogier Cenin
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