Creating Exceptional Courses in Moodle

2,049 views
1,952 views

Published on

Creating Exceptional Courses in Moodle

Published in: Technology, Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
2,049
On SlideShare
0
From Embeds
0
Number of Embeds
35
Actions
Shares
0
Downloads
55
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Creating Exceptional Courses in Moodle

  1. 1. Creating Exceptional Courses in Moodle<br />
  2. 2. Getting to Know Me<br />Diana Benner<br />Online Learning Specialist<br />Dallas ISD <br />Website: http://dbenner.org<br />Email: dbenner@dallasisd.org<br />
  3. 3. Getting To Know You<br />Teachers?<br />Course Developers?<br />Trainers?<br />K-12 Education?<br />Higher Education?<br />Business/Industry?<br />
  4. 4. Where Can I Find All This?<br />Diana Benner’s Website<br />http://dbenner.org<br />Moodle Mayhem Website<br />http://bit.ly/moodlemayhem<br />
  5. 5. What is your biggest hope for this session in regard to creating online courses in your district?<br />
  6. 6. Session Goals<br />This session will guide participants in developing and teaching online professional development courses. <br />The participant will be lead through the steps of course development, online teaching, and online assessment. <br />The session will emphasize principals of course design which are outcome-based, performance-based, and collaborative. <br />
  7. 7. Overview<br />What is “Online Learning?”<br />Online Professional Development<br />Designing Online Courses<br />Effective Online Facilitation<br />Evaluating Online Courses<br />
  8. 8. Why I Teach Online . . .<br />Video Source: http://www.youtube.com/watch?v=R8VfChM5EhA<br />
  9. 9. What is “Online Learning”?<br />Learning that uses technology, typically by way of the Internet.<br />In some cases, there is no live teacher present.<br />Online learning typically describes a course where the student never uses a traditional classroom – all activities are done on a computer.<br />
  10. 10. The Best News Yet<br />You can use digital tools to offer andsupport effective Online Learning opportunities that are: <br /><ul><li>Cost effective
  11. 11. Easy to create
  12. 12. In line with what we know works
  13. 13. Easily accessed by all</li></li></ul><li>I have decided to teach online. How do I get started?<br />Video Source: http://www.youtube.com/watch?v=Prc7938u6B4<br />
  14. 14. Course Design - Objectives<br />Where should objectives be located in the course?<br />At what different levels might objectives be written?<br />How might we write objectives with measureable outcomes?<br /><ul><li>Easily located within the course
  15. 15. Clearly written at the appropriate level and reflect desired outcomes
  16. 16. Written as measureable outcomes
  17. 17. Available in a variety of areas in the course</li></li></ul><li>Andrew Church’s (Blooms Digital Approach <br />Bloom’s Taxonomy & Moodle<br />Sourcee: Andrew Church’s (Blooms Digital Approach<br />
  18. 18. Course Design-Content Presentation<br />Why should we present content in modules?<br />What mechanisms might we use to present content?<br />3. How can we include visual and auditory elements?<br />4. What types of supplementary resources might we consider?<br /><ul><li> Content is modularized
  19. 19. Navigation is intuitive and content flows in a logical progression
  20. 20. Content is enhanced with visual and auditory elements
  21. 21. Content is presented using a variety of appropriate mechanisms ; supplementary resources are made available</li></li></ul><li>Book Resource In Moodle<br />
  22. 22. Course Design: Learner Engagement<br /><ul><li> Instructional strategies are linked to course objectives
  23. 23. Includes guidance for learners to work with content in meaningful ways
  24. 24. Higher order thinking is expected of learners
  25. 25. Individualized instruction, remedial activities, or resources for advanced learning activities are provided</li></ul>What do we mean by learner engagement? Why is it important?<br />How can we successfully guide learners through the content in meaningful ways?<br />What are examples of higher order thinking?<br />How can we support individualized instruction?<br />
  26. 26. Course Facilitation – Communication Strategies<br />Where might we place opportunities for interaction?<br />How can we promote critical reflection in asynchronous communication?<br />How do we facilitate “rapid response” communication?<br /><ul><li>Many opportunities for synchronous and/or asynchronous interaction
  27. 27. Asynchronous communication strategies promote critical reflection or other higher order thinking
  28. 28. Synchronous communication activities benefit from real-time interactions and facilitate "rapid response" communication</li></li></ul><li>Course Facilitation – Developing Learning Communities<br />What tactics can we use to build a sense of community?<br />How can we encourage students to initiate communication with the instructor?<br />How do we maximize the outcomes of collaboration activities?<br /><ul><li>Easily located within Student-to-student interactions are required
  29. 29. Students are encouraged to initiate communication with the instructor
  30. 30. Collaboration activities reinforce course content and learning outcomes, while building skills such as teamwork, cooperation, negotiation</li></li></ul><li>Course Facilitation – Interaction Expectations<br />What type of guidelines might we set for required participation?<br />How should the quality of communication be judged?<br /><ul><li>Participation guidelines are provided
  31. 31. Expectations for quality of communications are clearly defined
  32. 32. A rubric used to evaluate participation is included
  33. 33. Instructor actively participates in communication activities
  34. 34. The instructor uses communication tools to provide course updates, reminders, etc.</li></li></ul><li>Discussion Rubric<br />
  35. 35. Online Assessments<br />Why should assessment match the objectives?<br />When should rubrics be provided to students?<br />What types of assessments can we use online?<br />What are the benefits of including self-assessment opportunities?<br /><ul><li>Assessments match the objectives
  36. 36. Rubrics or descriptive criteria for desired outcomes are provided
  37. 37. Multiple types of assessments are used
  38. 38. Many opportunities for self-assessment are provided</li></li></ul><li>Self-Assessment<br />
  39. 39. Components of an Online Course<br />
  40. 40. Sample Moodle Course Template<br />
  41. 41. Online Course Evaluation Checklist<br />
  42. 42. Standards<br />National Standards for Quality Online Teaching<br />Southern Regional Education Board<br />
  43. 43. “Design your course around what you want your end result to be”<br />
  44. 44. Sources<br />Top Tips for Online Facilitation<br />http://community.flexiblelearning.net.au/teachingtraininglearners/content/article_4729.htm<br />Southern Regional Education Board<br />http://home.sreb.org/publication/news1.aspx?Code=1134<br />SREB Online Resources<br />http://www.srebonlineteachers.org/<br />SREB EvaluTech<br />http://www.evalutech.sreb.org/criteria/online.asp<br />iNACOL: International Association for K-12 Online Learning<br />http://www.inacol.org/<br />Texas Virtual School Network<br />http://www.txvsn.org/<br />
  45. 45. Thank You!<br />Diana Benner<br />dbenner@dallasisd.org<br />

×