As a College, we have been moving towards an Education Design Process based Biggs’ Constructive Alignment theory. In constructive alignment, we start with the outcomes we intend students to learn, and align teaching and assessment to those outcomes.
Through supporting staff in this outcomes based approach, we have identified that it is generally quite difficult to translate learning outcomes into an effective course design using tools provided by an LMS, in particular Moodle. This difficulty in mapping outcomes to activities and resources in Moodle is further compounded by the difference between the language of learning outcomes and that used by the LMS.
Within our College we've identified the need for a process that provides a link between the pedagogy and the implementation in Moodle. To do this we have formed such a process and developed self-guided online instruments that helps teachers link Moodle activities to learning outcomes.
A Process for Implementing Learning Outcomes in Moodle 1. Select an outcome for the course 2. Identify characteristics of the outcome 3. Use the online instrument to identify relevant Moodle activities and resources 4. Development of the Moodle activity or resource in the course
We have created flowcharts and online lessons that address the outcomes: Developing communication Developing collaboration and teamwork
TRANSLATING LEARNING OUTCOMES IN MOODLE
ABOUT US This work is supported by the The Australian National University, and the Commonwealth of Australia through the Cooperative Research Centre for Advanced Automotive Technology. Lauren Kane: Educational Developer Srinivas Chemboli: Lynette Johns-Boast:
MOTIVATION Houghton, Warren (2004) Engineering Subject Centre Guide: Learning and Teaching Theory for Engineering Academics. Loughborough: HEA Engineering Subject Centre.