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Toolkit for Moodle course development; Pieter van der Hijden; Moodlemoot, Edinburgh UK, 2014
Toolkit for Moodle course development; Pieter van der Hijden; Moodlemoot, Edinburgh UK, 2014
Toolkit for Moodle course development; Pieter van der Hijden; Moodlemoot, Edinburgh UK, 2014
Toolkit for Moodle course development; Pieter van der Hijden; Moodlemoot, Edinburgh UK, 2014
Toolkit for Moodle course development; Pieter van der Hijden; Moodlemoot, Edinburgh UK, 2014
Toolkit for Moodle course development; Pieter van der Hijden; Moodlemoot, Edinburgh UK, 2014
Toolkit for Moodle course development; Pieter van der Hijden; Moodlemoot, Edinburgh UK, 2014
Toolkit for Moodle course development; Pieter van der Hijden; Moodlemoot, Edinburgh UK, 2014
Toolkit for Moodle course development; Pieter van der Hijden; Moodlemoot, Edinburgh UK, 2014
Toolkit for Moodle course development; Pieter van der Hijden; Moodlemoot, Edinburgh UK, 2014
Toolkit for Moodle course development; Pieter van der Hijden; Moodlemoot, Edinburgh UK, 2014
Toolkit for Moodle course development; Pieter van der Hijden; Moodlemoot, Edinburgh UK, 2014
Toolkit for Moodle course development; Pieter van der Hijden; Moodlemoot, Edinburgh UK, 2014
Toolkit for Moodle course development; Pieter van der Hijden; Moodlemoot, Edinburgh UK, 2014
Toolkit for Moodle course development; Pieter van der Hijden; Moodlemoot, Edinburgh UK, 2014
Toolkit for Moodle course development; Pieter van der Hijden; Moodlemoot, Edinburgh UK, 2014
Toolkit for Moodle course development; Pieter van der Hijden; Moodlemoot, Edinburgh UK, 2014
Toolkit for Moodle course development; Pieter van der Hijden; Moodlemoot, Edinburgh UK, 2014
Toolkit for Moodle course development; Pieter van der Hijden; Moodlemoot, Edinburgh UK, 2014
Toolkit for Moodle course development; Pieter van der Hijden; Moodlemoot, Edinburgh UK, 2014
Toolkit for Moodle course development; Pieter van der Hijden; Moodlemoot, Edinburgh UK, 2014
Toolkit for Moodle course development; Pieter van der Hijden; Moodlemoot, Edinburgh UK, 2014
Toolkit for Moodle course development; Pieter van der Hijden; Moodlemoot, Edinburgh UK, 2014
Toolkit for Moodle course development; Pieter van der Hijden; Moodlemoot, Edinburgh UK, 2014
Toolkit for Moodle course development; Pieter van der Hijden; Moodlemoot, Edinburgh UK, 2014
Toolkit for Moodle course development; Pieter van der Hijden; Moodlemoot, Edinburgh UK, 2014
Toolkit for Moodle course development; Pieter van der Hijden; Moodlemoot, Edinburgh UK, 2014
Toolkit for Moodle course development; Pieter van der Hijden; Moodlemoot, Edinburgh UK, 2014
Toolkit for Moodle course development; Pieter van der Hijden; Moodlemoot, Edinburgh UK, 2014
Toolkit for Moodle course development; Pieter van der Hijden; Moodlemoot, Edinburgh UK, 2014
Toolkit for Moodle course development; Pieter van der Hijden; Moodlemoot, Edinburgh UK, 2014
Toolkit for Moodle course development; Pieter van der Hijden; Moodlemoot, Edinburgh UK, 2014
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Toolkit for Moodle course development; Pieter van der Hijden; Moodlemoot, Edinburgh UK, 2014

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Moodle offers valuable support to content creation, content management, learning management, teaching and learning. As such it almost covers the whole educational production process. What is absent so …

Moodle offers valuable support to content creation, content management, learning management, teaching and learning. As such it almost covers the whole educational production process. What is absent so far, however, is support for the course design process. Large "educational enterprises" will organize their design and production like the multimedia industry. For the average school where courses are developed by their teachers, this is not a realistic option. For them we developed a toolkit for Moodle course development.
The first component is a tabletop exercise for global course design, we presented earlier already. The resulting global design is input for the detailed design, which is the base for the realization and integration of learning materials and activities. During the years and despite changing visions, methods and technologies, we found one "invariant relation": mindmapping. We will illustrate how we use it both for top-down design as well as bottom-up realization of Moodle courses.

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  • 1. Toolkit for Moodle course development Presentation at Moodlemoot Edinburgh UK, April 2014 Pieter van der Hijden msc (pvdh@sofos.nl) Centre of Expertise in Education & ICTs Suriname Paramaribo, Suriname Amsterdam, The Netherlands www.sofos.nl www.ecoisonline.org 1
  • 2. Background  Pieter van der Hijden  Consultant e-learning, Fab Lab, gaming/simulation  The Netherlands (Sofos) and Suriname (ECOIS)  Toolkit for Moodle course development  Design is important step in course development (quality and efficiency)  Tools are welcome to support design (& realization)  Let’s build a toolkit 2 www.sofos.nl www.ecoisonline.org
  • 3. 3 Agenda www.sofos.nl www.ecoisonline.org
  • 4. 1. Education production 4 www.sofos.nl www.ecoisonline.org
  • 5. 1. Education production  Processes:  Supporting systems:  Moodle: www.sofos.nl www.ecoisonline.org 5 build course content manage course content manage course delivery teach / coach / facilitate the learning process learn! design course content authoring system learning content management system (LCMS) learning management system (LMS) virtual learning environment (VLE) design tools authoring system learning content management system (LCMS) learning management system (LMS) virtual learning environment (VLE) design tools
  • 6. 2. Ladder of ambition 6 www.sofos.nl www.ecoisonline.org
  • 7. 2. Ladder of ambition  Input: simple score form (choice) www.sofos.nl www.ecoisonline.org 7
  • 8. 2. Ladder of ambition 8  Output: Score frequency 0 1 2 3 4 5 6 7 score=1 score=2 score=3 score=4 score=5 score=6 score=7 score=8 score=9 score=10  Output: Roadmap goal q1 q2 q3 q4 1 X 2 X 3 X 4 X 5 X 6 X 7 X 8 X 9 X 10 www.sofos.nl www.ecoisonline.org
  • 9. 2. Ladder of ambition  Benefits  Realistic targets (Individual and Common)  Shared roadmap 9 Inputs  Mechanics  Outputs  Benefits Simple score form (choice) 1. Individual score 2. Common future • Score frequency • Simple roadmap • Realistic targets • Shared roadmap www.sofos.nl www.ecoisonline.org
  • 10. 3. Global course design 10 www.sofos.nl www.ecoisonline.org
  • 11. 3. Global course design 11  Input: Story board with empty stickers  Step 1: Didactic www.sofos.nl www.ecoisonline.org Color Meaning Examples (from student point of view) Red Individual activities Reading, working individually, being tested individually. Yellow Synchronous group activities Offline, e.g. (face-to- face meeting; online, e.g. chat. Green Asynchronous group activities Working collectively, communicating, presenting, receiving feedback, testing.
  • 12. Learning map 3. Global course design www.sofos.nl www.ecoisonline.org 12  Step 2: learning technology  Output: didactic & technology plan Global course design by nine teachers
  • 13. 3. Global course design  Benefits  Helicopter view  Paradigm shift  Synchronous, asynchronous, individual, group  Separation didactics and technology  Didactical problem versus Moodle solution 13 Inputs  Mechanics  Outputs  Benefits • Storyboard • Stickers • Legend • Learning map 1. Didactic plan 2. Technical plan 3. Group reflection • Global course design • Shared vision • Helicopter view • Paradigm shift • Separation didactics and learning technology www.sofos.nl www.ecoisonline.org
  • 14. 4. Detail course design 14 www.sofos.nl www.ecoisonline.org
  • 15. 4. Detail course design www.sofos.nl www.ecoisonline.org 15  Inputs  Global course design  Mind mapping tool  Freemind  Mindmanager  Mindmeister  Output  Section titles
  • 16. 4. Detail course design www.sofos.nl www.ecoisonline.org 16  Output  Sections and items
  • 17. 4. Detail course design  Output:  Organizing resources www.sofos.nl www.ecoisonline.org 17
  • 18. 4. Detail course design  Output  Planning and monitoring tool www.sofos.nl www.ecoisonline.org 18
  • 19. 4. Detail course design  Benefits  Maintain overview  Watch course content consistency  Organize the building process  Enable a division of labour www.sofos.nl www.ecoisonline.org 19 Inputs  Mechanics  Outputs  Benefits • Global course design • Mindmap tool 1. Mindmap 2. Refs to resources 3. Monitor tool Mindmap plus refs and task info • Maintain overview & consistency • Organize building process • Enable labour division
  • 20. 5. Course templates 20 www.sofos.nl www.ecoisonline.org
  • 21. 5. Course templates www.sofos.nl www.ecoisonline.org 21  Inputs : requirements  Complete course, e.g.  Number of sections  General section  Feedback block  Course component, e.g.  Groupings and groups
  • 22. 5. Course templates www.sofos.nl www.ecoisonline.org 22  Output  Course template  Output 2  Group structure
  • 23. 5. Course templates  Benefits  Implement a house style  Build faster and better 23 Inputs  Mechanics  Outputs  Benefits Template requirements 1. Develop template 2. Copy template Template Copies • House style • Building efficiency and effectiveness www.sofos.nl www.ecoisonline.org
  • 24. 6. House of courses 24 www.sofos.nl www.ecoisonline.org
  • 25. 6. House of courses www.sofos.nl www.ecoisonline.org 25  Inputs  Current course categories  Spreadsheet with filters  Mechanics  Set-up course list in spreadsheet  Copy to CSV  Upload/update courses shortname fullname category_idnumber summary MERSD-A01 (A01) Sustainable development: educational theories and international policymersd-sem1 Program: MERSD<br />Module code: A MERSD-A02 (A02) Political planning and institutional policy analysis mersd-sem3 Program: MERSD<br />Module code: A MERSD-A03 (A03) Law and sustainable society mersd-sem1 Program: MERSD<br />Module code: A MERSD-A04 (A04) Education and law mersd-sem4 Program: MERSD<br />Module code: A
  • 26. 6. House of courses  Benefits  Improve site navigation  Restructure easily 26 Inputs  Mechanics  Outputs  Benefits Current house of courses 1. Spread- sheet with filters 2. CSV file Updated house of courses • Improved site navigation • Easy restructuring www.sofos.nl www.ecoisonline.org
  • 27. 7. Bonus 27 www.sofos.nl www.ecoisonline.org
  • 28. 7. Bonus Let’s create our common toolbox! 28 www.sofos.nl www.ecoisonline.org Inputs  Mechanics  Outputs  Benefits
  • 29. 29 Tool Inputs  Mechanics  Outputs  Benefits Ladder of ambition Simple score form (choice) 1. Individual score 2. Common future • Score frequency • Simple roadmap • Realistic targets • Shared roadmap Global course design Storyboard Stickers Legend Learning map 1. Didactic plan 2. Technical plan 3. Group reflection • Global course design • Shared vision • Helicopter view • Paradigm shift • Separation didactics and learning technology Detail course design Global course design Mindmapping tool 1. Mindmap 2. Refs to resources 3. Monitor tool Mindmap plus refs and task info • Maintain overview & consistency • Organize building process • Enable labour division Course templates Template requirements Develop template Copy template Template Copies • House style • Building efficiency and effectiveness House of courses Current house of courses 1. Spread- sheet with filters 2. CSV file Updated house of courses • Improved site navigation • Easy restructuring www.sofos.nl www.ecoisonline.org
  • 30. References 30 www.sofos.nl www.ecoisonline.org
  • 31. References  Design thinking for educators; toolkit; Riverdale Country School & IDEO; 2012  Gaming, the future’s language; Richard Duke; Sage Publications, 1974  Instructables; http://www.instructables.com 31 www.sofos.nl www.ecoisonline.org
  • 32. Thank you for your attention! Pieter van der Hijden msc (pvdh@sofos.nl) 32 2014 – Pieter van der Hijden (pvdh@sofos.nl) – 2014 - This work is licensed under a Creative Commons Attribution 3.0 Unported License. www.sofos.nl www.ecoisonline.org

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