How to design a moodle course: the storyboard exercise
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Prsentation by Pieter van der Hijden (pvdh@sofos.nl) of Sofos Consultancy (www.sofos.nl) and Ned-Moove (www.ned-moove.nl) at the Moodle Moot UK; Milton Keynes UK, 23-25 Octobre 2007.
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How to design a moodle course: the storyboard exercise
- 1. Pieter van der Hijden Moodle Moot UK 2007 Milton Keynes UK, 23-25 October 2007 www.sofos.nl 1
- 4. Your presenter Course development Design phase Storyboard exercise www.sofos.nl 4
- 7. Designing an online course is not a mechanical process. Numerous questions have to be dealt with. To give a short impression: What is really needed to fulfill the mission of the course? What is needed to accommodate a variety of learning styles? What is needed to compensate for the drawbacks of asynchronous learning? What should be fixed as part of the online course, what should flexible in the hand of the teacher during course delivery? www.sofos.nl 7
- 8. Three steps: 1. Specify educational activities 2. Specify Moodle activities and resources 3. Finishing touch www.sofos.nl 8
- 10. www.sofos.nl 10
- 11. www.sofos.nl 11 Colour Meaning Examples (from student point of view) Red Individual activities Reading, working individually, being tested individually. Yellow Synchronous group activities Synchronous activity, either offline (face-to-face meeting) or online (like chat). Green Asynchronous group activities Asynchronous group activity, like working collectively, communicating, presenting, receiving feedback, testing.
- 12. www.sofos.nl 12
- 13. www.sofos.nl 13
- 14. www.sofos.nl 14 Student Task File We b Pa ge We b Lin k Ass ign- me nt Ch at Ch oic e For um Glo ssa -ry Hot Pot a- to Jou rnal Les son Qui z SC OR M Sur vey Wik i Wo rk- sho p reading x x x x x communic a- ting x x x working individually x x x x x working collectively x x x x x presenting x x x receiving feedback x x x x x x x x x testing x x x x x
- 15. www.sofos.nl 15
- 16. For the resources: add a symbol to indicate whether: the resource is home-made, the resource is purchased elsewhere. For the green and yellow activities: add a symbol to indicate: plenary activities, separated subgroup activities, visible subgroup activities. www.sofos.nl 16
- 17. www.sofos.nl 17
- 18. www.sofos.nl 18
- 19. www.sofos.nl 19
- 20. www.sofos.nl 20
- 21. Pieter van der Hijden (pvdh@sofos.nl) www.ned-moove.nl 21 Thank you!
Editor's Notes
- How to design a Moodle course: the storyboard exercise Pieter van der Hijden (pvdh@sofos.nl), Sofos Consultancy (www.sofos.nl), Amsterdam, The Netherlands. Version: 22 October 2007
- Step-1: specify educational activities Look at the "course story board form". This form is a tool to design a whole course. One sheet has room for 1-5 topics (or weeks) containing 1-5 learning activities each. If this is not enough, you may extend the form horizontally and/or vertically by using more copies of the form. Place a yellow sticker in the left cell of each row. Write the title of the topic on it. Concentrate on the type of learning activities you want to happen for each of the topics. Now, fill each topic with 1-5 learning activities (red, yellow, or green stickers). Choose a colour for each student activity (see table below) Write on the upper half of each sticker: the activity type plus the eventual subtopic. It is important to concentrate on what you want to happen, not on how you are going to use Moodle. Compare your "global design" with your peers. Change it when appropriate. ColourMeaningExamples (from student point of view) RedIndividual activitiesReading, working individually, being tested individually. YellowSynchronous group activitiesSynchronous activity, either offline (face-to-face meeting) or online (like chat). GreenAsynchronous group activitiesAsynchronous group activity, like working collectively, communicating, presenting, receiving feedback, testing.
- Step-2: specify Moodle activities and resources Relate each educational activity to one or more Moodle activities. Use the following mind map to search for possible relations. Write your solution in the lower half of the stickers. The relations between learning activities and Moodle resources and activities also can be formatted as a table (see below). Student TaskFileWeb PageWeb LinkAssign- mentChatChoiceForumGlossa-ryHot Pota- toJournalLessonQuizSCORMSurveyWikiWork- shop readingxxxxx communica- tingxxx working individuallyxxxxx working collectivelyxxxxx presentingxxx receiving feedbackxxxxxxxxx testingxxxxx
- Step-3: Finishing touch Now, review your course design: For the resources: add a symbol to indicate whether: the resource is home-made, the resource is purchased elsewhere. For the green and yellow activities: add a symbol to indicate: plenary activities, separated subgroup activities, visible subgroup activities.
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