Moodle lesson
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A look at planning for and making a lesson in Moodle.
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Moodle lesson
- 1. Learner Management Systems Using the Lesson!
- 2. Programme • Learn how to set up a lesson, add branching and integrate assessable activities
- 3. What is rapid eLearning? rapid creation of courseware by people who are less experienced with courseware development particularly subject matter experts Templates Simple Assessment Multimedia •Courseware Short Learning Modules
- 5. What is your Lesson itch?
- 6. Content “Types” • • • • • • • Information Demonstration Case Study Scenario Decision Making Tree Knowledge checking Problem based Learning
- 7. Content “Context” • Textbook or “Reference” style (job aids, online support or help) • Courseware (Content & simple assessment) • Workplace (case study/scenario/decision making tree)
- 8. Moodle Lesson features • • • • • • • Content and Quizzing Interactions Branching Timeline & Navigation container Don’t need programming knowledge Insert video, images, sound Hooks into the Grade book
- 9. Assessment • Quizzes • Decision making Trees • Matching • Numerical • Short answer • Essay
- 10. Self Paced Activities • Compliance testing • Communication scenarios • Application of policy & procedure decision making trees • Course Content • Assessment tasks and associated guided readings/resources/multimedia
- 11. Blended learning & the Lesson Face to Face Self Paced Content ✔ Activities ✔ Assessment ✔ Online Facilitated
- 12. Moodle Lesson
- 13. Moodle Lesson
- 14. Activity 1 •Develop a responsive learning activity using Moodle’s Lesson •Simple choice •Quiz •Content Choices
- 15. Storyboarding • A course outline or storyboard will help you to organize both the course content and your thoughts on interactivity.
- 16. Lesson planning
- 17. Lesson planning
- 18. Story based self paced content • Character faces a challenge • Show not tell • Make learners justify their choices. Challenge their assumptions and make them think deeply about the material. • Contextual feedback will help learners see where they went wrong
- 19. Stories – a narrative process •Character •Character •Worker •Worker •Setting •Setting •Workplace •Workplace •Disruption •Disruption •Problem/Skill •Problem/Skill •Solving the disruption •Solving the disruption •Asking/Reading/Policy •Asking/Reading/Policy Communication Communication •Learnt the skill •Learnt the skill •Resolution •Resolution
- 24. eLearning Academy – Connect Thinking http://www.theelearningexperts.com.au/blog/ http://www.theelearningexperts.com.au/blog/
Editor's Notes
- The Rapid E-Learning category is defined by the following criteria… * Courseware which can be developed in less than three weeks * Subject Matter Experts (SMEs) act as the primary resource for development * A well-known tool (e.g. PowerPoint) or user-friendly templates form the starting point for courseware * Simple assessment, feedback and tracking are usually provided * Media elements which enhance learning but do not create technology barriers may be included (e.g. voice) * Learning modules can be taken in one hour or less, often in less than 30 minutes. Synchronous (scheduled or live) and asynchronous (self-paced) models may be utilized. Jennifer De Vries http://www.bluestreaklearning.com/
- Take a minute or two to complete
- "Reference" is static content - meaning no interaction other than allowing the user to link from page-to-page and to search. It is asynchronous. It is normally a series of web pages, but can be PDF or other document types. It can be created using Wiki software, a content management system, web editing software or even Microsoft Word stored as HTML. It's designed to provide either real-time support for work tasks or near real-time support for look up. Often they are designed based around particular job functions and tasks to provide good on-the-job support. Reference includes "job aids" or "online support" or "online help" or various other things. Each of these other terms in slightly more specific than "reference" as they generally imply a bit more about the specific structure of the content. Thus, "reference" to me is a good umbrella term. Courseware implies pages of course content (information, multimedia) broken up with quizzes, case studies or scenarios. Usually takes a neutral tone."Rapid Content Creation" or "Just-in-Time.” Workplace – we are either given a role in a workplace scenario and led through case studies by a workplace mentor or supervisor either passively or actively engaged in workplace scenarios or decision making trees.) http://elearningtech.blogspot.com.au/2006/05/shift-in-eLearning-from-pure.html Information Demonstration Case Study Scenario Decision Making Tree Knowledge checking Problem based Learning
- "Reference" is static content - meaning no interaction other than allowing the user to link from page-to-page and to search. It is asynchronous. It is normally a series of web pages, but can be PDF or other document types. It can be created using Wiki software, a content management system, web editing software or even Microsoft Word stored as HTML. It's designed to provide either real-time support for work tasks or near real-time support for look up. Often they are designed based around particular job functions and tasks to provide good on-the-job support. Reference includes "job aids" or "online support" or "online help" or various other things. Each of these other terms in slightly more specific than "reference" as they generally imply a bit more about the specific structure of the content. Thus, "reference" to me is a good umbrella term. Courseware implies pages of course content (information, multimedia) broken up with quizzes, case studies or scenarios. Usually takes a neutral tone."Rapid Content Creation" or "Just-in-Time.” Workplace – we are either given a role in a workplace scenario and led through case studies by a workplace mentor or supervisor either passively or actively engaged in workplace scenarios or decision making trees.) http://elearningtech.blogspot.com.au/2006/05/shift-in-eLearning-from-pure.html Information Demonstration Case Study Scenario Decision Making Tree Knowledge checking Problem based Learning
- Quizzes may be scored, enabling
- The lesson module presents a series of HTML pages to the student who is usually asked to make some sort of choice underneath the content area. The choice will send them to a specific page in the Lesson. In a Lesson page's simplest form, the student can select a continue button at the bottom of the page, which will send them to the next page in the Lesson. There are 2 basic Lesson page types that the student will see: question pages and content pages. There are also several advanced navigational pages which can meet more specialized needs of the Teacher. The Lesson module was designed to be adaptive and to use a student's choices to create a self directed lesson. The main difference between a Lesson and other activity modules available in Moodle comes from its adaptive ability. With this tool, each choice the students makes can show a different teacher response/comment and send the student to a different page in the lesson. Thus with planning, the Lesson module can customize the presentation of content and questions to each student with no further action required by the teacher.
- Why is it important to create a course outline or storyboard before building an eLearning course? A course outline or storyboard will help you to organize both the course content and your thoughts on interactivity (audio, video, graphics, interactions, etc.). Here are a few things to consider when building your storyboard: On-Screen text What information is best presented as on-screen text? How much is too much? Remember, learners typically only scan the on-screen text. Audio Scripting Will or should you use audio in your course? If you decide to use it, be consistent throughout the course. If using audio, will you also include written scripting for the leaner to read? Can the learner advance through the course even if the audio is still playing? Do the learners have audio capabilities? Will they use headsets/earbuds? Do they have speakers for their computers? Interactions/Quizzes Will you add interactions/quizzes to your course? Interactions/quizzes should support the learning process and not distract from it. Use interactions to reinforce learning content. Graphics/Images Do not use gratuitous images. The images in your course must support the story you are telling. Most learners only scan over the text so your graphics need to help tell the story. Can the text be combined into the image? Video Is video a good delivery method for the content being presented? What information is best presented in video format? Do you have the time and budget for video? Can your network handle video? Course Test Is a course test required? If so, plan for the test in the storyboard process. This allows you to build test questions when you build the course objectives. The course test should not be an afterthought once the course is created. Printable Reference Materials Does the learner need printable reference materials to refer to while completing the training or after the training? Maybe offer a training recap. Website Links Can you link the learner off to a website to learn more about the topic? Development Notes Include additional development/design notes.