Transitioning from Blackboard to Moodle: Reflecting on and sharing experiences at a multi-campus university in Australia

1. A workshop for sharing ideas and lessons learned
Nona Muldoon with the CDTeam

2. Aims
Share ideas
Highlight identified problems
Discuss lessons learned
Add new ideas Challenge ideas
Identify new issues
Apply strategies Test
ideas
Talk talk more talk and share share share

3. A.D.D.I.E and rapid prototyping
 Analyse – How to transition from Bb to Moodle
 Design – How the Moodle interface will be designed
(front-end and back-end)
 Develop – What content to be transferred and created
 Implement – How to help the teaching team and students
 Evaluate – How, when and which aspects to evaluate

4. Analyse
 Examples of questions to examine:
 What are the core L&T elements in Bb?
 How are these elements currently organised?
 What Bb features are currently used?
 What tools are currently used?
 What is the main focus for the use of LMS?
 e.g. access to resources, ongoing interaction, online
activities

5. Design
 Example of questions to explore:
 Which Moodle format represent the delivery model
currently used in Bb?
 What structure best suit the core elements identified?
 Is there a need to change the existing delivery format?
 How can the core elements be re-organised?
 Which Moodle features are required – are there gaps?
 What Moodle tools will be needed – are there gaps?

6. Develop
 Examples of questions to explore:
 What is the state of the existing content from Bb?
 Do they need to be re-organised?
 What is the best way to re-organise them?
 Which tool/resource/activity match which content?
 How can the Moodle features be
structured/used/repurposed to present the core
elements identified, and support the course delivery?
 Does the design align with the minimum standards?

7. Implement
 Examples of questions to address for each course:
T e a c h in g s t a f f
 What does the teaching team orientation look like?
 What guidelines specific to the course need to be
documented for the teaching team (refer to minimum
standards?
 What help is needed to prepare and when?
S tu d e n ts
 What does the student orientation look like?
 What guidelines specific to the course need to be
documented for students (refer to minimum standards)?
 What help is needed to prepare and when?

8. Evaluate
 Examples of questions to explore for each course:
F o r m a t iv e
 How is the design being evaluated?
 What is being evaluated?
 Who is evaluating?
S u m m a t iv e
 What is the best way to evaluate the course?
 What help is needed to prepare the evaluation?
 When will it be accessible and where?

9. Share share share
 Importance of sharing experiences and discoveries
 Instructional Design Support Forum
 Group meetings
 One-to-one informal sharing
 Asking more questions, highlighting new issues
 As above
 Email, e.g. Moodle Mentors, CDTeam