creating exceptional courses in moodle
DESCRIPTION
Creating Exceptional Courses in MoodleTRANSCRIPT
Creating Exceptional Courses in Moodle
Getting to Know Me
Diana BennerOnline Learning SpecialistDallas ISD Website: http://dbenner.org Email: [email protected]
Getting To Know You
Teachers?Course Developers?Trainers?K-12 Education?Higher Education?Business/Industry?
Where Can I Find All This?
Diana Benner’s Websitehttp://dbenner.org
Moodle Mayhem Websitehttp://bit.ly/moodlemayhem
What is your biggest hope for this session in regard to creating online courses
in your district?
Session Goals
1. This session will guide participants in developing and teaching online professional development courses.
2. The participant will be lead through the steps of course development, online teaching, and online assessment.
3. The session will emphasize principals of course design which are outcome-based, performance-based, and collaborative.
Overview
• What is “Online Learning?”• Online Professional Development• Designing Online Courses• Effective Online Facilitation• Evaluating Online Courses
Why I Teach Online . . .
Video Source: http://www.youtube.com/watch?v=R8VfChM5EhA
What is “Online Learning”?
• Learning that uses technology, typically by way of the Internet.
• In some cases, there is no live teacher present.
• Online learning typically describes a course where the student never uses a traditional classroom – all activities are done on a computer.
The Best News Yet
You can use digital tools to offer and support effective Online Learning opportunities that are:
Cost effectiveEasy to createIn line with what we know worksEasily accessed by all
I have decided to teach online. How do I get started?
Video Source: http://www.youtube.com/watch?v=Prc7938u6B4
Course Design - Objectives1. Where should
objectives be located in the course?
2. At what different levels might objectives be written?
3. How might we write objectives with measureable outcomes?
• Easily located within the course
• Clearly written at the appropriate level and reflect desired outcomes
• Written as measureable outcomes
• Available in a variety of areas in the course
Bloom’s Taxonomy & Moodle
Andrew Church’s (Blooms Digital Approach
Sourcee: Andrew Church’s (Blooms Digital Approach
Course Design-Content Presentation1. Why should we present
content in modules?
2. What mechanisms might we use to present content?
3. How can we include visual and auditory elements?
4. What types of supplementary resources might we consider?
• Content is modularized
• Navigation is intuitive and content flows in a logical progression
• Content is enhanced with visual and auditory elements
• Content is presented using a variety of appropriate mechanisms ; supplementary resources are made available
Book Resource In Moodle
Course Design: Learner Engagement
1. What do we mean by learner engagement? Why is it important?
2. How can we successfully guide learners through the content in meaningful ways?
3. What are examples of higher order thinking?
4. How can we support individualized instruction?
• Instructional strategies are linked to course objectives
• Includes guidance for learners to work with content in meaningful ways
• Higher order thinking is expected of learners
•Individualized instruction, remedial activities, or resources for advanced learning activities are provided
Course Facilitation – Communication Strategies
1. Where might we place opportunities for interaction?
2. How can we promote critical reflection in asynchronous communication?
3. How do we facilitate “rapid response” communication?
• Many opportunities for synchronous and/or asynchronous interaction
• Asynchronous communication strategies promote critical reflection or other higher order thinking
• Synchronous communication activities benefit from real-time interactions and facilitate "rapid response" communication
Course Facilitation – Developing Learning Communities
1. What tactics can we use to build a sense of community?
2. How can we encourage students to initiate communication with the instructor?
3. How do we maximize the outcomes of collaboration activities?
• Easily located within Student-to-student interactions are required
• Students are encouraged to initiate communication with the instructor
• Collaboration activities reinforce course content and learning outcomes, while building skills such as teamwork, cooperation, negotiation
Course Facilitation – Interaction Expectations
1. What type of guidelines might we set for required participation?
2. How should the quality of communication be judged?
• Participation guidelines are provided
• Expectations for quality of communications are clearly defined
• A rubric used to evaluate participation is included
• Instructor actively participates in communication activities
• The instructor uses communication tools to provide course updates, reminders, etc.
Discussion Rubric
Online Assessments1. Why should assessment
match the objectives?
2. When should rubrics be provided to students?
3. What types of assessments can we use online?
4. What are the benefits of including self-assessment opportunities?
• Assessments match the objectives
• Rubrics or descriptive criteria for desired outcomes are provided
• Multiple types of assessments are used
• Many opportunities for self-assessment are provided
Self-Assessment
Components of an Online Course
Sam
ple
Moo
dle
Cour
se
Tem
plat
e
Online Course Evaluation Checklist
Standards
National Standards for Quality Online Teaching
Southern Regional Education Board
“Design your course around
what you want your end result
to be”
SourcesTop Tips for Online Facilitationhttp://community.flexiblelearning.net.au/teachingtraininglearners/content/article_4729.htm
Southern Regional Education Boardhttp://home.sreb.org/publication/news1.aspx?Code=1134
SREB Online Resourceshttp://www.srebonlineteachers.org/
SREB EvaluTechhttp://www.evalutech.sreb.org/criteria/online.asp
iNACOL: International Association for K-12 Online Learninghttp://www.inacol.org/
Texas Virtual School Networkhttp://www.txvsn.org/
