Date post: | 18-Dec-2014 |
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TIPS & TRICKS TO ENSURE BEST PRACTICES USING MOODLE
Robin Popow
Introductions Agenda
Welcome
Introductions
Where are we from?
Introductions
What is your background?
K-12 Schools Post-Secondary Business Not-for-profit Other?
Introductions
What do you want from me?
Agenda
Anxiety by Design?
Fishbone Instructional Design
Resources Activiti
es
Goals Outcomes
Fishbone Instructional Design
Resources Activiti
es
Goals Outcomes
Fishbone Instructional Design
Resources Activiti
es
Goals Outcomes
At the end of this workshop you will be able to:
Identify instructional design deficiencies in an online
course using an evaluation tool.
Upon successful completion of this course, participants will have the
knowledge and skills required to evaluate an online course and ensure it is based on
sound pedagogical practices.
• E-learning Evaluation Guide (x2)
• Powerpoint Presentation
• Small group case analysis
•Large group discussions
Fishbone Instructional DesignR
esou
rce
s
Activities
Objectives
Evaluation
Hot Sheet
E-learning Activity
Planning:
www.activityplanni
ng.com
Evaluation Tool
Course Start-up Student Orientation Learning Objectives Assessment Resources Activities Course Technology Learner Support Accessibility
Evaluation Tool
Course Start-up Minimum student prep - prerequisite
knowledge clearly stated Minimum technical skills expected are clearly
stated Instructions for course access are clearly stated
Evaluation Tool
Student Orientation Clear instructions on how to get started - where to
find various course components A statement introduces the student to the purpose
of the course and to its components - clarifies the relationship between the face‐to‐face and online components
The self‐introduction by the instructor is appropriate and available
Netiquette expectations are stated clearly Students are asked to introduce themselves to the
class Students know where they are where to go next
Evaluation Tool
Learning Objectives Learning objectives describe outcomes that
are measurable Module/unit learning objectives describe
outcomes that are measurable and consistent with the course‐level objectives
All learning objectives are stated clearly and written from the students’ perspective
Instructions to students on how to meet objectives are adequate and stated clearly
The learning objectives are appropriately designed for the level of the course
Evaluation Tool
Assessment Assessments measure stated learning objectives Assessments consistent with course activities and
resources Scoring criteria stated clearly Specific and descriptive criteria are provided for
the evaluation of students’ work and participation Assessment are sequenced, varied, and
appropriate to the content being assessed “Self‐check” or practice assignments are
provided, with timely feedback to students Collaborative activities are appropriately
assessed
Evaluation Tool
Resources Instructional materials contribute to
achieving stated course and module/unit learning objectives.
The relationship between the instructional materials and the learning activities is clearly explained to the student (Narration)
Resources have sufficient breadth, depth, and currency
All resources and materials used in the course are appropriately cited
Evaluation Tool
Activities Activities promote the achievement of the
learning objectives Activities foster instructor‐student,
content‐student, and if appropriate student‐student interaction
Clear standards set for instructor responsiveness and availability (turn‐around time for email, grade posting, etc.)
Instructions and requirements for student interaction are clearly articulated
Evaluation Tool
Course Technology Supports the learning objectives -
appropriately chosen to deliver the content of the course
Supports student engagement - guide student to become an active learner
Logical navigation throughout - students know where they are and where to go
Students have ready access to technologies required in the course
Evaluation Tool
Course Technology (continued) Components are compatible with current
standards for delivery modes Instructions on how to access resources
are sufficient and easy to understand Takes advantage of available tools and
media
Evaluation Tool
Learner Support Instructions clearly offer description of tech
support offered Instructions link to or explain academic
support system Instructions link to or explain student support
system Instructions answer basic questions related
to research, writing, technology, etc., or link to tutorials or other resources that provide the information.
Evaluation Tool
Accessibility In conformance with institutional policy Resources provide equivalent
alternatives to auditory and visual content
Links are self‐describing and meaningful Ensures screen readability.
Introduction to Case Studies
Auto Plastics Repair Course (online) Paralegal Course (online) ESL Course (blended)
Evaluation Tools Demonstration
Coffee Break
Small Group Case Analysis
Site Access: http://doodle.vcc.caUsername: moot01, moot02, moot03, moot04 or moot05Password: *********
• Auto Plastics Repair Course
• ESL Reading Course
• Paralegal Course
Large Group Discussions
End
Thank-you - enjoy the conference!
Hot Sheet Links:Tips & Tricks Workshop Downloads:
http://moodlemoot.ca/moodle/course/view.php?id=126
BCIT: Writing Learning Outcomes http://www.bcit.ca/files/ltc/pdf/htoutcomes.pdf
UBC: “Getting Started with APA Style http://www.library.ubc.ca/home/about/instruct/apastyle.html