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

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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