A Moodle Workshop for Curriculum Designers
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The document details a workshop led by Nona Muldoon aimed at sharing ideas and lessons learned regarding the transition from Blackboard (BB) to Moodle. It outlines the processes of analysis, design, development, implementation, and evaluation (ADDIE) in this transition, along with specific questions and considerations at each stage for both teaching staff and students. It emphasizes the importance of sharing experiences and continuous communication among participants to address identified problems and promote effective instructional design.
A Moodle Workshop for Curriculum Designers
- 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