Creating Exceptional Courses in Moodle
Download as PPTX, PDF2 likes1,004 views
This document provides an overview of creating exceptional online courses. It discusses designing courses with clear objectives and modular content presented with various media. Learner engagement is emphasized through guidance on interacting with content and higher-order thinking. Communication strategies promote asynchronous reflection and synchronous rapid response. Assessments must match objectives, and rubrics or criteria should be provided. Self-assessment opportunities allow learners to reflect on their progress. The document provides resources for online course standards and evaluation.
Creating Exceptional Courses in Moodle
- 1. Creating Exceptional Courses in Moodle
- 2. Getting to Know MeDiana BennerOnline Learning SpecialistDallas ISD Website: http://dbenner.orgEmail: dbenner@dallasisd.org
- 3. Getting To Know YouTeachers?Course Developers?Trainers?K-12 Education?Higher Education?Business/Industry?
- 4. Where Can I Find All This?Diana Benner’s Websitehttp://dbenner.orgMoodle Mayhem Websitehttp://bit.ly/moodlemayhem
- 5. What is your biggest hope for this session in regard to creating online courses in your district?
- 6. Session GoalsThis session will guide participants in developing and teaching online professional development courses. The participant will be lead through the steps of course development, online teaching, and online assessment. The session will emphasize principals of course design which are outcome-based, performance-based, and collaborative.
- 7. OverviewWhat is “Online Learning?”Online Professional DevelopmentDesigning Online CoursesEffective Online FacilitationEvaluating Online Courses
- 8. Why I Teach Online . . .Video Source: http://www.youtube.com/watch?v=R8VfChM5EhA
- 9. 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.
- 10. The Best News YetYou can use digital tools to offer andsupport effective Online Learning opportunities that are: Cost effective
- 11. Easy to create
- 12. In line with what we know works
- 13. Easily accessed by allI have decided to teach online. How do I get started?Video Source: http://www.youtube.com/watch?v=Prc7938u6B4
- 14. Course Design - ObjectivesWhere should objectives be located in the course?At what different levels might objectives be written?How might we write objectives with measureable outcomes?Easily located within the course
- 15. Clearly written at the appropriate level and reflect desired outcomes
- 16. Written as measureable outcomes
- 17. Available in a variety of areas in the courseAndrew Church’s (Blooms Digital Approach Bloom’s Taxonomy & MoodleSourcee: Andrew Church’s (Blooms Digital Approach
- 18. Course Design-Content PresentationWhy should we present content in modules?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
- 19. Navigation is intuitive and content flows in a logical progression
- 20. Content is enhanced with visual and auditory elements
- 21. Content is presented using a variety of appropriate mechanisms ; supplementary resources are made availableBook Resource In Moodle
- 22. Course Design: Learner Engagement Instructional strategies are linked to course objectives
- 23. Includes guidance for learners to work with content in meaningful ways
- 24. Higher order thinking is expected of learners
- 25. Individualized instruction, remedial activities, or resources for advanced learning activities are providedWhat do we mean by learner engagement? Why is it important?How can we successfully guide learners through the content in meaningful ways?What are examples of higher order thinking?How can we support individualized instruction?
- 26. Course Facilitation – Communication StrategiesWhere might we place opportunities for interaction?How can we promote critical reflection in asynchronous communication?How do we facilitate “rapid response” communication?Many opportunities for synchronous and/or asynchronous interaction
- 27. Asynchronous communication strategies promote critical reflection or other higher order thinking
- 28. Synchronous communication activities benefit from real-time interactions and facilitate "rapid response" communicationCourse Facilitation – Developing Learning CommunitiesWhat tactics can we use to build a sense of community?How can we encourage students to initiate communication with the instructor?How do we maximize the outcomes of collaboration activities?Easily located within Student-to-student interactions are required
- 29. Students are encouraged to initiate communication with the instructor
- 30. Collaboration activities reinforce course content and learning outcomes, while building skills such as teamwork, cooperation, negotiationCourse Facilitation – Interaction ExpectationsWhat type of guidelines might we set for required participation?How should the quality of communication be judged?Participation guidelines are provided
- 31. Expectations for quality of communications are clearly defined
- 32. A rubric used to evaluate participation is included
- 33. Instructor actively participates in communication activities
- 34. The instructor uses communication tools to provide course updates, reminders, etc.Discussion Rubric
- 35. Online AssessmentsWhy should assessment match the objectives?When should rubrics be provided to students?What types of assessments can we use online?What are the benefits of including self-assessment opportunities?Assessments match the objectives
- 36. Rubrics or descriptive criteria for desired outcomes are provided
- 37. Multiple types of assessments are used
- 38. Many opportunities for self-assessment are providedSelf-Assessment
- 39. Components of an Online Course
- 40. Sample Moodle Course Template
- 41. Online Course Evaluation Checklist
- 42. StandardsNational Standards for Quality Online TeachingSouthern Regional Education Board
- 43. “Design your course around what you want your end result to be”
- 44. SourcesTop Tips for Online Facilitationhttp://community.flexiblelearning.net.au/teachingtraininglearners/content/article_4729.htmSouthern Regional Education Boardhttp://home.sreb.org/publication/news1.aspx?Code=1134SREB Online Resourceshttp://www.srebonlineteachers.org/SREB EvaluTechhttp://www.evalutech.sreb.org/criteria/online.aspiNACOL: International Association for K-12 Online Learninghttp://www.inacol.org/Texas Virtual School Networkhttp://www.txvsn.org/