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CEET Meet (Sept'2011): Moodle Course Design ~ Lisa Read
"Ask not what Moodle can do for you -- ask, rather, what you can DO WITH Moodle." (Douglas Henry, participant)
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CEET community & CEET Meet archives

CEET community & CEET Meet archives | CEET Meet (Sept'2011): Moodle Course Design ~ Lisa Read | Scoop.it
CEET is a community for educators interested in teaching with technology (http://ceetbc.ning.com). We welcome new members, and invite you to join the Moodle'rriffic, Integrating Mahara for ePortfolios, and other groups.

CEET EVENT CALENDAR --> http://ceetbc.ning.com/events. (You may have to join the community to see this.)

CURATED RESOURCES
This collection summarizes discussions, suggestions, and resources that came up in the Meet forums. Using the tags found
be clicking the Filter Tab to help you find topics of interest.

FIND ARCHIVED & FUTURE MEETS
This Meet has been archived by LearnNowBC at http://www.learnnowbc.ca/educators/MoodleMeets/ArchivedMeets.aspx. You will need to register to access past and current learning events.
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How to use Moodle from Teacher Training Videos

How to use Moodle from Teacher Training Videos | CEET Meet (Sept'2011): Moodle Course Design ~ Lisa Read | Scoop.it

"If you are working in an institution where they are using Moodle then you might find this set of videos really useful. It covers all the basics and will get you up and running and using Moodle in no time."

 

When you open the page, all the topics in the Table of Contents on the left are live links. Each brings up another video in the series.

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swf-activity-module - Moodle + Flash = SWF Activity Module

swf-activity-module - Moodle + Flash = SWF Activity Module | CEET Meet (Sept'2011): Moodle Course Design ~ Lisa Read | Scoop.it

Teachers and course content developers can use the SWF Activity Module to deploy any Flash applications, including but not limited to those that use external data and media in order to function correctly. It also allows Flash applications to communicate with Moodle for purposes such as passing learners' grades into Moodle's grade book.

 

See also Matt's demonstration Moodle at http://moodle.matbury.com/course/view.php?id=9

 

and his blog withupdates on add ons and features of the SWF activity module, new best practices in Moodle, and great open source software at  http://blog.matbury.com/

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TreasuresReadingTeachers.us

TreasuresReadingTeachers.us | CEET Meet (Sept'2011): Moodle Course Design ~ Lisa Read | Scoop.it

Lots of online literacy games (K-6) loaded into a Moodle -- You DO NOT need to sign-up or log-in to view resources! but you will need either the Chrome or FireFox browser.

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Sharnon Johnston-Robinett's comment, May 7, 2013 7:21 PM
Thank you for the listing... I have a new site I'm planning to add more resources to soon! ;0)
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Online Course Evaluation Checklist | Sandy Hirtz

Great reference when you're developing online courses in Moodle or another LMS

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Teaching with Moodle - Best practices in Course Design | Michelle Moore

(From Nick Smith) The best checklist I've come across so far -- check out her other slideshows also. She knows her stuff.

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Updating a Mac OS X from Moodle 2.1 to 2.1.1

Updating a Mac OS X from Moodle 2.1 to 2.1.1 | CEET Meet (Sept'2011): Moodle Course Design ~ Lisa Read | Scoop.it

"For a Mac install, there's a script located on the moodle directory that one simply clicks. The site is then automatically updated and one does not have to go through the steps for a normal Moodle update." (from Dan O'Reilly)

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Moodle for English Language Learners | Penny Pearson

Moodle for English Language Learners | Penny Pearson | CEET Meet (Sept'2011): Moodle Course Design ~ Lisa Read | Scoop.it

(By permission)

 

"I work with many teachers who are teaching non-native speakers of English. As part of helping these adult students learn critical technology skills (using a computer, navigating the Internet), they're starting to employ Moodle with supplemental materials online. This is a "shared" course that provides content and activities 'wrapped around' the USA Learns web site ( http://goo.gl/67WnU -- the second course for intermediate users).

 

Although it's not a fancy-looking course, it is clean and consistent throughout all the units offered. It is one area that allowed the developer to concentrate on creating truly aligned activities and materials to help students master materials presented through the USA Learns web site.

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udtechtoolkit - Home

udtechtoolkit - Home | CEET Meet (Sept'2011): Moodle Course Design ~ Lisa Read | Scoop.it

Big picture view of Moodle course design:

~Think about who the audience is and how to make the course intentions and pathways as clear as possible.

~ Try to think of Universal Design for Learning (UDL ) in course creation.

~ Too much text ...or too much of any one approach can lead to yawns and incomplete course finishes. It is fun to mix up video, audio, pictures, screen captures etc. to keep learners engaged. (from Alissa Pratt)

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Getting Moodle to work in Safari & Chrome

Getting Moodle to work in Safari & Chrome | CEET Meet (Sept'2011): Moodle Course Design ~ Lisa Read | Scoop.it

The HTML editor in Moodle 1.9 was developed at a time that it didn't work in Safari therefore the developers chose to disable it for anything that it didn't recognize as a supported browser. However, the editor works fine in current versions of Safari and Chrome. It only requires editing a couple of lines of code in two separate files.

 

From John's wiki: "This must be implemented by an administrator on the actual Moodle code. Basically, Moodle (at least up to 1.9.13) looks for certain engines and won't display some parts if it finds them - it's outdated code that is easy to comment out so it will work; originally it protected folks with browsers based on incompatible engines."

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Differentiation: Adding graphics with 'alt' text to Moodle

Differentiation: Adding graphics with 'alt' text to Moodle | CEET Meet (Sept'2011): Moodle Course Design ~ Lisa Read | Scoop.it

A screen reader can enable people with vision challenges to use a computer, but these tools don't 'see' images. When you add a graphic to Moodle, you get the option to include the 'Alt' text that screen readers can use. Teachers are probably completely unaware of this. It should be one of the mandatory checks made when courses are quality approved/checked.

 

Issues:  those "alt tags" often cannot accommodate the full question [perhaps there is a character limit?] Also, if other students (eg. dyslexic) are using screen readers, substituting text for an image may put them at a disadvantage. (from Penny Pearson)

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Suggestions for: Course Design & Formats

Suggestions for: Course Design & Formats | CEET Meet (Sept'2011): Moodle Course Design ~ Lisa Read | Scoop.it

(from Lisa) 

Instructional Design (ID) has some very specific theories and practice. I often struggle with those when I am designing a course, because I know my learning style, and what I would want as a learner often colours my ID. For example, as a learner, I rely on visual attractors, short, informal bursts of text, discussion, and humour. Now.... when I am facilitating, I am really aware that my style may not suit everyone else.

 

(from Indira)

Deriving answers to the following questions guide us through the course design process. Instructional Design and Technology (IDT) readiness of faculty is essential for accepting change and also for planning and implementing effective learning systems.
~ What do I want my students to learn? – Learning Objectives and outcomes

~ What resources do I need to make the lesson work? – Course relevant learning resources

~ What techniques do I try to engage learners – Instructional Strategies

~ What is it I want my students to actually do in order to be successful? – Learning Activities

~ How do I evaluate my student’s performance? – Evaluation Criteria & tools

 

(from Clint) 

(1) I try to consider different learners and what may help them. I like a LINEAR element for those who prefer it & a good navigation structure for others who wish to pursue content in the order that helps them. I prefer to see the big picture and the nitty gritty details all at once rather than be constrained by one path through a course

~  'small' icons for images and clips --c licking on them brings out a separate tab or window with it full size

~ a larger version in the shell can help emphasize something at a particular point.

(2) On including SOCIAL MEDIA:  conversation is often where the learning will be focus

~ rich synchronous and asynchronous discussions are important.

~ have some good questions to toss out as starters

~ it can be a challenge to foster meaningful conversations when students are all at different points in the course

 

(from Mary) 

(1) A MENU block which lists all the topics in a course. Students can work through the course by clicking on the topics in the MENU starting from the top if they are more linear learners OR select a topic that interests them and start with that one.
(2) A Moodle can also be  ICON-BASED. This example ( http://goo.gl/CQSTp)  uses icons at the topic level but, when students click on an icon, they are taken to a Book which contains the content - so the course has graphic AND text components to try and cater for both! (Other examples of icon-based Moodles -- http://goo.gl/ejeqg -- you may have to log in as a guest OR sign up for ELLINZ).

 

(from Lisa)

(1) The SOCIAL FORMAT  kind of course is a single discussion forum. That's it. No blocks, quizzes or anything else. I use this quite a bit for teacher/student single subject forums. Examples:

~ a Helpdesk; a 'Got something to Sell?'  -- eBay on Moodle - good for students selling on their old books) 

~ an HIV/Aids forum while working in Africa  -- because were cultural/stigma issues and it was not openly discussed, it was an anonymous account 'Anon Anon' with a simple 'password' - the only 'student' enroled on the course. This enabled anyone to login using it and to ask a question in the forum. An expert in the ministry 450Km away was also given an account, and she helped by giving definitive responses. This would work also for student/teacher counselling services or even for whistleblowing/ suggestion boxes. You could use an anonymous account to gather course feedback from students

 

(2) FLEXPAGE gets away from the 'scroll of death' by creating horizontal tabs for topics amongst other things - all of which make it easier to navigate a course. A tab opens up a single topic, you don't get to see the course summary all the time. It was developed by Intel who use Moodle for online courses. I'm not sure if it has been modified for Moodle 2.0, but still worth a look. As a 'plugin', it can only be installed by your Moodle/network admin.

 

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Customize your Moodle Theme | MoodleTuts

Customize your Moodle Theme | MoodleTuts | CEET Meet (Sept'2011): Moodle Course Design ~ Lisa Read | Scoop.it

Want to give your Moodle site a face lift?  Why not install a new Moodle theme.   In only 340 seconds I’ll show you how you can find, change and install new Moodle themes in this tutorial. 

Other tutorial videos available -- http://moodletuts.com/

 

Creating a Custom Theme:

~ Moodle 1.9 -- http://docs.moodle.org/dev/Creating_a_custom_theme AND http://www.pdfpedia.com/download/109/moodle-1.9-theme-design-beginners-guide-pdf.html

~ Themes 2.0  -- http://docs.moodle.org/dev/Themes_2 AND http://www.opensourcevarsity.com/moodlebasics/downloadmoodletheme

 

Free templates for 1.9 -- http://www.themza.com/moodle/

 

-----------------------

Themes can be created for courses, users, sessions, and pages.

--------------------------

PAGE THEMES

 

A page theme is for special page-only themes set by code.

Here is a link(from Lint) with NO documentation:
http://docs.moodle.org/20/en/Theme_settings#Page_theme

 

 

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CRE Connection: Learning Modules

CRE Connection: Learning Modules | CEET Meet (Sept'2011): Moodle Course Design ~ Lisa Read | Scoop.it

Learning modules developed to support Conflict Resolutoin Education --  three formats: A viewable online version; a zipped-up directory containing the full online version; and a SCORM-compliant version.

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Moodle 1.9 Math

Moodle 1.9 Math | CEET Meet (Sept'2011): Moodle Course Design ~ Lisa Read | Scoop.it

A comprehensive guide for using Moodle to teach math -- deals with using basic Moodle features entering equations, Scorm objects, and loads more (great table of contents). Can be downloaded and saved in pdf form

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Skype Module for 1.9, 2.0 and 2.2

Skype Module for 1.9, 2.0 and 2.2 | CEET Meet (Sept'2011): Moodle Course Design ~ Lisa Read | Scoop.it

With this module, you can make Video calling, send files, chat, send sms, and use skype cast with your collegues!

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Tables summarising BC's elementary learning outcomes in LA, Ma, Sci., SS | Cary Elrod

Tables summarising BC's elementary learning outcomes in LA, Ma, Sci., SS | Cary Elrod | CEET Meet (Sept'2011): Moodle Course Design ~ Lisa Read | Scoop.it

These tables are the collaborative work of the staff at Windsor House Alternate School, Gulf Islands SD64 and have been posted in Scribd with permission. They are best viewed full screen.

 

~ Language Arts

 http://www.scribd.com/doc/71292362/ELEMENTARY-language-Arts-Windsor-House-Alternative-School-Gulf-Islands-SD64

 

~ Math

http://www.scribd.com/doc/71293046/ELEMENTARY-Math1-Windsor-House-Alternative-School-Gulf-Iskands-SD64

 

~ Science

http://www.scribd.com/doc/71293282/ELEMENTARY-SCIENCE-Windsor-House-Alternative-School-Gulf-Islands-SD64

 

~ Social Studies

http://www.scribd.com/doc/71293436/ELEMENTARY-SOCIAL-STUDIES-Windsor-House-Alternate-School-Gulf-Islands-SD64

 

Thanks to them for sharing.

 

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Taking Moodle Out of the Classroom: Making Learning Mobile, Context-Aware and Fun

The paper presents an overview of mobile learning and the efforts being made to provide better support for mobile devices and learning activities/resources in Moodle. In conclusion we also present some future trends in mobile computing that could also provide new ways of learning on the go.

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Stamp collection module - MoodleDocs

Stamp collection module - MoodleDocs | CEET Meet (Sept'2011): Moodle Course Design ~ Lisa Read | Scoop.it

This module allows a teacher to give "stamps" (aka badges) to students . The module uses capabilities to declare who can e.g. collect or give. Therefore, students can be allowed to give stamps/badges to other students. Teachers can decide to show all stamps to all students, to show them only to the individual student to whom it was awarded or to hide them completely.

 

See also -- Badges for Lifelong Learning at http://goo.gl/QF5yp

 

From George Herd:

~ Tags are another way to connect students with similar interests, but there is not much else they do...

~ You could create custom profile fields with a category of badges then create different fields for different badges. But unless you have coders that can do things with it....

~ You could create Badge groups... and assign them to a social forum or their own course...with say offline assignments or file upload assignments...

~ The profile pictures are small, but you just might get a 'badge' squeezed in there...

 

Two ways to think about badges:

(1) Specify the criteria for obtaining a badge, then you find someone - the expert - to confirm they have been met. But then, what is really different about that from their main course of study? (which should already have integrated curricular activities)

(2) If you can get that set of generic outcomes and express them in a way that is clear and easily understood (perhaps with generic evidence criteria...maybe), why not make it a peer assessment? The members of a 'badge group' could assess each other. A single individual could self assess! Holding a badge will only ever be an indication that the student had 'extra curricular' interests. If someone gets a badge 'undeservedly' it wouldn't be the end of the world - but I believe that the students would be hard on each other! You don't get this badge just by turning up!

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CEET Community of Expertise in Educational Technology

CEET Community of Expertise in Educational Technology | CEET Meet (Sept'2011): Moodle Course Design ~ Lisa Read | Scoop.it

There are several Moodles from last year that are still accessible here by using the guest login.

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Michael Garrity's Moodle about Moodling

Michael Garrity's Moodle about Moodling | CEET Meet (Sept'2011): Moodle Course Design ~ Lisa Read | Scoop.it

(By permission)

 

"Here is a Moodle that I made to introduce our staff to some features about Moodle.
Just go in as a guest."

 

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Getting started -- advice from participants

Getting started -- advice from participants | CEET Meet (Sept'2011): Moodle Course Design ~ Lisa Read | Scoop.it

"When I first started developing online courses about 10 years ago, my guiding principle was NOT to try to replicate the classroom as closely as possible (which WAS the guiding principle of some online course developers) but, rather, to imagine that I had never been in a classroom, to look at this new milieu and determine what was pedagogically sound in that environment and use the tools available to engage students and enhance their learning experience."(from Mary Stobble)

 

(1) Helpful jargon (from Indira Koneru)

~ Category - a group of courses

~ Course – a basic unit of Moodle

~ Section – an area that covers weeks and topics within a course; holds activities and resources

~ Resource – part of a section – documents, media, labels, web pages, link files and web pages

~ Activities – part of a section – to create assignments, forums, quiz, database, glossary, choice, survey

~ Blocks - help users get to useful and commonly used items and information quickly

~Breadcrumbs - breadcrumb navigation shows the student’s current location within the site

 

A helpful way to classify Moodle tools and modules:

~ Static - Text Page, Web Page, Link to resources, Directory ...

~ Interactive - Choice, Assignment, Survey, Quiz, Lesson ...

~ Social - Chat, forum, wiki, glossary, database, workshop ...

 

(2) Tutorials -- https://courses.isucomm.iastate.edu/course/view.php?id=698

 

(3) Try these steps to get started:

~ Pick a topic you might like (nothing too big)
~ Construct the framework of what you want
~ Go to some of the tutorials on course construction. Put your topic in and build around it.

~ Get the course up and going in a bare bones way to begin with and then go back and add extra features and help the learners use the courses more effectively.

~ After trying this out, you may learn some of the things you did not consider originally, etc...ideas on how you want it organized, how you want it assessed, etc.

 

(4) Advice from Lisa Read for learning from this Moodle Meet archive:

~ First,  look at the Slideshare (http://www.slideshare.net/moodlefan/what-is-moodle-ppt) if you can get it to load.

~ Next, read the  page entitle "Screen shots from behind the scenes" (from Topic 2) It will give you a little background idea about how resources are put into a page.

~ Finally, spend a bit of time looking at how the whole page is constructed. Can you identify which are the resources and which the activities? Does it make sense how I've ordered the blocks (around the perimeter of the central column)? Can you pick things out of the Glossary (also in Topic 2) that you think you would use with your learners?

 

(5) First, draw it out! Make a flow chart, or just some kind of mind-map to get your head around what you are trying to do. (This lesson wasn't a branched lesson, which adds a lot more complexity, but coolness in a way, too!) Second, gather all you digital materials. Photos, audio files, video links whatever, write little notes on your flow-chart-mind-map... Third, create your own folder for Lessons through "Files" on the admin block, then create a sub-folder for each titled lesson [trust me, it makes life so much easier to find the resources you need for your lessons]. Lastly, select "add a resource" choose "Lesson" and have fun! (from Penny)

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Moodle.org: Moodle Books

Moodle.org: Moodle Books | CEET Meet (Sept'2011): Moodle Course Design ~ Lisa Read | Scoop.it

"How-to" book. Should soon be updated to Moodle vs 2. Contributed by George Herd.

 

See also: sample chapter on quizes http://www.packtpub.com/article/moodle-1.9-math-quizzes-part1

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Suggestions for: Ask-A-Librarian forum or block

Suggestions for: Ask-A-Librarian forum or block | CEET Meet (Sept'2011): Moodle Course Design ~ Lisa Read | Scoop.it

In Scotland, the role of the librarians is significantly changed. They give tutorials for all new students on citing the internet and effective searching, taking them through the online journals that we have subscriptions for. 'Libararians' have taken a key role in beginning the process of raising awareness about the integrity and quality of information that students find. They are much better placed to do this than teachers (who also should have the same knowledge) .

 

This is a proactive approach - we do not expect them to wait to be asked questions - and a forum is part of the picture as well.  It gives a larger Moodle presence to the 'Library' staff - they can use it, for example, to publicise new books &  media additions, and review internet sites for teacher/student use. They can run online courses to support face-to-face tutorials. They have to be part of the 'curriculum' in ways that they never were before.

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Suggestions for: Adjusting on the fly

Suggestions for: Adjusting on the fly | CEET Meet (Sept'2011): Moodle Course Design ~ Lisa Read | Scoop.it

One thing that can be tricky in a fully online, or even a blended environment, is to tweak the courses fast enough to meet the needs of the learners before they become disengaged. Online teachers don't get that instant feedback from learners regarding their needs as I do from a f2f setting. Having a variety of resources, and (as pointed out in the Critical Thinking Suggestion block below) asking the learners to find their own resources that contribute to their understandings can help.

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Make your Moodle course page look like a webpage

To avoid 'scrolling fatigue', you can use 'unseen'resources to make your course homepage look more like a regular website. (From Penny)

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