This document discusses e-learning and blended learning. It defines e-learning as learning facilitated through technology, typically available online through web formats and hyperlinks. Blended learning combines online and in-person learning, allowing students to access materials, collaborate online, and complete assignments. Moodle is introduced as a course management system that allows teachers to create online courses, manage student information, and track grades. The document provides guidance on starting small when designing online courses, testing activities before implementing them fully, and considering different course designs like introductory, skills-based, theory, and capstone courses. It suggests which Moodle tools are best suited to different course types.
5. What is Blended Learning like?
Students are given the opportunity to
do school work online
Access materials, resources
Collaborate with classmates
Discuss with teachers or classmates
Do assignments individually
Take exams
Get feedback
Share files
6. What is Blended Learning like?
Teachers are given the opportunity to
Design the course structure
Link materials, resources
Collaborate and discuss with students
Give assignments
Create exams
Give feedback
Share files
7. What is the classroom for?
Classroom becomes a place for further
clarification, discussion, questioning,
analysis
8. Moodle
Software for producing Internet-based
courses and websites
Course Management System
Create online courses
Manage the content of your course
10. Moodle
Learning Management
Access to information about students in the
course
Group students
Access calendar, set schedules
Apply scales (or grades) to learner activities
Track grades, scores, user access logs
15. YOU NEED TO PROVIDE THESE
OPPORTUNITIES
Students are given the opportunity to
do school work online
Access materials, resources
Collaborate with classmates
Discuss with teachers or classmates
Do assignments individually
Take exams
Get feedback
Share files
16. Moodle stuff are only great if
they are designed to be well
integrated in a course
17. Design Issues
The learning activity
can the task be achieved or facilitated using
online means?
Resources
what media, documents, references will
support the learning activity?
Grouping strategy
do students learn in group or individually?
18. At DLSC, each of you are experts.
But experts also must learn how to
teach novice students.
19. Sometimes, teaching is natural for
us, sometimes it requires training.
In e-Learning - much training and
careful preparation is required.
20. What makes a web-based
LEARNING ENVIRONMENT
different from a Website?
21. You set GOALS and provide
FEEDBACK
what must the student learn?
What must the student do to exhibit
learning?
What are performance measures or criteria
for feedback?
23. How do you begin designing?
Start small
Design one activity in line with your
lesson objectives
Make this an alternative activity for your
class to do
24. How do you begin designing?
TRY OUT
Write a course introduction
Write instructions for chat session
Write instructions for one assignment
Create one forum
Design one survey
Design one quiz
25. How do you begin designing?
Experiment with a colleague
Never release your online activity
without testing it out
26. How do you begin designing?
Try and experiment one or two activities
See how your class reacts
How long did they take to complete the activity?
Was it too easy? Too hard?
If it was successful, great. Move to try
another.
If it wasn’t successful, revise it for the next
time. Try another.
27. Familiarity with Tools
Once you have gained familiarity with
what tools works and doesn’t work, you
can design bigger activities
Collaborative work
Blogging
Wikis
Term-long projects
Independent learning modules
28. Features Frenzy
You do not need to use all the features
of Moodle
You may find a few that work well for
you.
29. Course Design
Plan plan plan
Instructional Design is KEY
Structure the course
Topics
Activities
Resources
31. Course Design Patterns
In Higher Ed, patterns can fall under:
Introductory Courses
Skills Development Courses
Theory / Discussion Course
Capstone Course
32. Introductory Course
What works
Big classes
Groups, Forums, Glossaries, Databases
Student preparation / review
Resources, Quizzes
Grouping
Chats, Wikis
Combine these tools to create an
effective learning environment.
33. Example
Each week or topic should have lecture
notes, a glossary, a quiz or quizzes, and
a forum.
At the beginning of the course, post the
course glossary, the course forum, and
your syllabus.
At the end of the course, post the final-
project forum.
34. Skills Development Course
What works
Step-by-Step Demonstrations
Practice activities
Forums for Help
Tutorials
Forums for sharing techniques
E-Portfolios
Journals for Self Check
35. Theory / Discussion Course
What works
Readings
Journal Blogs, Summary Wikis
Debates
Choice, Forums
36. Capstone Course (Research)
What works
Schedules, Deliverables, Reminders
File Drafts
Database of References
Chats to clear ideas, thoughts, ask questions
Wikis for expressing discoveries, realizations,
insights
Wikis for sharing Research Paper abstracts and
chapters
Reflection Blogs