Presentation at New Zealand Moodle Moot, Auckland 27 July 2011. Includes tips to improve the course design process. Moodle Course Design: a high-wire act #mootnz11 by Joyce Seitzinger (@catspyjamasnz)

1. Moodle Course
Design: a high-
wire act
Joyce Seitzinger
#mootnz11
27 July 2011
cc
DirkJanRanzijn
h.p://www.flickr.com/photos/dirkscircusimages/2849310050/

2. Joyce Seitzinger
aka
@catspyjamasnz
Say
hi.
Use
#mootnz11

3. All
pics
cc
license
Flickr
catspyjamasnz

4. D2L

7. Confession: I loooove Moodle
MarJn
Dougiamas
Me
(Moodle
founder)

8. Teacher, Learning
Technologist or other?

9. “E-learning is just as good.
But is that good enough?”
- Prof Tom Reeves

10. Finding right mix (teacher)
h.p://tpck.org

11. Finding right mix (course)
h.p://tpck.org

12. Teacher Progression
1. PuOng
up
the
handouts
(Resources,
SCORM)
2. Providing
a
passive
Forum
(unfacilitated)
3. Using
Quizzes
and
Assignments
(less
management)
4. Using
the
Wiki,
Glossary
and
Database
tools
(interacJve
content)
5. Facilitate
discussions
in
Forums,
asking
quesJons,
guiding
6. Combining
acJviJes
into
sequences,
where
results
feed
later
acJviJes
7. Introduce
external
acJviJes
and
games
(internet
resources)
8. Using
the
Survey
module
to
study
and
reflect
on
course
acJvity
9. Using
peer-­‐review
modules
like
Workshop,
giving
students
more
control
over
grading
and
even
structuring
the
course
in
some
ways
10. ConducJng
acJve
research
on
oneself,
sharing
ideas
in
a
community
of
peers
h.p://docs.moodle.org/20/en/Pedagogy

13. Wiring
a
place
for
Image
cc
licensed
by
jbcurio
h.p://www.flickr.com/photos/jbcurio/4077260761
technology
is
easy,
Wiring
people
for
technology
is
hard.
-­‐ Tania
Major
at
#converge10

14. Why?

15. Chris Betcher’s epic blog post
“No
child
should
have
to
put
up
with
out
of
date
learning
experience
just
because
their
out-­‐of-­‐
date
teacher
is
taxiing
to
the
hangar”
h.p://chrisbetcher.com/2011/05/you-­‐dont-­‐
have-­‐to-­‐like-­‐it/
@betchaboy

16. The Content Trap
and
The Technology Trap

17. The Content Trap
What
a
teacher
does
What
they
move
online
• Content
Provision
• Content
Provision
• Lead
&
sJmulate
discussion
• Conduct
scenario’s
&
roleplays
• Set
up
&
guide
project
work
• Individual
coaching
• Provide
moJvaJon
• Assess
learning,
formaJve
&
summaJve
• Collect,
display
&
discuss
student
work
• Counselor
• …
• …
• …

18. The Technology Trap
I want to
use a wiki!!

20. “Design
for
change”
-­‐
Thom
Cochrane,
Wed
27
July
2011
MoodleMoot
NZ

21. Why wait for every teacher
to go through 10 steps?

22. Teacher
Learning technologist

23. TiLT
Team
TiLT
Team
Manager
Learning
Learning
Learning
eLearning
Technologist
Technologist
Technologist
Technician

24. “Step
away
from
the
LMS!!!”

25. How do we work together?
• Programme
decisions
• Course
design
decisions
– 1-­‐1
Teacher
–
Learning
Technologist
– 8-­‐10
2
hour
sessions
• Development
work
shared
between
teacher
–
learning
technologist
(dependent
on
skills,
Jmeline,
etc)
• Delivery
&
Maintenance
• Staff
Development
throughout

26. TiLT
Team
tasks
in
Programme
Cycle
Programme
• Assess
&
advise
on
educaJon
technology
use
development
(New
• Assess
&
advise
on
21st
c
learning
and
emerging
pedagogies
Impact
Report
or
Re-­‐)
• Assess
eLearning
resources
needed
• Advise
&
parJcipate
in
eLearning
project
management
• Provide
instrucJonal
design
services
(ensuring
effecJve
use
of
EIT
Online
and
educaJon
technology)
Project
Plan
&
Course
Design
• Provide
course
design
framework
&
standards
Course
Design
• Provide
staff
development
(EIT
Online,
educaJon
technology
and
emerging
pedagogies)
Plan
• Project
parJcipaJon
&
reporJng
• Create
programme
&
course
templates
Course
• Provide
staff
development
(EIT
Online,
educaJon
technology
and
emerging
pedagogies)
Completed
course
• Provide
support
in
development
of
learning
resources
&
Delivery
Plan
&
Development
• Develop
advanced
learning
resources
(podcasts,
animaJons,
videos,
etc)
• Project
parJcipaJon
&
reporJng
Maintenance
Plan
• Online
facilitaJon
coaching
Course
Delivery
• Support
in
EIT
Online
&
educaJon
technology
use
Delivered
• TroubleshooJng
course
• Review
course
with
teacher
according
to
standards
Delivered
Course
Review
• Suggest
improvements
(due
to
changes
in
staff
capability,
pedagogical
or
technological
reviewed
improvements)
course

27. TiLT
Team
tasks
in
Programme
Cycle
Programme
• Assess
&
advise
on
educaJon
technology
use
development
(New
• Assess
&
advise
on
21st
c
learning
and
emerging
pedagogies
Impact
Report
or
Re-­‐)
• Assess
eLearning
resources
needed
Staff
Development
• Advise
&
parJcipate
in
eLearning
project
management
• Provide
instrucJonal
design
services
(ensuring
effecJve
use
of
EIT
Online
and
educaJon
technology)
Project
Plan
&
Course
Design
• Provide
course
design
framework
&
standards
Course
Design
• Provide
staff
development
(EIT
Online,
educaJon
technology
and
emerging
pedagogies)
Plan
• Project
parJcipaJon
&
reporJng
• Create
programme
&
course
templates
Course
• Provide
staff
development
(EIT
Online,
educaJon
technology
and
emerging
pedagogies)
Completed
course
• Provide
support
in
development
of
learning
resources
&
Delivery
Plan
&
Development
• Develop
advanced
learning
resources
(podcasts,
animaJons,
videos,
etc)
• Project
parJcipaJon
&
reporJng
Maintenance
Plan
• Online
facilitaJon
coaching
Course
Delivery
• Support
in
EIT
Online
&
educaJon
technology
use
Delivered
• TroubleshooJng
course
• Review
course
with
teacher
according
to
standards
Delivered
Course
Review
• Suggest
improvements
(due
to
changes
in
staff
capability,
pedagogical
or
technological
reviewed
improvements)
course

28. The
TiLT
Things

29. Our course design process

30. Course design aims - students
• Clear
&
consistent
acJviJes
for
students
• Course
complete
before
start
• CollaboraJve
learning
• Learning
from
experience
of
your
own
and
peers
• Applied
acJviJes
• Learn
in
an
enveloping
learning
community

31. Course design aims - teachers
• AcJviJes
that
are
aligned
with
each
other
and
learning
objecJves/assessment
• Course
complete
before
roll-­‐out
• FacilitaJon
workload
that
is
manageable
• Course
teacher
can
maintain
independently

32. Our course design process

33. Objectives Themes Activities Resources Assessment
OTARA
Model
by
Kate
Hunt
&
Maurice
Moore
The objective or Scaffolding to What the learners What the Identify the
learning goal may provide clear need to DO to learners need to evidence that is
already be expectations and bridge the gap build skills, needed to show
established in the instructions that between knowledge and that students have
course descriptor will guide learners objectives and understanding to achieved the
or be an element through the unit of assessment. complete the specified
from a unit work. activities and the outcomes.
standard. assessment. The assessment is
May include
Themes link and derived from the
Discussion
explain resources, Subject support objectives. May
• Expert interview also be identified
and fill any gaps may include
that may not be • Journaling as the performance
• library
covered by • Quizzes criteria of a unit
• Internet standard.
resources • Experts
available • workplace
• Projects
elsewhere. • fellow students
• Web searches
• tutor or
• Case studies facilitator
• Scenarios • subject
• Role play specialists
Other support
may include
• learning skills
• pastoral care

34. Objectives Themes Activities Resources Assessment
.
AcJvity
1
Resource
1
AcJvity
2
Assessment
1
Resource
2
AcJvity
3
Resource
3
Resource
4
Assessment
2

36. Elements of an Activity
• Spark
• Purpose
• Task
• InteracJon/Response
• Time
indicaJon
• Resources
or
previous
work
• Feedback

37. Elements of an Activity
• Spark
• Purpose
• Task
• InteracJon/Response
• Time
indicaJon
• Resources
or
previous
work
• Feedback

39. What do you want to use?

40. What do you want to
achieve?

41. Balancing
Tips
cc
DirkJanRanzijn
h.p://www.flickr.com/photos/dirkscircusimages/2849310050/

42. Biggest tip:
Those who
plan, finish.
cc
DirkJanRanzijn
h.p://www.flickr.com/photos/dirkscircusimages/2849310050/

43. Balancing Tips:
Project Manager
• Clarify
role
definiJons
• Have
enough
Jme
(minimum
1
semester)
• Ensure
everyone
is
aware
of
Jmeline
• Check
in
with
all
project
members
oqen
• Set
up
project
site
(don’t
rely
on
email)
• Have
sign-­‐off
points
for
each
phase

44. Balancing Tips:
Teacher
• Get
release
Jme
• Use
technology/tools
for
own
learning
• Design
first!
• Focus
on
learning
acJviJes
• ParJcipate
in
staff
development
• Share
experiences
with
programme
team
• Complete
development
before
delivery
• Make
use
of
your
learning
technologist

45. Balancing Tips:
Learning Technologist
• Research
learning
innovaJons
in
subject
area
• Provide
some
early
wins
• Do
staff
development
in
groups
• Design
first!
• Focus
on
learning
acJviJes
• Listen
• Make
use
of
your
subject
ma.er
expert
• Report
early,
report
oqen
• Have
an
exit
strategy

46. Questions?
Website:
www.eit.ac.nz
Blog:
www.cats-­‐pyjamas.net
Twi.er:
@catspyjamasnz