ASTE_2011
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This document discusses best practices for designing online courses in Moodle. It recommends starting with clear learning objectives and considering the learner's stage of learning. The key sections to include are an introduction, outline of topics related to objectives, activities and resources to engage learners, and assessments to evaluate if objectives were met. A variety of activities should be chosen to match different learning objectives and styles. The course structure and components should be tested and revised based on learner feedback.
ASTE_2011
- 1. Moodle MagicMoodle Magic oror MoodleMoodle MadnessMadness Building MindfullyBuilding Mindfully Mary M Rydesky ASTE 2011 Alaska Distance Learning Network mrydesky@akdistancelearning.net
- 2. Course DesignCourse Design Start with the end in mind What will change for learners? How will learners engage? How will you know it happened? Alaska Distance Learning Network A timeless solution& basic: Did you write a lesson plan?
- 3. Learner Stage is KeyLearner Stage is Key Introductory Intermediate Expert Alaska Distance Learning Network More germane than V-A-K Left/right brain Generational
- 4. Save Time for LearnersSave Time for Learners Provide navigation clues Top outline section Identify course Checklist or syllabus Forum (s) Tools for use throughout Alaska Distance Learning Network
- 5. Sections/TopicsSections/Topics Relate to objectives content supports these tell objectives engage in activities How much material is too much? And how many sections is too many? What activities are best? Alaska Distance Learning Network
- 6. Activities & ResourcesActivities & Resources How do you pick? Alaska Distance Learning Network
- 7. Blooms SaysBlooms Says Alaska Distance Learning Network Before we
- 8. Objective - ActionObjective - Action Alaska Distance Learning Network
- 9. Blooms & MoodleBlooms & Moodle Alaska Distance Learning Network
- 10. Now MatchNow Match Alaska Distance Learning Network
- 11. What to Do?What to Do? Refine objectives Determine assessment of each Consider learners stage of learning Picks tools in support of these Observe, test, & revise Alaska Distance Learning Network Keep learning!
- 12. ResourcesResources Blooms http://edorigami.wikispaces.com/Bloom% 27s+and+ICT+tools Bowman, S. Preventing Death by Lecture. (2008) Bowperson Publishing. Clark, RC. Evidence-Based Training Methods. (2010) ASTD Press. Huggett, C. Virtual Training Basics. (2010) ASTD Press. Learning Styles Don't Exist http://www.youtube. Com/watch?v=sIv9rz2NTUk&feature=related Ward, D & Elkins, D. E-Learning Uncovered: From Concept to Execution. (2009). Alcorn, Ward. & Partners. Alaska Distance Learning Network
- 13. Contacting MeContacting Me Mary M. Rydesky Alaska Distance Learning Network mrydesky@akdistancelearning.net Alaska Distance Learning Network
Editor's Notes
- #2: Lillian Bernstein was a woman whose life was dedicate to training teachers. Lillian, by stature, made me look statuesque! She lived in Brooklyn, commuted to Manhattan, and prepared undergraduates to face NY public schools. And her impact on teaching made her as tall as the skyscrapers surrounding us. Lillian had a vision of teaching that was effective, engaging and enjoyable for both student AND teacher. And she identified a major adversary to reaching this end. Her message has stuck with me throughout years of teaching in K-12, higher learning, and workplace environments. What do you think she held up as the roadblock?
- #8: Bloom's Taxonomy in its various forms represents the process of learning. It has been simplified in some case like the Three Story Intellect (Oliver Wendell Holmes and Art Costa), but it still essentially represents how we learn.Before we can understand a concept we have to remember itBefore we can apply the concept we must understand itBefore we analyse it we must be able to apply itBefore we can evaluate its impact we must have analysed itBefore we can create we must have remembered, understood, applied, analysed, and evaluated.Some people may argue about that you do not require some of the stages for each and every task, action or process; some too may argue about the necessity to reach the creation level for all activities. This is the choice of the individual.