LMS Proposal
Facilitation and Design for Effective Adult Learning
Objective:
Create a collaborative space for participants to build and share best practices in the field of training and learning design for adult learners.
Audience:
International peacekeeping training facilitators and trainers; these people live in developed countries and travel in order to deliver their courses. Many of these participants have acted in a training role in the past.
Rationale:
Based on the SECTIONS model, using Moodle (an online learning management system) is an excellent medium. Moodle is the perfect tool for supplementing face-to-face instruction (following a Facilitation for Effective Learning or Learning Design for Adult Learners course for example) and encouraging continued collaboration and interaction amongst adult learners and trainers.
The audience (students and participants) for this Moodle site are trainers and facilitators of adult learning. This audience lives in developed countries (compared to their participants in developing countries). This audience is comprised of older participants that are developing their own training practices. Many of the participants have worked as trainers in many capacities. Moodle is appropriate for this audience as it is fairly self directed and is designed to give back as much as is contributed by each learner. The ease of use and reliability are reflected in that it is accessible to anyone with a computer and internet connection. The ease of use is augmented through support in the face-to-face classroom. One of the challenges to the ease of use is Moodle’s inability to be exported to simple formats (such as DVDs, flash drives, etc.)
As Moddle is self-directed, this site will rely on the participation of participants in order to include quality content. Related to ease of use and accessibility, the costs of using Moodle are not extensive as it is an open-source free software.
This audience requires a space for collaborative interaction where the participants can share ideas and construct effective resources for one another: it is a hub for the creation of best practices amongst the participants. The required spaces for this Moodle site include discussion spaces, glossaries, chat functions, resource sharing, and a collaborative whiteboard where the participants can build on one another’s ideas.
In terms of barriers and challenges to implementing this Moodle site for the above objective, the largest challenges will be in the unfamiliarity of the participants to the Moodle site itself. In order to avoid this challenge, this site is designed to augment the face-to-face classroom activities. This technology is new to the organization and will require encouraging buy-in from colleagues to use the material effectively. This will be done through collaboration from the ground up: colleagues will be included in the decision process (mainly decisions as to how to most effectively use the Moodle features). As much of the content already exists, it will be fairly quick and easy to mount to the Moodle site.
While the SECTIONS model reflects the thorough application of the Moodle site, Chickering and Gamson’s seven principles for good practice are also important to ensure that the theoretical direction and objective of the site are appropriate. The Moodle site encourages (and demands) contact between students and faculty. These connections ensure that while the participants are taking ownership over their learning, they are on track and adhering to necessary standards (such as the Integrated Training Standards of the United Nations). The tools also encourage cooperation among students.
Active learning (with appropriate feedback from both the participants and instructors) is reflected through the discussion boards and collaborative white boards. As this Moodle site is designed to supplement the face-to-face learning, it is accompanied by classroom activities. These activities are time-bound and require that participants’ work reflects time on task.
The flexibility of this online learning environment allows for expectations to be clearly communicated and focused as required. Clear expectations are important and the ability to focus them to continue progression towards objectives. Finally, the Moodle site shows consideration for diverse talents and ways of learning by supplementing the face-to-face learning. This allows participants the flexibility of focusing on the assignments and working at their own pace.
Proposed Components of the Moodle Site:
Modules:
Writing Learning Objectives
Performance statements
Standards
Evidence
Encouraging Variety in Instruction
Learning styles
Levels of Learning
Activities
Assessment for Learning (selective release upon completion of module 1)
Evaluation and assessment
Feedback
Discussion/Collaboration Spaces:
For group projects
For participant-identified topics
To reflect each of the modules
Resources to Draw Upon:
California Distance Learning Project
http://www.cdlponline.org/index.cfm?fuseaction=whatis&pg=5
“While the California Distance Learning Project (CDLP) is no longer an active project, its purpose was to help expand learner access to adult basic education services in California. This goal included four major tasks:
Build and Promote a Distance Learning Knowledge Base
Provide Technical Assistance in Implementing Distance Learning
Test New Instructional Delivery Methods / Materials
Help Create a Statewide Distance Learning Infrastructure”
Virtual University Design and Technology: Michigan State University
http://vudat.msu.edu/why/
Mission Statement:
To provide professional and innovative technology enhanced teaching and learning solutions in support of the Michigan State University mission.
Teaching Tips Index: Honolulu Community College
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/teachtip.htm
Designed to help provide information and tips for faculty that are strong subject experts convey that expertise in an effective manner.
Bates & Poole. (2003). Framework for Selecting and Using Technology
Chickering, A.W. and Gamson, Z.F. (1987). Seven Principles for Good Practice in Undergraduate Education
Chickering, A.W. and Ehrmann, S.C. (1996). “Implementing the Seven Principles: Technology as Lever.
moodle.org/support (accessed October 7th, 2010)
