Sue M’s UBC MET E-Portfolio

Existing Online Course Re-Design

As discussed in my LMS Proposal, I have taken a course developed in 2005 and I am in the process of updating it from instruction in Windows XP, M/S Office 2003 and Internet Explorer 6 to instruction in Windows Vista, M/S Office 2007 and Internet Explorer 7.

Instructional Design Decisions

The original course was structured based on Moodle Topics, however we have found that students need more assistance with time management, so I have re-designed the course based on the Moodle Weekly format. The first three modules (units) are each one week in length, modules 4, 5 and 6 are each three weeks in length and module 7 and the integrated final project are both two weeks long. This was a bit of a challenge to determine how to redesign in Moodle, the original module format to a weekly format for these multi-week modules. (Waiting patiently for Moodle’s Tabbed Version – so each module can be displayed on a separate tab.)

I have opted to integrate myITlab, to provide interactive software simulations demonstrations, guided discovery, practice activities and project assessments – for Word, Excel and PowerPoint. This is a new approach to providing learners with more interactivity and authentic simulations. Simulations are integrated in Modules 4, 5 & 6 only.

I have compiled a custom textbook for the background reading, with chapters from several sources from Pearson Publishing. This will allow for multiple pathways through the learning material, as the custom text will incorporate both Windows XP and Windows Vista and students will be able to select which operating system is best for their situation. The publisher has supplied a CD with data files for all activities referenced in the custom text, as well as online resources, Companion Websites, and DVD’s with video reviews. Will incorporate optional links to M/S Office 2003 online resources, as some students will be using 2003 at home, even though they may use 2007 at work (again trying to provide relevance, learner control and multiple pathways through the learning content.)

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LMS Online Course Site Assignment

A Learning Management System (LMS) online course site, in Moodle, can be accessed at: http://moodle.met.ubc.ca/course/view.php?id=23

Section Links
1	2	3
4	5	6
7	8	9
10	11	12
13	14	15
16	17	18

I have rebuilt the course structure for the entire 16 weeks, with placeholders for content “under development”. Weeks 1, 2 and 3 are functional and most of the material has been re-purposed with a few changes still to be completed. Navigation is available via Section Links.

Components required for ETEC565A LMS online course site, include complete set-up for the following:

1-Proposal for LMS selected:

• Available at: https://blogs.ubc.ca/morrisonsetec565/lms-proposal-moodle/

2-Splash Page using an object orientation:

• Displayed at the top of the course Homepage, available at: http://moodle.met.ubc.ca/course/view.php?id=23&week=3#top

3-Two or more Synchronous (or Asynchronous) Communication Tools other than email:

Variety of Asynchronous Tools Used are Used in this Online Course

A. Discussion Forums

• Standard (two-way communication) for Introductions and General Discussion
• Q & A Format (two-way communication) during each module – anyone can post a question and any one can post answers to the questions
• Single Post Per Participant (one-way communication) for posting Learning Goals during week 1, the for Reflection on Learning during the last week, posting reports for discussion as in Module 7
• Group Discussions with any of the above three discussions for topic-level and module-level group activities, such as group summarization of chapters
  (Further details provided for E-Portfolio #3 at: : Asynchronous Group Discussion Activity) – within LMS at: http://moodle.met.ubc.ca/mod/forum/view.php?id=1069

B. Choice / Polls

• For gathering information from the whole class, in one location (one-way communication) – easy to compile to get an overview of where the class is and also knowledge about individual participants, i.e., if they have their text yet, what version software do the majority use, or what does each learner use, etc.

C. WIKI’s

• For collective / cooperative (two-way communication), posting publicly information from all contributors, in one location, may be used to develop a contact list, or a list of tips on a specific subject or to provide a collection of feedback on a specific activity.

D. Personal Blogs

• Update entries provide one-way communication from participants to the class and comments posted from participants provide two-way communication; alternatively, learners may choose to keep their blogs private as a learning journal / diary and provides an opportunity for two-way communication between individual participants and the Instructor(s).

E. Glossary Contributions

• Collecting annotated links and terms/definitions contributed by the participants, plus comments from class members for collective / cooperative (two-way communication).

Synchronous Tools Used in this Online Course

A. Real-Time / Live Chat

• During Week 1: Let’s Meet – We’d Like to Get to Know You Better! – “live”, “real time” chat between Instructor and individual participants (two-way communication). Note: If a participant does not have an opportunity to chat with the Instructor by the end of the first week, the Instructor will initiate a telephone call
  (Further details provided for E-Portfolio #3 at: Synchronous Activity A: Chat – within LMS at: http://moodle.met.ubc.ca/mod/chat/view.php?id=1932
• End of Week 2: Weekly Check In – immediate answers to questions via chat with Individuals and Small Groups (3-4) – on a drop-in basis or private chat if needed (two-way communication).
• Weekly: Virtual Office Hours – to provide an opportunity for question and answer sessions for learners who need a more immediate form of back and forth discussion (two-way communication).
• During Module 7: Group Meeting – two groups of students sign up to attend a larger group meeting via chat, which will have exercises and guidelines for participation (structured two-way communication).

B. Online Web-Based Conferencing

• End of Week 3 – Review & Weekly Check In – Related to Module 3 – groups of students sign up to attend one of four scheduled conferences using Adobe Connect – they are provided tips about peripherals that will help them maximize their experiences with live conferencing and provided a setup guide for preparing and testing their systems prior to the conference.
  • Module 3 introduces some challenging concepts and students often required a “demonstration” of how to work through some procedures.
  • This is the first time web-based conferencing and webcasts are used and serves a dual purpose – to familiarize students with online conferencing tools and to reach out to students who may be beginning to struggle, make the environment more personable, put a face to the name, etc.
  • This provides a way for students to ask questions orally and to hear answers – helping to address the needs of auditory learners and to present content in yet another way and increase both interactivity (one to many communication during the review/demonstration, and many to one communication during then question and answer period).
    (Further details provided for E-Portfolio #3 at: Synchronous Activity B: Webcast – within LMS at: http://moodle.met.ubc.ca/mod/choice/view.php?id=1963)
• Every 2-3 weeks, we will schedule a similar Review & Check-In – for Module 4 – Module 7 and then again for the Course Wrap and Final Integrated Assignment (two-way communication

4-Complete Quiz for your LMS course site, reflecting a variety of question types and assessment strategies:

10 (or more) questions as per the criteria: 3 (or more) multiple choice; 3 (or more) matching; 2 (or more) short answer; 2 (or more) short essay, some questions contain an embedded image or graphic
quiz is auto assessed, timed, pre-programmed to post-exam feedback for students.

• Each module in this course has a quiz. The Module 3: Graded Quiz – for XP is developed as per the assignment criteria a nd is within the LMS (it would normally be available only during week 3 of this course, however, selective release based on dates has been disabled for now).
• The Module 3: Graded Quiz – for Vista is set up for selective release.

5-Two (or more) complete Content Modules:

Week 1/Module 1: Orientation & Review of Course Requirements, is available at: http://moodle.met.ubc.ca/course/view.php?id=23&week=1 – it has three SCORM Modules as well as links to several types of resources and activities:

• Getting Started / Start Here! (SCORM Module)
• Course Info Module (SCORM Module)
• Guidelines (SCORM Module)

Week 2 / Module 2: PC Basics, is available at: http://moodle.met.ubc.ca/course/view.php?id=23&week=2 – it has seven SCORM Modules as well as links to several types of resources, activities and assessments:

• Mod 2 Intro – Overview, Goals & Guidelines (SCORM Module)
• Instructional Screens
  • T1: Introduction to Personal Computers (SCORM Module)
  • T2: Input Devices (SCORM Module)
  • T3: Output Devices (SCORM Module)
  • T4: System Software & Applications (SCORM Module)
  • T5: Maintaining & Safeguarding Your System & Data (SCORM Module)
• Mod 2 Wrap – Summary & Review – PC Basics (SCORM Module)

Week 3 / Module 3: Windows & File Management Basics, is available at: http://moodle.met.ubc.ca/course/view.php?id=23&week=3 – There is a Mod 3 Intro followed by two separate learning paths – one for Windows XP and one for Windows Vista and a Mod Wrap, each has four SCORM Modules as well as links to several types of resources, activities and assessments

• Mod 3 Intro – Overview, Goals & Guidelines (SCORM Module)
• Instructional Screens – for Windows XP
  • T1: Windows Basics: Programs & GUI (SCORM Module)
  • T2: Control & Manage Multiple Windows (SCORM Module)
  • T3: Windows Explorer – Work with Files & Folders (SCORM Module)
• Mod Wrap – for XP
  • Summary & Review – XP (SCORM Module)
• Instructional Screens – for Windows Vista
  • T1: Windows Basics: Program & GUI (SCORM Module)
  • T2: Controlling & Managing Multiple Windows (SCORM Module)
  • T3: Windows Explorer – Work with Files & Folders (SCORM Module)
• Mod Wrap – for Vista
  • Summary & Review – Vista (SCORM Module)

6-(At least) one Module programmed for Selective Release:

Modules 4-7 and the Integrated Final Assignment (Sections 4-18) are currently hidden and will be manually released one week in advance of the scheduled start, as per dates outlined in the Schedule of Course Events.

• Please note: Selective Release and Conditional Release are not available in the version of Moodle hosted for this course. These features are available in Version 2.
  – Components of each module are set up for selective release, such as the Module Quiz and Module Assignment.
  – Visibility of Hidden Sections has been set to: “Hidden Sections are shown in collapsed form.” Hidden weeks in this course are shown as the week start and end dates followed by (Not available), until manually changed to “show” by the Instructor, for example: 5 October – 11 October (Not available)

7-Two General Discussion fora topics:

• Please note: Discussions in Moodle are called Forums (which equate to WebCT Discussion Topics).
  In Moodle, course participants can create a Discussion Topic.

To meet this assignment criteria, the following are available within the LMS course site:

1. Standard (two-way communication) for Introductions and General Discussion at: Icebreaker: Introductions (Forum) Class Discussion: Course Requirements & Scheduled Events (Forum)
2. Q & A Format (two-way communication) during each module – anyone can post a question and any one can post answers to the questions, available with the LMS course site as End-of-Module Class Discussion Q&A: Module 2: Class Discussion Q&A (Forum) Module 3: Class Discussion Q&A – for XP (Forum) Module 3: Class Discussion Q&A – for Vista (Forum)
3. Single Post Per Participant (one-way communication) for posting Learning Goals during week 1, the for Reflection on Learning during the last week, posting reports for discussion as in Module 7 Module 7 Activity: Post Computer Conferencing Report (Forum) Post Your Reflection on Learning by Dec 28th (Forum)

8-One Group Discussion forum for (at least) 2 groups:

• Group Discussions will be used for specific topic discussions and group activities, such as group summarization of chapters (Further details provided for E-Portfolio #3 at: : Asynchronous Group Discussion Activity) – within LMS as Module 3: Group Discussion Assignment – Chapter Summarizing (Forum)

Conclusion

I will continue to work on the re-engineering of this course until mid September. As I re-design this online course, I am looking for appropriate places to incorporate collaborative activities, social media and additional learner control, based on concepts I have learned during ETEC565A.