This was the first time I use Moodle to build a course. An LMS is:
“Learning management systems (LMSs) are software that enable instructors and students to log in and work within a password protected online learning environment” Bates, 2014
This assignment is an excellent experience to use one of the most popular LMS in the market “Moodle”. The process was not as easy as expected. It took me a long time to build the quiz. For assessment I divided the total grade on participation and assignments. I built one quiz that is not assigned a grade (I had to add the quiz because my assignment required a quiz to be present in the course). The assignments are practical applications. The learner can apply the knowledge to his/her own startup or idea. Discussions are targeted to engage learners in a peer-to-peer learning environment.
The assessment is explained in the rubric and the purpose of the assessment is to clearly communicate the expected learning outcomes and the level of knowledge achieved after a module is finished (Anderson 2008). Assessment is also useful to me “the instructor” in order to know the level of understanding each learner achieved after each module. It can be very helpful to keep improving the course design. Even though students are found to get higher grades on assignment when compared to exams I still want learners to apply their knowledge so assignments are my preferred method of assessment (Gibbs & Simpson 2005).
Communication between the instructor and the students is found in one form at the intro module. This way all students have one place to go for help. They also will be able to see questions previously asked by their peers and answers on them. Feedback on assignments will be provided via moodle feedback tool per assignment.
Throughout my course design I tried to facilitate and inspire students learning and creativity (ISTE 2008) through the discussion tool addressing unit topics to create a peer-to-peer learning environment in which ideas are challenged. I also used digital content to build and design a digital age learning experiences. One resource I used was slideshare. An online presentation resource filled with free presentations on different topics. Moreover, I managed to model digital citizenship and responsibility by using CC licensed content and also by posting questions covering the CC license.
I can apply the SECTIONS framework to my course (Bates & Poole 2003). The below can explain how each component of SECTION applies to my course:
– Student: In the introduction section of my course I requested each student to write a bio. This bio will help me as an instructor to understand my learner
– Ease of use and reliability: Using moodle can be frustrating for both the teacher and the student. In order to make things easy for my students I used a repated pattern in each unit and a standard naming for each activity (i.e. Reading, Assignment…etc). I also made a one stop-shop for Q&A which is a discussion board. No emails are accepted and this will help students learn from their peers questions
– Costs: I made the course of CC licensed content which make it free for learners to access and share. Moodle is also free and open-source so the cost on the instructor or the educational instate is minimal
– Teaching functions and media selection: What I am trying to get out of my learners at the end of this course is to create a perfect pitch after they validate their idea. The technologies used throughout the course all can be reused by my learners to create their pitch (i.e. slideshare)
– Interaction: moodle offers different types of interactions between the instructor, the content, and the learner. Quiz and quiz feedback is one tool, discussion forms and assignments are another.
– Organizational issues: Using moodle as a professional training may not have any complexity to the organization as I am doing this on a personal level and I make my own policies. Yet I need to clearly state to the learner that technology is the delivery mechanism and basic knowledge of computer and internet access are required.
– Networking: I managed to design one unit “Learn Startup Machine” in a social networking style. The website “Leanstartupmachine” offers a network of resources and startups, mentors, and events for my learners to connect to and attend beyond the course space.
– Security and privacy: Content used by me in this course are all under the CC license but the content created by the learner needs to have the option of being shared with peers or private with the instructor. I also must include an NDA not to expose or use the learners’ ideas or content and to keep it private.
References:
Anderson, T. (2008b). Teaching in an online learning context. In Anderson, T. & Elloumi, F.Theory and practice of online learning. Athabasca University. Retrieved fromhttp://www.aupress.ca/books/120146/ebook/14_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf
Bates. T. (2014). Teaching in a digital age. Retrieved from http://opentextbc.ca/teachinginadigitalage/chapter/5-8-assessment-of-learning/ (Appendix 1. A8)
Bates, T., & Poole, G. (2003).Effective teaching with technology in higher education: Foundations for success (1st ed.). San Francisco, CA: Jossey-Bass.
Gibbs, G., & Simpson, C. (2005). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education, 1(1), 3-31. Retrieved from http://www.open.ac.uk/fast/pdfs/Gibbs%20and%20Simpson%202004-05.pdf
International Society for Technology in Education (ISTE). (2008). Standards for teachers. Retrieved from http://www.iste.org/standards/standards-for-teachers