Task: Create a Moodle Learning Management System (LMS) online course site with a high calibre of web design, splash page with a customized GUI and navigational components, one complete learning module with subject-specific content, one module programmed for selective release, one additional general discussion forum topics and one group discussion forum for (at least) 2 groups.
View my Moodle Course here (Note: secure site – restricted access)
Rationale:
When contemplating the subject matter for which I would design my Moodle Course, I sought a subject or topic that generally lacked and innate motivation for my students. Since learning a second language can prove difficult for some, I felt that the creation of a blended learning environment for the first year of Core French (Grade 5) would be valuable. Further investigation into the research surrounding second language learning echoed these sentiments. Liu et al. (2002) identified that the use of technology benefited second language learners in numerous capacities. It promotes authentic learning situations, affords synchronous and asynchronous communication opportunities, promotes vocabulary acquisition through the use of various visual mediums and has the potential to improve students’ oral and listening skills (Liu et al., 2002). Additionally, using online learning environments has been shown to lower student anxiety levels, increase student enthusiasm, and promote more active student participation (Liu et.al., 2002). Moodle therefore became a promising choice to use for my Core French instruction as it affords the above benefits as well as promotes interaction between users, allows for parent involvement, has the ability for student videos and assignments to be uploaded, and allows students to click on collections of links to other language learning sites (Drechsler, 2011).
Purpose:
After deciding upon the subject matter to be used, I began to draft a plan for the course. To do this, I leaned heavily on Stephen Covey’s expression “Begin with the End in Mind” as understanding what I wanted students to get out of the course, would inevitably help me to fashion a strategy for my course and ensure its design and content was effective. Therefore, my first priority was to define the learning goals for the course. As this will be students’ first foray into second language learning in school, I defined the following purpose for the site:
To engage and motive students to gain and actively use basic French language skills
I further specified the student learning goals by extracting the following Prescribed Learning Outcomes for Core French 5 as mandated by the B.C. Provincial Government (Integrated Resource Package, 2001):
It is expected that students will:
- Ask and respond to simple questions
- Identify greetings and expressions of politeness
- Communicate likes, dislikes, wants and needs
- Respond to classroom instructions
- Identify information from French-language resources to complete authentic tasks
- Express acquired information in oral and visual forms
- Respond to creative works from the Francophone world
- Identify elements of Francophone culture in Canada
Design Features:
Before developing any content for my site, I brainstormed the design features I felt were important. Since the students I work with are relatively young (9 and 10 years of age), I felt that a simple, well organized, easy to follow navigation was crucial. Large icons and a mixture of images, animations, video, audio and text were also important to address the various literacy levels within the classroom. Additionally, I desired to incorporate interactive elements within the course between peers, instructors, pen-pals and parents. Furthermore, I wanted the course to be blended with face to face instruction. Therefore, when designing content, I left room for in class work time, further explanation, learning extensions and face to face presentations.
Specific design affordances within my final course site include:
- An easy to navigate splash page featuring an introductory video tutorial on the features of the website
- Easy to locate contact information for myself as well as a questions/concerns discussion forum (geared specifically to parents or students who need assistance outside of school hours)
- Numerous discussion forums and chat rooms to facilitate communication and connections between students
- Learning modules that integrate music, video and game play to inspire student engagement
Reflection
As I look back at the creation of this course site, I can’t help but be in awe of the steepness of my own personal learning curve. It is amazing to me that ten weeks ago I had never even heard of Moodle, let alone know how to design a course within it. I am now fully confident in my design abilities, am comfortable working with a variety of tools within Moodle, have learned how to use animated GIF clipart, have created my own videos and uploaded them to YouTube, and most importantly now realize the potential for using a course management system for elementary aged students. However, in congratulating myself on these accomplishments, I also realize that my work here is not done. In order for this course (and any others I may design in the future) to be effective, I must continue to asses, reflect and modify content as student’s progress through the course. I must continually gather and analyze feedback and use this data to inform my face to face teaching and Moodle course revision. Overall, while I am proud of how far I have come, I also look forward to continuing this upward LMS learning climb.
References:
Drechsler, M. (2011). Moodle in the Primary Years – What Works, What Doesn’t?. Accessed Online: http://www.markdrechsler.com/?p=431
Integrated Resource Package (2001). Core French 5 to 12. British Columbia Ministry of Education. Accessed Online: http://www.bced.gov.bc.ca/irp/cf512.pdf
Liu, M., Moore, Z., Graham, L., & Lee, S. (2002). A look at the research on computer-based technology use in second language learning: A review of the literature from 1990-2000. Journal of Research on Technology in Education, 34(3), 250-273.