Moodle Learning Management System (LMS)
Online course site: Introductory Module
Task: To reflect upon the process of creating a Moodle course introductory Module.
As Thomas Fuller wisely said “all things are difficult before they are easy!” My experience with the creation of this Moodle website was no different. When I first logged in to the UBC Moodle shell, I was quickly plagued with feelings of apprehension and discomfort. Everything was unfamiliar to me and I had no idea where to begin. As a starting point, I decided to look for a tutorial or sample site that could guide me in crafting my own course. After watching an archived Moodle demonstration held by my professor and navigating a few “how to” guides, I gradually began to feel more comfortable in my Moodle surroundings. It didn’t take long for me to feel quite competent in my design abilities and familiar with the functionality of the platform. I quickly was able to recognize how to customize the look of my course, organize content, add interactive options such as discussion boards and make use of an external HTML editor (in this case Amaya). What seemed to be an insurmountable mountain of Moodle discovery quickly became a small knoll in my eyes.
With my new found confidence in my Moodle abilities, I set out on my course design quest. My first task was to decide on the subject matter for my course. In reflecting upon where this course would be most helpful in my future teaching practice, I decided upon Core French (specifically grade 5) as my content matter. Since my school consists of split grade classrooms, I often find French a difficult subject to teach as some grades are not required to participate in Core French and the learning outcomes vary at each grade level. Since studies report that technological interactive learning environments promote independent knowledge navigation and creation in second-language learners (Blackstock Jr. High School, 1993) Additionally, Stepp-Greany (2002) noted that students felt an increased responsibility for their learning, a broadened cultural awareness and higher self-confidence when technology was used for second-language learning. Therefore, I am optimistic that creating this Moodle site will allow for more independent work during French class!
After I had chosen Core French 5 as my subject matter, I looked to Harvey Singh’s literature on building effective web-based programs to guide my design (Singh, 2003). I determined that in order to achieve an effective learning environment I would need to focus on having sound pedagogy and a user-friendly interface design. In order for my site to be pedagogically sound, I then needed to focus on the content that would be delivered as well as the needs of the specific learners I was targeting. Due to the grade level of these students, I chose to craft a blended learning environment which has been shown to be an efficient and effective method of delivering learning (Singh, 2003). I decided upon my learning goals based on the B.C. Prescribed Learning Outcomes for Core French. I then focused in on the specifics of the interface design. As my learners are new to the content (this will be their first year learning French), I decided that the structure, navigation and graphics of the design should be straightforward and appear well organized. Additionally, I wanted to include both collaborative and self-directed learning activities.
Through the creation of my introductory module and some foundational course sections, I have not only become quite comfortable with the course design process, but I have also gained expertise with several new technological tools, exponentially increased the speed at which I am able to upload, organize and add content to my site and gained significant self-confidence in my HTML knowledge. This learning experience also served as a good reminder for me of how my students feel at the onset of a new unit or the use of a new technological tool for their learning. It has compelled me to remember the need to be considerate of these feelings and provide adequate time for students to feel comfortable. I am appreciative of this reminder as well as the addition of these new tools to my digital toolkit. I am looking forward to carrying on this design process as I continue to add content and additional features to my course site.
You can view my Moodle Course Website by clicking on the screenshot above. Privacy settings are in place.
References:
Blackstock Junior High School: Multimedia Technology Drives Smart School (1993). Technology and Learning. 14(1) p.41-44
Singh, H. (2003) Building Effective Blended Learning Programs. Educational Technology. 43(6) p.51-54
Stepp-Greany, J. (2002) Student Perceptions on Language Learning in a Technological Environment: Implications for the New Millennium. Language Learning and Technology. 6(1) p.165-180