Moodling Your Way into the 21st Century - Sheri Beersman · Fall 2014 Final Project Sheri Beersman,...

MOODLING YOUR WAY INTO THE 21ST CENTURY

ISLT9471 Instructional Systems Design Fall 2014 Final Project

Sheri Beersman, Robin Bissell, Kathleen Maurer

Abstract The training materials in the following document are designed to deliver instruction to secondary-level educators which will enable them to transfer their traditional, face-to-

face classroom material to the online Moodle LMS platform.

Group Roles and Responsibilities Kathleen Maurer • Project Manager

• Broad Goals and Big Ideas contributor • Task Analysis • Formative/Summative Evaluation contributor • Contextual Analysis • Types of Learning Experiences/Instruction • Secondary contributor to all other sections • Assemble final project document

Robin Bissell • Team Member • Subject Matter Expert • Broad Goals and Big Ideas contributor • Needs Assessment • Formative/Summative Evaluation contributor • Materials for Learning System • Secondary contributor to all other sections • Final project document formatting

Sheri Beersman • Team Member • Subject Matter Expert • Broad Goals and Big Ideas contributor • Learning Objectives • Formative/Summative Evaluation contributor • Learner Analysis • Implementation Plan, including Schedule • Secondary contributor to all other sections • Edit final document for grammar, spelling, and punctuation

Project Description A large, urban high school has asked us to develop a training program that will prepare their faculty of 160 teachers to utilize the Moodle Learning Management System (LMS) to make learning accessible to their students at any time and from any place. The scope of this project is limited to the initial introductory training taking place during faculty in-service.

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Table of Contents Group Roles and Responsibilities.................................................................................................... 1

Project Description ......................................................................................................................... 1

Section 1: Desired Results ............................................................................................................... 4

1.1 Broad Goals and Big Ideas ..................................................................................................... 4

1.2 Learning Objectives ............................................................................................................... 5

1.3 Needs Assessment ................................................................................................................. 6

1.4 Task Analysis .......................................................................................................................... 9

Section 2: Evidence of Acceptable Results ................................................................................... 10

2.1 Formative Evaluation ........................................................................................................... 10

2.2 Summative Evaluation ......................................................................................................... 12

Section 3: Learning Experiences and Instruction .......................................................................... 14

3.1 Learner Analysis ................................................................................................................... 14

3.2 Contextual Analysis.............................................................................................................. 16

3.3 Types of Learning Experiences and/or Instruction .............................................................. 21

3.4 Materials for Training Program or Learning System ........................................................... 27

3.5 Implementation Plan ........................................................................................................... 27

References .................................................................................................................................... 29

Appendix A: Needs Assessment Instruments ............................................................................... 30

Interview of Principal ................................................................................................................. 30

Survey of Teachers..................................................................................................................... 30

Interview of Other Moodle Implementers ................................................................................ 34

Focus Group of Teachers Using Other Technology ................................................................... 34

Appendix B: Task Analysis Detail .................................................................................................. 35

Topic Analysis ............................................................................................................................ 35

Procedural Analysis.................................................................................................................... 36

Appendix C: Formative Evaluation Instrument ............................................................................. 39

Course Participant Questionnaire ............................................................................................. 39

Appendix D: Summative Evaluation Instruments ......................................................................... 42

Participant Survey Questions .................................................................................................... 42

Teacher Interview Questions ..................................................................................................... 42

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Appendix E: Instruments for Learner and Contextual Analysis .................................................... 43

Workshop Registration Form .................................................................................................... 43

Interview with Building Principal ............................................................................................... 44

Building/Classroom Walkthrough and Observation Prior to Training ...................................... 44

Interview with District Technology Director ............................................................................. 45

Informal Questioning and Observation of Participants Before and During Workshop ............ 46

Appendix F: Training Materials ..................................................................................................... 47

Images of Online Course Materials ........................................................................................... 47

Sample Instructional Material from Online Course................................................................... 52

Click Sheet: Moodle: Navigation & Course Layout .............................................................. 52

Click Sheet: Moodle: Navigation Tips .................................................................................. 53

Appendix G: Training Schedule ..................................................................................................... 54

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Section 1: Desired Results

1.1 Broad Goals and Big Ideas Technology and internet capabilities are rapidly growing and evolving, and as young students grow up with this technology, they are becoming more apt to integrate it into their daily lives. The realm of education should not overlook this and should try to adapt technology into its daily practices. Technology can offer many advantages for teachers and their students. As the online education platform is expanding, it is important to expose and train instructors about the capabilities of online Learning Management Systems (LMS) available to them. The training materials in the following document are designed to deliver instruction to secondary-level educators which will enable them to transfer their traditional, face-to-face classroom material to the online Moodle LMS platform. This course is designed specifically for teachers and school districts looking for an introduction to the Moodle LMS environment. This introductory course addresses how to put together an organized online course for a hybrid (online and face-to-face) instructional setting.

Our goal is to provide instruction to secondary level teachers via the Moodle LMS platform in a classroom/computer lab setting with a facilitator in the room during a school in-service training day. Our blended learning approach will provide guidance in a face-to-face environment with the facilitator, coupled with hands-on experience with the web-based materials, which will also be available to students after the in-service training. We believe that it is important that the students of this course to interact with the platform as students before they are expected to use the platform as teachers. As students enrolled in a Moodle course about using Moodle to transform their instruction, they will be introduced to the interface and functionality in the same way their students will experience it. By engaging with the different types of activities as students in a Moodle course, it will be easier for them to see how they could use the activities in their courses. These teachers will also be enrolled as students in a well-designed course that they can use as a template for their own courses as opposed to starting from scratch without being exposed to best practices.

We understand that the secondary educators are students of technology integration, and that they are at various levels of technology ability and willingness to embrace change. Given these circumstances, we believe that it is of importance to differentiate the learning activities and provide extensive support to the educators throughout this process. Ongoing support will be available to the educators as they navigate this change.

Goal 1: Learners will be able to understand the best practices for general online course design and organization including the ability to translate these best practices with their usage of Moodle.

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Goal 2: Learners will be able to organize and post resources through their Moodle classroom at a basic level, including adding labels and resources to their online classroom module.

Goal 3: Learners will be able to utilize Moodle at a more advanced level by being capable of adding and monitoring interactive activities including the ability to assess students using quizzes and other modules through Moodle.

1.2 Learning Objectives Based on our Big Ideas and Broad Goals, the following learning objectives were identified and used to develop our program. Learners who complete our course will be capable of independently demonstrating the following goals:

Goal 1: Learners will be able to understand the best practices for general online course design and organization including the ability to translate these best practices with their usage of Moodle.

1.1 Upon completion of this course, learners will evaluate and score their comprehension of the use of Moodle by completing a learner survey and reflection paragraph. This will be self-evaluated by teachers.

1.2 Upon the completion of the training, the learner will correctly identify strategies that can be used to improve the overall organization of their course by taking a short multiple choice quiz and evaluating their Moodle course with a given rubric. This will be self-evaluated by teachers.

1.3 Given an example of an organized course page and a disorganized course page, learners will be able to discern best practices for organization by observing, comparing, and contrasting the two pages. This will be evaluated by trainer observation.

1.4 Given examples of Moodle course pages, learners will be able to compare and contrast those pages based on basic design principles and implement attractive and effective formatting for their own Moodle classroom. This will be evaluated by individual teachers with guidance from trainers.

Goal 2: Learners will be able to organize and post resources through their Moodle classroom at a basic level, including adding labels and resources to their online classroom module.

2.1 After completing this course, the learner will be able to create folders to organize course documents which will be assessed with the Moodle Course Design Rubric after creation of example folders.

2.2 After completing this course, learners will be able to upload documents and files which will be assessed by trainer verification after completing the Moodle task and uploading the screen shot.

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2.3 Following instruction and screen shot examples, learners will be able to use labels for the purposes of organizing content on their Moodle web pages which will be assessed by the trainer after the learner has created at least three labels.

2.4 Following a demonstration and instruction, learners will be able to add two external URLs to their Moodle classroom page including two paragraphs of supporting text. This will be assessed through instructor observation and verification.

2.5 Following a demonstration and instruction, learners will be able to add a video hosted from a different website (YouTube, Vimeo) and upload it to their Moodle course. This will be assessed through instructor observation and verification.

2.6 After viewing a demonstration, learners will be able to organize and re-order folders and other content in their Moodle classroom to best suit the flow of their course. This will be self-assessed and peer reviewed.

Goal 3: Learners will be able to utilize Moodle at a more advanced level by being capable of adding and monitoring interactive activities including the ability to assess students using quizzes and other modules.

3.1 After a lecture with demonstration, the learner will create a five question Moodle quiz or test utilizing at least three different question types. This will be trainer assessed by completing the Moodle task and submitting a screenshot of the completed quiz.

3.2 Learners will demonstrate understanding of assigning grades and providing feedback to students by creating a short assignment in Moodle. This will be trainer assessed by learners completing a short quiz.

3.3 Following a demonstration of creating a forum, the learner will be able to create a discussion forum for the purposes of online sharing and interaction. This will be trainer assessed by taking a screenshot and uploading to the Moodle course.

1.3 Needs Assessment This needs assessment is intended to gather information about the expectations of the building principal in terms of the implementation of the learning management system (Moodle) on his campus. Additionally, we will assess the technology skills, attitudes, and feelings of the teachers at the school with regard to using technology to supplement their classroom delivery. It is important to understand what will be expected of the teachers by administration so that we can provide tools that will help them be successful. We also need to know where the teachers currently are in terms of their abilities and attitudes toward technology in the classroom. We believe it is important to meet the teachers where they are as they begin this journey. In terms of data collection instruments, we will interview the building principal, survey all of the teachers, interview other schools who have already successfully implemented

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Moodle, and run a focus group of teachers on the campus who already use some technology to supplement their classroom delivery.

Types of Information

What do we need to know?

Why do we need to know this?

Information Sources

Types of Procedures / Instruments

Optimals What are the principal’s ultimate goals of implementation and minimum expectations for teacher usage?

To determine project scope and phasing of project priorities

School Principal

Interview

How can the project be phased to ensure expectations are met while minimizing teacher stress?

To determine project scope and phasing of project priorities

School Principal

Interview

Actuals How do teachers currently use technology in the delivery and assessment of their course content?

To determine what teachers are already doing on other platforms

Teachers using other technology tools

Focus Group

How are teachers using technology to communicate with students and parents?

To determine what teachers are already doing using other tools

Teachers Focus Group

What technology skills do teachers already have?

To determine levels of proficiency and aid in differentiation

Teachers Survey

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Information Sources


Determining Causes

What preconceived notions do teachers have about using technology to supplement their classroom delivery of instruction and to communicate with students?

To identify misperceptions and potential obstacles to the success of this implementation

Teachers Survey

Feelings How comfortable are teachers on this campus with using technology to supplement their classroom delivery?

To determine differentiation strategies

Teachers Survey

Do teachers view technology as something that enhances or detracts from instruction?

To determine preconceived ideas and attitudes

Teachers Survey

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Information Sources


Possible Solutions

How can training be differentiated to meet the teachers where they are in terms of technology skills?

To ensure training is differentiated and teachers have the level of instruction they need

Other schools who have successfully implemented Moodle in a similar environment

Interview

How can ongoing support be provided to ensure teachers don’t abandon the system when they reach obstacles?

To provide a safety net that encourages teachers to continue moving forward in spite of difficulties

School Principal

Interview

Needs assessment instruments can be found in Appendix A.

1.4 Task Analysis

TOPIC ANALYSIS Our topic analysis gives a brief overview of one of the topics that our workshop will cover which is comparing effective designs in an online Moodle course. First, the basics of Moodle need to be covered such as basic layout of a Moodle page and how using Moodle is advantageous to both the teacher and the student. Next, some basic design principles will need to be explained, like the importance of using adequate white space on a webpage and the use of legible fonts. Finally, we will wrap these two topics together and explain why website design is important for online courses; for example, so students can easily and clearly understand what activities they need to complete on their Moodle course. See Appendix B for details.

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PROCEDURAL ANALYSIS Our procedural analysis consists of the needed steps to follow to help a Moodle user create a quiz on their Moodle course. Having quizzes available for students to take online has several advantages, including but not limited to, saving paper, faster feedback from the instructor on the student’s progress, and automatic grade recording. First, the Moodle user must create a Question Bank. Secondly, they create the individual questions and corresponding answers and/or guesses, and then they must create the activity of the quiz. Once the activity is added, then they must add their questions from their created question bank. And lastly, they need to preview their quiz to make sure it they like the way they have configured it and to determine if it works as expected. See Appendix B for details.

Section 2: Evidence of Acceptable Results

2.1 Formative Evaluation The formative evaluation process will include two approaches. The first approach will be a guided group interview of five potential course participants who currently teach at the high school, one subject matter expert, and the high school principal. This group interview will take place weeks before the course in-service to allow enough time to make any necessary improvements to our course. Additionally, this interview will ensure that our learning objectives are relevant to the audience and allow us to determine whether our instructional methods are appropriate and sound.

The second approach will be an online Course Participant Questionnaire given to the course attendees via the Moodle course page. Time for the participants to complete the questionnaire will be given towards the end of the in-service in order to ensure an adequate amount of responses. The questions will be asking for broad responses which will aid the facilitator of the course in determining whether to add to or adjust course learning objectives to better fit their audience’s needs and understandings during the rest of the workshop and any future workshops given.

KEY QUESTIONS 1. Is the course content relevant to the participants’ needs? 2. What do and/or should the participants already know about Moodle? 3. What do you think course participants are expecting from this workshop? 4. Is the course content delivered in a logical and well organized manner? 5. Is the course engaging and inviting? In what ways was the course engaging or not? 6. Do we need plans in place for further Moodle-related training workshops?

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APPROACH ONE Interview of teachers (5), subject matter expert (1), and the principal (1)

Our first approach is to implement a group interview. This group will give us close insight into how the teachers in the high school are currently working with Moodle and what the school administration expectations are. Our focus group will also address how well the course goals and objectives are being met before the implementation of our course. This will ensure that our plan for our in-service workshop course is meeting all the points and topics necessary pertaining to the usage of learning management systems within the high school. Implementing this interview weeks in advance will also give us ample time to adjust any of our learning objectives to better fit the technology goals that the school or district may have. The focus group will consist of approximately five teachers from the high school, one Moodle subject matter expert, and the principal of the high school. The following questions are intended for initiating conversation and further questioning and are not the only and final questions planned for this group interview.

1. How are teachers expected to use Moodle now? 2. Are there specific methods the administration would like to see teachers use Moodle for

in the future? 3. How are teachers using Moodle in their classrooms now? 4. How do you think the students are using Moodle? Are they using it as intended by their

instructor? 5. Do you feel that students’ interactions with Moodle are beneficial to their education? 6. Can you describe how the teachers reacted to any similar workshops in the past? What

kind of positive or negative reactions or commentary have they had about similar workshops?

7. What kinds of technical support are teachers receiving now with their Moodle usage? Are teachers helping each other with their usage of Moodle currently?

8. What kind of personal and/or professional goals do you feel teachers have when they plan on attending this workshop? In what ways do you think this workshop can meet those goals?

APPROACH TWO Course Participant Questionnaire

Time to complete a short questionnaire will be given to the course participants after the facilitator completes Topic 2: The Basics section of the workshop course. The results of this questionnaire will give the course facilitator an idea as to what areas to emphasize while presenting the rest of the planned training instruction. It will also give the facilitator a good idea as to what to improve upon for any future courses given or if their presentation style needs to be adjusted in any way. This questionnaire will also evaluate what kind of additional Moodle sessions the learners are seeking for the future, such as a possible Saturday Question & Answer session. This survey will be given to the course participants via Moodle. Giving a Moodle quiz

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will further expose our attendees to the Moodle environment, thus helping to ease any doubts or apprehensions towards using Moodle for their own purposes. The questionnaire instrument can be found in Appendix C.

2.2 Summative Evaluation Summative evaluations will be given at three months and six months following the completion of the Moodle course training so that we can evaluate the effectiveness of the training session. Our goals and objectives will be measured by the outcomes of the final evaluation methods of a Moodle survey coupled with teacher interviews. Data will be gathered and processed to determine the effectiveness of the training modules for each participant and delivered to the building principal for feedback.

KEY QUESTIONS 1. In what ways has the training and guidance been sufficient to help teachers as they

began setting up their Moodle course? In what ways was it not effective? 2. Was adequate technology provided for the teachers as they worked through the

modules? 3. In what ways are teachers still implementing best practices and using Moodle to deliver

content and instruction to their students? 4. What supports do teachers need to fully implement all components of Moodle? 5. Are the students giving positive feedback to their instructors regarding the use of

Moodle? 6. Which components of Moodle are the teachers being required to implement in their

classrooms? 7. What component(s) of the learning environment are most conducive to teacher

learning? 8. Which methods of instruction worked best for teachers as they learned? Why? 9. What changes need to be made on our part to make the training program more

effective in the future? 10. How confident are teachers in creating quizzes and uploading course resources to their

Moodle classroom?

APPROACH 1 Survey of participants

After allowing teachers three months to implement their own Moodle course, they will be sent an electronic Google survey sent to their supplied e-mail addresses which would assess their basic understanding of the functions and training they received. Since teachers will have had a large piece of time to set up their courses, they should be able to supply us with valuable feedback about both how they are using Moodle and what training methods were most

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effective for them. This feedback will be used to improve future trainings and provide greater support for the current teachers. Specific survey questions can be found in Appendix D.

APPROACH 2 Teacher Interviews

The instructors are responsible for providing instruction and support to teachers both during the training session and after the training. The instructor must follow a specific timeline in order to keep the in-service day on track and allow teachers to get the most out of the course. Six months after the completion of the training, the Subject Matter Expert will interview a sample of teachers in a face to face setting to find out which components of Moodle the teachers are using and what training methods were most effective and why. After having completed the in-service and spending six months developing a Moodle online course for their students, the teachers will most certainly have valuable input to offer to the training team. This method of evaluation will be helpful to the trainers because there is a great amount of information that can be gleaned from having a conversation with a teacher that would be missed in a blanket survey. This instrument will be in the form of an editable electronic document. Appendix D contains specific questions to be posed during the teacher interviews.

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Section 3: Learning Experiences and Instruction

3.1 Learner Analysis OVERVIEW This educational program will be an introduction to high school teachers on the use of Moodle as an online educational learning environment. Our goals are to gain adequate insight into our learners so that we can design and implement an engaging, informative workshop that will help individual teachers to create an online learning environment using Moodle. In addition to face-to-face training, participants will have access to phone support, online support, and a handout with instructions to help them be successful with implementing an online course in their subject area. This training was chosen to provide the most diversity for learners of all learning styles.

To try to achieve a higher response rate from our workshop attendees, we will ask that each one fill out a workshop registration form (found in Appendix E) in addition to the needs assessment survey. This will ensure that we have some information from each workshop attendee.

This instructional course will help teachers learn how to create a course in their subject area, upload documents and assignments, assign grades to students, create quizzes, and upload additional content such as videos and external links. Our main goals are to equip teachers to be facilitators of courses through Moodle and to allow for greater flexibility for students with regard to face to face class attendance.

This training course is designed to meet the needs of educators with skills at all technological levels. We will provide both on-site and off-site support for attendees, as well as access to online support and a user handbook designed to walk the teacher through the set up and implementation of a course using best practices. The following learner characteristics will be observed to help our team gain an understanding of our learners:

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Learner Factors Data Collection

Orienting Context

What are the needs of high school teachers with regard to online education?

How will staff benefit from this training?

What are the demographic characteristics of the faculty?

Will learners have input on content and instructional goals?

What personal goals do staff members hope to achieve through this training?

Is the faculty interested in attending this training?

Is staff attendance mandatory?

Staff Registration form

Needs Assessment Survey

Interview with Building Principal

Informal interview with faculty members

Instructional Context

Does staff believe there is a need for this training?

What supports and follow up trainings will be available to staff after this training?


Informal interview with faculty members


Transfer Context

Do staff members believe that Moodle and this training will ultimately be beneficial to their students?

How do staff members feel about online education?

Will staff be given the opportunity to begin creating their online learning community during the training?



Interview with Technology Director

Interview with Building Principal

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3.2 Contextual Analysis In addition to the learner analysis instruments described above, further data will be collected through the following techniques before, during, and after the training for contextual analysis. The questions listed in the corresponding appendices are not designed to be the only available questions to ask, but instead are to be used as startup questions. We encourage the facilitators to ask more related questions as they see fit.

The data collection sources/techniques are:

1. Participant registration form (Appendix E) 2. Interview with building principal (Appendix E) 3. Building/classroom walkthrough and observation prior to training (Appendix E) 4. Interview with District Technology Director (Appendix E) 5. Informal questioning and observation of participants before and during workshop

(Appendix E)

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Orienting Context Data Collection for Information

Learner Factors

Learner Profile:

Education: participants will all be college graduates who hold a valid teaching certificate.

Age: Age range is between 22-75

Language: In-service will be taught in English and all participants will be fluent in English

What are the participants’ attitudes towards learning new skills and technology?

What are the participants’ comfort levels with computer technology? What levels are present in the workshop participants?

Participant Goals:

What goals do teachers have for attending this workshop?

Accountability:

Is this a required or elective workshop?

How will teachers remain accountable for what they learn?

How have the teachers reacted to any similar workshops in the past?

Data Source #1: Participant registration form

Data Source #2: Interview with building principal

Data Source #5: Informal questioning of participants before the workshop

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Orienting Context Data Collection for Information

Immediate Environment Factors

Support:

Do teachers believe they will receive support from building administration regarding the use of Moodle?

Access:

What technology is available to teachers and students in this building?

What concerns are there about student access to Internet?

What plans are put in place to assure students that they will have access to Internet?

Data Source #2: Interview with building principal

Data Source #3: Building walkthrough

Data Source #4: Interview with district technology director

Data Source #5: Informal questioning of participants after workshop

Organizational Factors

Time:

What is the time frame for the in-service?

Budget:

What resources are available to pay for training? What kind of support is there for any further training needed?

Resources:

What resources does the building have access to for continued training/support?

Data Source #2: Interview building principal


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Instructional Context Data Collection for Information

Learner Factors

Adequate skills:

How functional are the skills of the teachers in our workshop?

What additional tools can trainers put into place to help teachers who are struggling with the technology lessons?

Data Source #5: Informal questioning and observation of teachers during workshop

Data Source #3: Classroom walkthrough


Learning environment:

Is the room an adequate space to perform the planned workshop? Will its size/space and available computers accommodate the amount of expected participants?

Are the participants comfortable in the room so they are able to pay attention to the presented material?

Will all of the participants bring their laptops charged and ready on the scheduled day/time?

Schedule:

Is this course still on schedule as planned? Will the building be open to course participants during the intended times?

Data Source #3: Building/classroom walkthrough and observation

Data Source #5: Informal questioning and observation of teachers during workshop

Data Sources #2 & 4: Interviews with building principal and technology director


Is tech support available on site if needed?

Will demo Moodle courses be available for instructional purposes?


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Transfer Context Data Collection for Information

Learner Factors

Commitment:

Are participants appreciating the workshop material/instruction?

Do the participants understand the concepts given?

Ongoing needs:

Will your teachers have access to workshop materials after the completion of the workshop? For how long?

Will someone be available to answer previous participants’ questions as needed in the future? Who?

Data Source #5: Informal interview with participants during and after instruction



Other opportunities:

Are there other available Moodle courses associated with each participant’s current courses to help develop them in the future?


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Transfer Context Data Collection for Information


Support Network:

Are participants currently supporting each other with their Moodle course development and design?

Will participants help each other in the future after attending this workshop?

Ongoing Maintenance:

Will technology support be available for teachers after workshop, if needed?

Will software upgrades be given to Moodle?

Data Source #5: Informal interview with participants during and after instruction


3.3 Types of Learning Experiences and/or Instruction The learning experiences in this training use the direct instruction method in a group presentation approach. The format is comprised of short lectures by a facilitator who will use a projection of their computer screen as they explain the steps they are taking. The location for the instruction will take place in two neighboring available classrooms, and the intended length of time for this course will take approximately 3.5 hours with two breaks for participants. This course will be primarily synchronous training, but there will be opportunities for the students to practice various tasks on their own with little instructor feedback and guidance.

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Behavioral Objectives for Learners

Type of Learning

Instructional Strategy

Rationale

Upon completion of this course, learners will evaluate and score their comprehension of the use of Moodle by completing a learner survey and reflection paragraph. This will be self-evaluated by teachers.

Attitude Lecture Participants will know how to correctly navigate a Moodle course page and know the advantages of using Moodle for their own purposes.

Upon the completion of the training, the learner will correctly identify strategies that can be used to improve the overall organization of their course by taking a short multiple choice quiz and evaluating their Moodle course with a given rubric. This will be self-evaluated by teachers.

Concept - Recall

User manual or study guide including tips and information regarding organizational skills

Participants will be able to design their own Moodle courses using the learned practical design strategies.

Given an example of an organized course page and a disorganized course page, learners will be able to discern best practices for organization by observing, comparing, and contrasting the two pages. This will be evaluated by trainer observation.

Attitude - Application

Lecture, Image comparisons, Video demonstration

Participants will be able to discern what design strategies to avoid when creating their own Moodle course pages. This will give participants the knowledge to design their Moodle courses in order to facilitate effective learning from their students.

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Type of Learning

Instructional Strategy

Rationale

Given examples of Moodle course pages, learners will be able to compare and contrast those pages based on basic design principles and implement attractive and effective formatting for their own Moodle classroom. This will be evaluated by individual teachers with guidance from trainers.

Principles and Rules - Application

Lecture, Image comparisons, Recall

Participants will be able to discern what design strategies to avoid when creating their own Moodle course pages. Once design strategies are explained and participants are shown corresponding images with these concepts, verbal response and recall application exercises will reinforce the new information. This will give participants the knowledge to design their Moodle courses in order to facilitate effective learning from their students.

After completing this course, the learner will be able to create folders to organize course documents which will be assessed with the Moodle Course Design Rubric after creation of example folders.

Procedure -Application

Demonstration, Recall, Individual instruction (as needed), Practice, Repetition

Once participants are shown the procedure to create folders in their Moodle page and are able to practice it through some repetition, they will be able to better organize and categorize their course’s content on their own.

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Type of Learning Instructional Strategy

Rationale

After completing this course, learners will be able to upload documents and files which will be assessed by trainer verification after completing the Moodle task and uploading the screen shot.



Once being shown how to upload document resources on their Moodle page, and are able to practice it through some repetition, participants will be able to know how to provide important course documents to their students via their Moodle page.

Following instruction and screen shot examples, learners will be able to use labels for the purposes of organizing content on their Moodle web pages which will be assessed by the trainer after the learner has created at least three labels.



Once being shown how to create and use labels on their Moodle page, and are able to practice it through some repetition, participants will be able to know how to better organize their Moodle page.

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Rationale

Following a demonstration and instruction, learners will be able to add two external URLs to their Moodle classroom page including two paragraphs of supporting text. This will be assessed through instructor observation and verification.

Procedure - Application

Demonstration, Lecture, Recall, Individual instruction (as needed), Practice, Repetition

Once being shown and practicing how to add URLs to their Moodle course page, participants will be able to add more course resources for their students to expand their learning opportunities.

Following a demonstration and instruction, learners will be able to add a video hosted from a different website (YouTube, Vimeo) and upload it to their Moodle page. This will be assessed through instructor observation and verification.



Once being shown and practicing how to add videos hosted from a different website source, participants will be able to provide students with videos that enhance their learning experiences.

After viewing a demonstration, learners will be able to organize and re-order folders and other content in their Moodle classroom to best suit the flow of their course. This will be self-assessed and peer reviewed.



Once being shown how to re-order folders and other resource content on their Moodle pages, participants will be able to better organize their Moodle course. Repetition will help to solidify their newly learned skill.

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Rationale

After a lecture with demonstration, the learner will create a five question Moodle quiz or test utilizing at least three different question types. This will be trainer assessed by completing the Moodle task and submitting a screenshot of the completed quiz.


Demonstration, Recall, Individual instruction (as needed), Practice

Participants will be able to create quizzes on their Moodle page which will save them time when grading said quizzes.

Learners will demonstrate understanding of assigning grades and providing feedback to students by creating a short assignment in Moodle. This will be trainer assessed by learners completing a short quiz.


Demonstration, Lecture, Recall, Individual Instruction, Practice

Once being shown how to assign grades and providing feedback to students via their Moodle course page, participants will be able to create a more interactive learning environment for their students. Once shown how to do this task, recall and repetition will reinforce the procedure to memory.

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Rationale

Following a demonstration of creating a forum, the learner will be able to create a discussion forum for the purposes of online sharing and interaction. This will be trainer assessed by taking a screenshot and uploading to the Moodle course.


Demonstration, Lecture, Recall, Individual Instruction, Practice

Once being shown how to create and run a discussion forum, participants will be able to create such forums on their own course pages to provide an interactive online learning environment for their students. Once shown how to create the forum, recall and repetition will further reinforce the procedural steps to memory.

3.4 Materials for Training Program or Learning System This training will utilize Moodle as an instructional delivery platform. Having the teachers interact with Moodle first as students will enable them to better understand its capabilities and usefulness from the perspective of a learner.

Appendix F contains images of the actual Moodle course and sample instructional materials found on it.

3.5 Implementation Plan This training has multiple components that are integrated in order to provide the most support to the faculty as they navigate this change:

• Face-to-face introductory component to take place on-site during August faculty in-service

• Online environment available to faculty during and after face-to-face training • Ongoing face-to-face on-site support available to faculty two days per week through

Technology Integration Station

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Face-to-face introductory training

There are approximately 160 teachers who need to be trained within a window of three days. To accomplish this, there will be two neighboring training classrooms used, each with a minimum of five groups of four desks. Teachers will be pre-assigned to groups of 20 by subject area. Each group of 20 will be assigned a 3 ½ hour session in a training classroom on day 1 or day 2. Day 3 will be an open lab in both training classrooms where teachers can work on building their Moodle courses with a training facilitator in the room available to answer questions and provide support. Teachers on this campus have all been issued laptops which they will be required to bring to the training session. The only additional equipment setup required will be a projector and screen to be provided by the school.

Online environment

It is important for the teachers to experience Moodle as a student before they begin creating their own online learning environments to supplement their classroom instruction. In that regard, the training will take place on a Moodle course for teachers. This course contains video resources, activities, and reference materials, which will all be available during and after the face-to-face training. The course for teachers will exist on the school’s Moodle installation and will be maintained after the face to face training by the campus Moodle administrator. It is imperative that access to this course be granted to the session facilitators at least 30 days in advance and that all teacher user accounts are set up at least two weeks in advance. Teachers will also need to have access to the courses they teach before the face-to-face training begins because they will be expected to complete some activities in their own courses. A temporary sandbox course should also be set up for teachers who are hired late or otherwise don’t have their own courses to use for the training activities.

Ongoing support

The building principal has budgeted $9600 for stipends ($1200 x 8) to be paid to identified campus technology leaders (tech-savvy teachers) who have chosen to spend one planning period a week staffing the Technology Integration Station in the library. In the Technology Integration Station, teachers can find support during their planning periods on Wednesdays and Thursdays every week.

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References

Makhija, Ravi. "How To: Create a Moodle Quiz - Simplified!" YouTube. YouTube, 04 Apr.

2009. Web. 03 Dec. 2014. https://www.youtube.com/watch?v=dNVTrD5O1qc

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https://www.youtube.com/watch?v=dNVTrD5O1qc

Appendix A: Needs Assessment Instruments

Interview of Principal 1. What are the goals of this implementation? What has to happen in order for this

implementation to be deemed a “success?” 2. What are your general expectations for teacher and student usage of Moodle? 3. Bare minimum, what must teachers post on their Moodle course pages? 4. In terms of your expectations, approximately what percentage of teachers must begin

accepting student work through Moodle? a. Immediately? b. In the next 6 weeks? c. By the end of the first semester? d. By the end of the second semester?

5. How can ongoing support be provided to ensure teachers don’t abandon the system when they reach obstacles? What resources can be made available for ongoing support once the initial training is complete?

a. Stipends for technology mentors? b. Additional professional development time allocated specifically to Moodle? c. Administrators or lead teachers made available to observe teacher

implementation and evaluate Moodle usage? 6. How can the project be phased to ensure expectations are met while minimizing teacher

stress?

Survey of Teachers Directions: As you may be aware, we are implementing a new learning management system (LMS) called Moodle. The purpose of this survey is to identify the aggregate training needs of the faculty. While your individual responses are recorded, they are confidential and will only be reported as a group. Honest, accurate data is critical to ensure that appropriate training opportunities exist for the faculty. Thank you for your time and feedback!

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Demographics

For questions 1-4, place a checkmark in front of the most appropriate response.

1. What is your age?

___ 20-29 ___ 40-49 ___ 60-69

___ 30-39 ___ 50-59 ___ 70-79

2. What is your gender?

___ Female ___ Male

3. How many total years have you taught K-12? Do not include student or substitute teaching experience.

___ Less than 1 year ___ 3-5 years ___ 11-15 years

___ 1-2 years ___ 6-10 years ___ More than 15 years

4. How long have you taught at this school? Do not include student or substitute teaching experience.

___ Less than 1 year ___ 3-5 years ___ 11-15 years

___ 1-2 years ___ 6-10 years ___ More than 15 years

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Technology Usage

5. Circle the most appropriate response below to indicate whether you have used the functionality listed at least once this school year and how important the listed functionality is to effective course delivery in your classroom.

I have used technology to do this at least once this past school year.

Functionality How important is this functionality to effective course delivery in your classroom?

Yes No Post resources (files, websites)

Not necessary Important Critical

Yes No Collect student work


Yes No Quizzes Not necessary Important Critical

Yes No Discussion forums


Yes No Send messages to students


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6. Circle the most appropriate response below to indicate how beneficial the following training would be to you.

Training on Moodle Not needed

Somewhat beneficial

Very beneficial

Online course design and organization Not needed

Somewhat beneficial

Very beneficial

Online collection and assessment of student work

Not needed

Somewhat beneficial

Very beneficial

Basic functionality (posting resources, messaging)

Not needed

Somewhat beneficial

Very beneficial

Advanced functionality (quizzes, forums) Not needed

Somewhat beneficial

Very beneficial

Reports Not needed

Somewhat beneficial

Very beneficial

7. Rank the following training formats in order of your preference. 1 is most preferred, 3 is least preferred.

___ Face to face, traditional

___ Online, self-paced, on your own

___ Online, self-paced, with support in the room

8. What do you think about using technology to supplement your classroom delivery of instruction and to communicate with students?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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9. How comfortable are you with using technology to supplement your classroom delivery in terms of your personal technical skills and abilities?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

10. What technologies are you currently using to supplement your classroom delivery of instruction and to communicate with students?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Interview of Other Moodle Implementers 1. What support systems are in place for teachers following initial training? 2. Did you differentiate training for teachers? Was it effective? 3. How did you structure and chunk the initial training for teachers? 4. What would you do differently in terms of training faculty and setting expectations if

you were to do this again? 5. What complaints did teachers have about how the system was implemented and/or

how they were trained to use it?

Focus Group of Teachers Using Other Technology 1. How do you currently use technology in the delivery and assessment of your content? 2. How are you using technology to communicate with students and parents? 3. What do you like about using technology to supplement your classroom delivery? 4. What do you dislike or find frustrating about using technology to supplement your

classroom delivery? 5. What feedback have you received from students and/or parents regarding your use of

technology to supplement your classroom delivery and to communicate with parents and students?

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Appendix B: Task Analysis Detail

Topic Analysis TOPIC: COMPARE AND CONTRAST EFFECTIVE DESIGN PRINCIPLES IN A MOODLE COURSE 1. Moodle basics

1.1. What is an LMS? 1.2. Why use Moodle?

• Customization • Saves time for teacher/students • Materials available all the time for students • Great resource to organize course content

2. Moodle layout • Activity sections • Resource locations • Sidebar information areas • Sidebar links

3. Resources • How to add • How to manage

4. Activities • How to add • How to manage

5. What are some basic design principles? • Aesthetics • Use of white space • Readable fonts • Avoid script fonts

6. Why is design important for online courses? • Organization purposes • Instruction clarity

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Procedural Analysis TASK: CREATE A QUIZ IN MOODLE 1. Log in to your Moodle account 2. Create the Question Bank

2.1. Locate Administration Tab on left side 2.2. Create a new Category

2.2.1. Click on Question Bank under Admin tab 2.2.2. Click on Categories

2.2.2.1. Add a New Category (allows you to organize questions) 2.2.2.2. Under Add Category, select the Parent dropdown menu and select Top 2.2.2.3. Type in a name for your new group of questions (example: Quiz 1) 2.2.2.4. Type in a description of your category in the Category Info textbox 2.2.2.5. Click on the Add Category button

3. Create Questions 3.1. Click on Question Bank under Admin Tab to expand menu 3.2. Click on Questions 3.3. Select the Category you created above under the dropdown menu (example: Quiz 1) 3.4. Click on “Create a New Question” button 3.5. In the popup menu, select the radio button for the question type you would like to

create (example: Multiple Choice) 3.6. On the new page, type in a descriptive question name for this new question 3.7. In the Question Text textbox, type a question as you wish your students to see it 3.8. Type the answer to the question under the Answers portion of the page

3.8.1. For example, a multiple choice question would require several choices 3.8.2. Type in each answer choice under Choice 1, Choice 2, Choice 3, Choice 4 3.8.3. For the correct answer choice, use the Grade drop-down menu and select 100% 3.8.4. Type in any Feedback if desired

3.8.4.1. General Feedback is shown to all students after they complete the question

3.8.4.2. Feedback written under the Answers are shown to the student when they select that corresponding answer

3.8.5. Press the Save Changes button when finished editing the question and answers 3.8.6. Repeat the above process to Create New Questions for the remaining questions

of your quiz 4. Add Quiz Activity

4.1. Click on your Course Title in the breadcrumb menu toward the top of the page to return to your course homepage

4.2. Select the “Turn Editing On” button on the top right hand side of the page to turn editing on.

4.3. Click on the “Add an activity or resource link” with the plus symbol next to it under the topic you wish to use

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4.4. Select the radio button that says Quiz in the pop-up menu 4.5. Press the Add button

4.5.1. Type in a Name for your Quiz under the General Menu 4.5.2. Add a description for the student to see, if desired 4.5.3. Enable (if needed) and select when you wish the quiz to open and close under

the Timing menu, 4.5.4. Select the Time limit you wish your students to have to work on the quiz, if any. 4.5.5. Select how you wish the quiz to behave when the time limit expires in the drop-

down menu 4.5.6. Select the number of attempts you wish your students to have on this quiz under

Grade category. 4.5.7. Select which grading method you’d wish this quiz grade to have 4.5.8. Select if you wish your questions to be shuffled under Question behavior 4.5.9. Select how you wish the feedback of the question/answers to be displayed to

the student 4.5.10. Select when certain feedback is revealed to your students under Review Options

menu, if needed. 4.5.11. Choose how you wish the quiz grades to be displayed under the Display menu 4.5.12. Add any extra restriction settings under the Extra Restrictions on Attempts menu

to restrict the number of attempts students have on the quiz. 4.5.13. Enter the grade percentage and the corresponding feedback under the Overall

Feedback menu if you wish to add Feedback according to the student’s overall score after they’ve completed the quiz

4.5.14. Press the Save and Return to Course button at the bottom when finished adjusting the settings.

4.5.15. You will then return to the main course page automatically. Notice your Quiz has been added under the Topic you selected.

5. Add Questions to your Quiz 5.1. Click on the Title of the quiz you just added 5.2. Click on the “Edit Quiz” button 5.3. Click on “[Show]” next to “Question bank contents” on the right-hand side 5.4. Select the category you created above in the drop-down menu under “Select a

category” option 5.5. Select the questions you wish to add to the quiz by clicking on the corresponding

checkmark boxes 5.5.1. The checkmark box at the top auto-selects/deselects all the questions listed in

that category 5.5.2. Click on the Add Page Here button and add pages and the questions accordingly,

if you wish to add questions to different pages 5.6. Then click on the “Add to quiz” button to add the selected questions to the new quiz

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5.7. Once finished added questions, click on your course homepage using the breadcrumb menu at the top of the page

6. Preview your Quiz 6.1. Click on your new quiz in the topic you selected to open the quiz 6.2. Click on “Preview Quiz Now” button 6.3. Review your quiz and all the attempt settings and make any adjustments as you see fit

by going through the previous steps above

Entering Capabilities:

1. Ability to use a computer, including keyboard and mouse 2. Ability to use and navigate an Internet website 3. Ability to login and access a Moodle course page 4. Ability to create relevant course assessment quiz questions/answers

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Appendix C: Formative Evaluation Instrument

Course Participant Questionnaire 1. What was your favorite part about the training so far and why?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. What was your least favorite part about the training so far and why?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

3. Has your opinion regarding Moodle changed at all?

_____ Yes, more positive _____ No change, still positive

_____ Yes, more negative _____ No change, still negative

4. How do you feel about using Moodle now?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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5. Please describe how you will utilize the information you have learned today.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

6. Considering both the possibilities and limitations of the subject matter and course facilities and class size, the course facilitator taught effectively. Please mark the choice that best reflects your opinion.

_____ Strongly Agree

_____ Agree

_____ Neutral/No Opinion

_____ Disagree

_____ Strongly Disagree

7. In what ways do you feel the facilitator could improve their instruction?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

8. Please describe in what ways the training course materials could improve and/or be more effective?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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9. Is there anything else you would like to share about your workshop training experience today?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

10. Please check any of the following options below that apply to you:

_____ I am willing to attend after school hours for further Q&A and information sessions regarding Moodle

_____ I am willing to attend Saturday morning sessions for further Q&A and information sessions regarding Moodle

_____ I am not willing to attend any additional sessions regarding Moodle

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Appendix D: Summative Evaluation Instruments

Participant Survey Questions 1. What approximate date did you first create your Moodle course? 2. What subject area/grade levels do you teach? 3. What (if any) components of Moodle do you find the most difficult to implement? 4. Which components of Moodle do you like best? Why? 5. What administrator/training supports do you need to help you fully embrace the online

teaching environment? 6. What parts of Moodle do you find the easiest to implement? 7. Are your students submitting assignments and accessing learning effectively through

your Moodle Learning environment? 8. Do your students feel a sense of ownership over their own learning? 9. Did you learn better through the face to face portion of the training or the online

portion? Explain your answer. 10. What feedback are you getting from your students regarding the use of Moodle? 11. Reflection Writing: Keeping in mind where you began with Moodle at the start of this

school year and where you are now, write a short reflection statement detailing your journey and explaining what you have learned.

Teacher Interview Questions 1. What grades/subjects do you currently teach through Moodle? 2. How long did it take you to get your Moodle site up and running following the training? 3. Were there any difficulties experienced in setting up your Moodle classroom? Please

explain. 4. What criticisms would you give to the training staff to help them improve their training

program? 5. Was there a part of the training that you felt was especially helpful? Please explain. 6. As you have had a chance to experience Moodle as an instructor, what

components/features do you like about it? 7. Do you feel like the training you received on the use of Moodle has helped you to

become more effective as a teacher? 8. Is there anything else you would like the training staff to know about your experiences

with Moodle?

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Appendix E: Instruments for Learner and Contextual Analysis

Workshop Registration Form

Name: _________________________________________________ Date: ____________

Phone number: ______________________ E-Mail:___________________________________

Years of teaching experience: ___________

Subject(s) taught: _______________________________________________________________

Why are you taking this course? (choose one)

___ Required by administrator

___ Curious about Moodle and other learning management systems

___ Curious about how this type of learning could help my students achieve more

___ I am already using Moodle or another LMS and would like to sharpen my skills

Which day do you prefer to attend the Moodle workshop? August 14______ August 15_____

What is your level of comfort in using technology? (choose one)

___ I know how to turn the machine on

___ I am comfortable using the Internet

___ I can install programs, surf the Internet, and use social media

___ I am comfortable creating lessons for my students through a variety of media, creating and using Word Documents, PowerPoint, and Publisher documents

___ I am comfortable teaching someone else how to use all components of a computer as well as various other technologies. I could teach a class to my students and my peers.

What is one thing you hope to come away from this course having learned?

_________________________________________________________________________

_________________________________________________________________________

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Interview with Building Principal 1. What goals do you have for the teachers that are attending this workshop? 2. Is this workshop required for your teachers? 3. How do you plan to have teachers remain accountable for what they learn at our

workshop? 4. Can you describe how the teachers reacted to any similar workshops in the past? 5. Will teachers receive support from building administration regarding the use of

Moodle? 6. What technology is available to teachers and students? 7. Are there concerns about student access to the Internet? 8. What plans are put in place to assure students that they have access to the Internet and

thus to Moodle? 9. What time frame do we have for the in-service? 10. What resources and funds are available to pay for training? What kind of support is

there for any further training needed? 11. What resources does the building have access to for continued training/support? 12. Is this course still on schedule as planned? 13. Will the building be open to course participants during the intended dates and times? 14. Is tech support available on site if needed? 15. Will your teachers have access to workshop materials after the completion of the

workshop? For how long? 16. Will someone be available to answer previous participants’ questions as needed in the

future? Who will this be? 17. Are or will there be other available Moodle courses associated with each participants’

current courses to help develop them in the future? 18. Are participants currently supporting each other with their Moodle course development

and design? 19. Will technology support be available for teachers after the workshop? 20. If software or hardware upgrades are needed in the future, will the school be able to

fund them?

Building/Classroom Walkthrough and Observation Prior to Training

Things to look for:

1. What technology and hardware is available to students and teachers in this building?

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2. Any additional tools that trainers can put into place to help participants who are struggling with the technology lessons?

3. If there is enough space for the number of people registered for the workshop. If the participants will be comfortable in that space for an optimal learning environment.

4. If there are enough power supplies for the participants.

Interview with District Technology Director 1. What technology is available to teachers and students in this building? 2. What concerns are there about student access to technology? Internet? 3. What tools are in place to assure students that they will have access to the Internet? 4. Will all the computers in the lab be on and operable on the scheduled day/time? 5. Is technology support available on site on the day(s) of the workshop, if needed? 6. Will demo Moodle courses be available for instructional purposes? 7. Will someone be available to answer participants’ questions as needed in the future?

Who will that be? 8. Will teachers have access to workshop materials after the completion of the workshop?

For how long? 9. Are there other Moodle courses currently available to aid current teachers in the

development of their online Moodle classrooms? If not, are there plans to have more courses available?

10. Will technology support be available for teachers after the workshop, if needed? 11. Are there plans to complete any future software upgrades in regard to the usage of

Moodle?

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Informal Questioning and Observation of Participants Before and During Workshop

Before workshop:

1. How do you feel about learning new skills? How do you feel learning about new technology?

2. How comfortable are you working with computers? 3. What goals do you have for attending this workshop? 4. How have you felt about past similar workshops? 5. Do you feel that you have access to appropriate supportive resources from the

administration regarding your use of Moodle? 6. What technology is available to you in your building? 7. Do you have any concerns about your student’s access to technology? 8. What kind of tools do you have that assures students that they have access to your

Moodle course? 9. Are you comfortable in the room you are currently in? Too hot? Too cold? Is there

enough workspace for you?

During workshop:

1. Observe how well the participants are navigating through Moodle. Note how well they are following along with the instructions to determine if instructions are clear for them.

2. Are you still comfortable in the room you are currently in? Too hot? Too cold? Is there enough workspace for you?

3. Do you understand the concepts that are being given in this workshop? 4. Do you feel that the workshop is helping you understand Moodle better? In what ways

is it helping? In what ways is it not helpful? How can we improve? 5. Are you offering support to your colleagues regarding Moodle? Are you receiving

support from your colleagues? Do you feel that you will help your colleagues in the future?

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Appendix F: Training Materials

Images of Online Course Materials

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Sample Instructional Material from Online Course

Click Sheet: Moodle: Navigation & Course Layout

• The middle of the course page is the meat of the course. • The left and right sides of the course page have the bells and the whistles.

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Click Sheet: Moodle: Navigation Tips

• Use the breadcrumbs at the top of the page. • Expand and collapse blocks. • View one topic at a time / or all topics at once.

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Appendix G: Training Schedule

FACE-TO-FACE SESSIONS (3 ½ hour block offered in 2 concurrent sessions (4 times) on each of days 1 and 2)

1. Welcome and Introduction 1.1. Introduction to online course environment (10 minutes) 1.2. Implementation expectations (10 minutes) 1.3. Course learning objectives (5 minutes) 1.4. Personal goals for implementation (10 minutes)

2. Online Course Design and Organization 2.1. Demonstrate organizational strategies (25 minutes) 2.2. Introduce course outline task and quiz (5 minutes; to be completed later)

3. Moodle Basics 3.1. Demonstrate posting resources (documents, URLs, embedded videos) (25 minutes) 3.2. Demonstrate hiding and re-ordering resources (5 minutes) 3.3. Introduce resource practice tasks and quiz (5 minutes; to be completed later) 3.4. Allow time for learners to complete the Course Participation Questionnaire (10-15

minutes) 4. Moodle Advanced

4.1. Demonstrate adding assignments for students to submit their work (10 minutes) 4.1.1. Online text 4.1.2. Single file upload 4.1.3. Multiple file upload

4.2. Demonstrate grading assignments submitted in Moodle (5 minutes) 4.3. Demonstrate sending messages in Moodle (5 minutes) 4.4. Demonstrate adding discussion forums (10 minutes) 4.5. Demonstrate adding quizzes (10 minutes) 4.6. Introduce activity practice tasks and quiz (5 minutes; to be completed later)

5. Open Q&A (remaining time available)

FACILITATED OPEN LAB (2 rooms open all day of day 3)

Participants may come and go as needed to get one-on-one support as they complete the practice tasks and quizzes and begin to build their personal Moodle courses.

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Moodling Your Way into the 21st Century - Sheri Beersman · Fall 2014 Final Project Sheri Beersman,...

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