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Vetdc moodle lesson
The document discusses designing learning experiences using Moodle, emphasizing rapid e-learning for less experienced developers like subject matter experts. It outlines various Moodle lesson features, including content types, assessments, and the importance of storytelling in course design. The facilitator, Michael Gwyther, provides resources for further exploration of e-learning techniques and tools.
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Vetdc moodle lesson
- 1. Designing your own Learning adventurewith Moodle Facilitator: Michael Gwyther
- 2. What is yourLesson itch?
- 3. What is rapideLearning? rapid creation of courseware by people who are less experienced with courseware development particularly subject matter experts Templates Simple Assessment Multimedia Courseware Short Learning Modules
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- 5. Moodle Lesson features • • • • • • • Contentand Quizzing Interactions Branching Timeline & Navigation container Don’t need programming knowledge Insert video, images, sound Hooks into the Grade book
- 6. Assessment • Quizzes • Decision makingTrees • Matching • Numerical • Short answer • Essay
- 7. Self Paced Activities •Compliance testing • Communication scenarios • Application of policy & procedure decision making trees • Course Content • Assessment tasks and associated guided readings/resources/multimedia
- 8. Blended learning &the Lesson Face to Face Self Paced Content ✔ Activities ✔ Assessment ✔ Online Facilitated
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- 10. Lesson Jargon! ~Content Pages
- 11. Lesson Jargon! ~Question Pages
- 12. Lesson Jargon! ~Cluster Pages
- 13. Content “Types” • • • • • • • Information Demonstration Case Study Scenario DecisionMaking Tree Knowledge checking Problem based Learning
- 15. Content “Context” • Textbookor “Reference” style (job aids, online support or help) • Courseware (Content & simple assessment) • Workplace (case study/scenario/decision making tree)
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- 18. Branch (Sequence &Choice) Topic 1 Topic s Topic 2 Topic 3
- 19. Conditional (Decision makingtree) Catch up Catch up Catch up
- 20. Content in Decisionmaking trees
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- 22. Assessment • Quizzes • Decision makingTrees • Matching • Numerical • Short answer • Essay
- 23. Storyboarding • A courseoutline or storyboard will help you to organize both the course content and your thoughts on interactivity.
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- 26. Story based selfpaced content • Character faces a challenge • Show not tell • Make learners justify their choices. Challenge their assumptions and make them think deeply about the material. • Contextual feedback will help learners see where they went wrong
- 27. Stories – anarrative process •Character •Character •Worker •Worker •Setting •Setting •Workplace •Workplace •Disruption •Disruption •Problem/Skill •Problem/Skill •Solving the disruption •Solving the disruption •Asking/Reading/Policy •Asking/Reading/Policy Communication Communication •Learnt the skill •Learnt the skill •Resolution •Resolution
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- 32. eLearning Academy –Connect Thinking http://www.theelearningexperts.com.au/blog/ http://www.theelearningexperts.com.au/blog/
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Editor's Notes
- #3 What are you looking to takeaway from today. Add to the chat box!
- #4 The Rapid E-Learning category is defined by the following criteria… * Courseware which can be developed in less than three weeks * Subject Matter Experts (SMEs) act as the primary resource for development * A well-known tool (e.g. PowerPoint) or user-friendly templates form the starting point for courseware * Simple assessment, feedback and tracking are usually provided * Media elements which enhance learning but do not create technology barriers may be included (e.g. voice) * Learning modules can be taken in one hour or less, often in less than 30 minutes. Synchronous (scheduled or live) and asynchronous (self-paced) models may be utilized. Jennifer De Vries http://www.bluestreaklearning.com/
- #6 Lesson Pros and Cons Pros: Self-directed learning opportunities for students with or without assessment and grading Scenario or simulation/decision-making exercises Allows trainers to teach to different learning styles (Example: Give students the choice to read an article, watch video or listen to podcast all covering the same instructional content) Use images, videos and other multimedia in Lessons via HTML or rich-text editor Mix content, questioning and written responses into learning experiences Cons: Requires advanced planning and storyboarding Not immediately intuitive to create activities in Lesson Requires writing skills to generate realistic case studies, simulations and case studies.
- #7 Quizzes may be scored, enabling
- #8 Moodle allows a high degree of interactivity, both between students enrolled in a course and between students and the course itself. Interaction between students can occur in the Forum, Database, Wiki and Glossary. Interaction between students and the course occurs in the Lesson module.
- #10 TIP – When developing a lesson you will have to create links to pages that don’t yet exist. However a good tip from http://teachingblog.kjodle.net/2012/12/30/how-to-change-a-light-bulb-using-moodles-lesson-module/ suggests working backward to make the set up easier. First create the first and last pages in your storyboard or flowchart. Then click on the “Add a page…..” link in the first page but instead of adding the second page in your storyboard/flowchart, add the second to last page. Working backward like this means that you will be able to create pages that link to pages that already exist. While there will still be some pages whose links you need to edit, this method will save you a lot of time.
- #11 Content Pages A Table of Contents style launching page linking to other content pages or questions. http://docs.moodle.org/25/en/Branch_structures
- #12 Content Pages http://docs.moodle.org/25/en/Branch_structures
- #13 Clusters: A group of questions that can be offered in a randomized order to students as they work through the Lesson. Clusters - A cluster is used when the teacher wants a series of questions in a lesson to appear in a different random order for each student. TIP: Setting an answer's jump to "Unseen question" may cause problems. For example, when a student has seen all the questions and is allowed to re-enter the cluster in the same lesson attempt. Clusters are an advanced feature and should be checked in a student role. TIP: Looking for a page that redirects without the student seeing it? Alison Schubert discovered the start and end cluster pages are not seen by the student. The teacher can insert an "End of cluster" page in the edit order with a jump. This will automatically redirect a student to another page without the usual continue button. http://docs.moodle.org/25/en/index.php?title=Branch_structures&oldid=100014
- #14 "Reference" is static content - meaning no interaction other than allowing the user to link from page-to-page and to search. It is asynchronous. It is normally a series of web pages, but can be PDF or other document types. It can be created using Wiki software, a content management system, web editing software or even Microsoft Word stored as HTML. It's designed to provide either real-time support for work tasks or near real-time support for look up. Often they are designed based around particular job functions and tasks to provide good on-the-job support. Reference includes "job aids" or "online support" or "online help" or various other things. Each of these other terms in slightly more specific than "reference" as they generally imply a bit more about the specific structure of the content. Thus, "reference" to me is a good umbrella term. Courseware implies pages of course content (information, multimedia) broken up with quizzes, case studies or scenarios. Usually takes a neutral tone."Rapid Content Creation" or "Just-in-Time.” Workplace – we are either given a role in a workplace scenario and led through case studies by a workplace mentor or supervisor either passively or actively engaged in workplace scenarios or decision making trees.) http://elearningtech.blogspot.com.au/2006/05/shift-in-eLearning-from-pure.html Information Demonstration Case Study Scenario Decision Making Tree Knowledge checking Problem based Learning
- #16 "Reference" is static content - meaning no interaction other than allowing the user to link from page-to-page and to search. It is asynchronous. It is normally a series of web pages, but can be PDF or other document types. It can be created using Wiki software, a content management system, web editing software or even Microsoft Word stored as HTML. It's designed to provide either real-time support for work tasks or near real-time support for look up. Often they are designed based around particular job functions and tasks to provide good on-the-job support. Reference includes "job aids" or "online support" or "online help" or various other things. Each of these other terms in slightly more specific than "reference" as they generally imply a bit more about the specific structure of the content. Thus, "reference" to me is a good umbrella term. Courseware implies pages of course content (information, multimedia) broken up with quizzes, case studies or scenarios. Usually takes a neutral tone."Rapid Content Creation" or "Just-in-Time.” Workplace – we are either given a role in a workplace scenario and led through case studies by a workplace mentor or supervisor either passively or actively engaged in workplace scenarios or decision making trees.) http://elearningtech.blogspot.com.au/2006/05/shift-in-eLearning-from-pure.html Information Demonstration Case Study Scenario Decision Making Tree Knowledge checking Problem based Learning
- #21 Surround the learner with content to help them decide the right course of action Manuals FAQx Videos Supervisors or Experts Opinions Easy Job Aids (PDF)
- #24 Why is it important to create a course outline or storyboard before building an eLearning course? A course outline or storyboard will help you to organize both the course content and your thoughts on interactivity (audio, video, graphics, interactions, etc.). Here are a few things to consider when building your storyboard: On-Screen text What information is best presented as on-screen text? How much is too much? Remember, learners typically only scan the on-screen text. Audio Scripting Will or should you use audio in your course? If you decide to use it, be consistent throughout the course. If using audio, will you also include written scripting for the leaner to read? Can the learner advance through the course even if the audio is still playing? Do the learners have audio capabilities? Will they use headsets/earbuds? Do they have speakers for their computers? Interactions/Quizzes Will you add interactions/quizzes to your course? Interactions/quizzes should support the learning process and not distract from it. Use interactions to reinforce learning content. Graphics/Images Do not use gratuitous images. The images in your course must support the story you are telling. Most learners only scan over the text so your graphics need to help tell the story. Can the text be combined into the image? Video Is video a good delivery method for the content being presented? What information is best presented in video format? Do you have the time and budget for video? Can your network handle video? Course Test Is a course test required? If so, plan for the test in the storyboard process. This allows you to build test questions when you build the course objectives. The course test should not be an afterthought once the course is created. Printable Reference Materials Does the learner need printable reference materials to refer to while completing the training or after the training? Maybe offer a training recap. Website Links Can you link the learner off to a website to learn more about the topic? Development Notes Include additional development/design notes.