Introduction to Moodle
The continuing education department of a community college uses the LMS Moodle to teach adult education classes and needs to provide training to new instructors unfamiliar with Moodle. I was asked to design and build a facilitated eLearning course that provides the foundation needed to build a course and get started teaching with Moodle.
Learners will apply foundational functions of Moodle to build an online course by the end of the training.
Platform + Tools Used: LMS Moodle, Bootstrap, HTML, Photoshop, Snagit
Instructional Design Model: ASSURE
- Navigate and interact with the Moodle interface
- Customize profile and notification settings
- Customize the course layout
- Setup activity completion
- Add instructional content with Resources and Activities
- Post announcements/utilize discussion forums
- Create assessments
- Setup the gradebook
- Access gradebook reports/user activity reports
- Build an online course in Moodle
Instructional Strategies: Based on Knowles’ 4 Principles of Andragogy and Constructivist Theory
- Learners will be involved in planning and evaluation of the instruction by providing end of course feedback in the form of a survey.
- Learning activities provide experience by allowing the learner to apply and practice tasks outlined in the learning outcomes, i.e., customizing a course layout, adding activities and resources, building their own course in Moodle, etc.
- Learners will engage in topics that have immediate relevance to their occupation, in this case instructors will learn how to use their course curriculum to build an online course in Moodle that they will then teach.
- Learners will be active participants in problem-centered instruction by being asked to build an online course by learning and applying new technologies and processes such as creating assessments, setting-up the gradebook, and customizing the course layout, etc.
- Learning activities and content is scaffolded starting with the foundations of navigating the Moodle interface, and then building up to customizing settings, running reports, and by the end of the course the learner will have built a fully functional online class ready for launch.
- Instructional content is presented in small units, (chunking), so as to support scaffolding and to prevent cognitive overload, i.e., each objective is in its own section in the course.
Design Model Rationale:
I chose to use the ASSURE design model for this training because the model is based on Constructivist Theory, meaning students will learn most effectively by being active participants in their own learning. The central goal of this training is for learners to build an online class as they are working through this training module, so they will be practicing and applying the functions as they are taught each new skill. This method of engaging and interactive instruction allows for “learning by doing,” resulting in higher levels of knowledge creation than traditional formal instruction.