Moodle Course Creation Reflection

Moodle Course – Link to external site

While designing this short course, I kept in mind the idea of Andragogy and how adults come from a variety of experiences and therefore learn better through hands on experience. I incorporated this into my course by having the main assessment be a hands on case study where adult learners would collaborate and work together to solve a real problem. This is the exact environment that they will see in the work place so it, supposedly, should encourage a strong engagement in adult learners — according to Andragogy theories.

When it comes to instructional strategies I wanted to include student-student, student – teacher, and student – content opportunities. I find this to be a helpful strategy when learning new information. I also made sure to align my evaluation strategies with my instructional objectives.

I tried to incorporate cognitive, instructor, and social presence into my course. I used a photo of myself and a conversational tone in my writing to attribute to the social presence of the class and provide for an encouraging environment for collaboration. I set up the course methods and structure as simple and easy to follow to provide for a strong teacher presence. And lastly, I included a group discussion case student to provide for a strong cognitive presence of exchanging information and connecting ideas.

The most difficult part of creating this Moodle lesson was keeping it small enough to complete in a week but large enough to be worth my time. I also found navigating Moodle to be difficult as I have never used the administrative side of things and this LMS is much more robust compared to Canvas. Moodle allow much more control over design and and structure resulting in way more settings then I am used to seeing. To get past this problem I watched many (media-rich) tutorials that helped A LOT.

Overall I think learning the Moodle platform was a really fantastic and rewarding thing to gain form this course. I think all teachers should know how to navigate all LMSs.

Online Course Evaluation

Online Course Evaluations – Excel Sheet

Here I demonstrate my ability to evaluate the effective integration of technological resources and learning materials by comparing two online courses.

This activty was to select two online courses and evaluate them using a rubric you created or found. I chose to use a Quality Matters rubric because they are a non-profit organization that created standards for online courses. The results of my evaluations can be seen below.

While completing this activity I learned a few things. I learned that there are many courses available for free online that do not provide the proper information, support, or collaboration necessary for successful learning. I also learned that there are many aspects of an online course that go overlooked during creation. It is hard to remember all of the tiny things needed in an online environment without a checklist or rubric to follow. In my opinion, and from what I have seen during this module, is that a the minimum areas that need to be evaluated for an online course to be considered quality include: Content, Design, Objectives, Assessment, Activities/ Materials/Instructions, Student Support, and Accessibility.

My idea of a quality online course has changed due to this activity. Prior my idea of a quality online course was a course that had a simple design, clear instructions, appropriate use of technology tools, and a pedagogically sound structure. Now, I think quality online courses also have clear instructions when it comes to outside support, institutional goals, and communication plans.

My own online course design has already been affected by this activity. From now on, whenever I design and online course, I will consult with a quality rubric to make sure I cover all necessary features to support student learning. I will include more links to outside support and instructions on how to find not only academic support but also personal student support. I would also like to include more optional resources for my students to explore.

Quality Matters evaluation of two online courses

Standard Course 1: Canvas ASL Course 2: edX Spanish
Course Overview and Introduction 1 – 3 1 – 3
1.1 Instructions make clear how to get started and where to find various course components. 3 – Video and a written introduction of each section 3 – A video/screen cast is used with captioning
1.2 Students are introduced to the purpose and structure of the course. 2 – A basic purpose and overview of the structure is provided. 2 – a basic purpose is given and it is not explained who should take the course or how to take it. Only to follow the activities.
1.3 Etiquette expectations (sometimes called “netiquette”) for online discussions, email, and other forms of communication are stated clearly. 1 – No Nettiquette rules are provided 1 – No Nettiquette rules are provided
1.4 Course and/or institutional policies with which the student is expected to comply are clearly stated, or a link to current policies is provided. 3 – Conditions of use are clearly provided 1 – No Conditions of use are provided
1.5 Prerequisite knowledge in the discipline and/or any required competencies are clearly stated. 3 – Clearly stated prerequisites 3 – Clearly stated prerequisites
1.6 Minimum technical skills expected of the student are clearly stated. 2 – Tech requirements covered 1 – Tech skills not mentioned
1.7 The self-introduction by the instructor is appropriate and available online. 1 – No instructor introduction 1 – No instructor introduction
1.8 Students are asked to introduce themselves to the class. 3 – The first activity requires introduction 1 – No introductions required
Learning Objectives
2.1 The course learning objectives describe outcomes that are measurable. 2 – Outcomes are partially measurable 2 – Outcomes are partially measurable
2.2 The module/unit learning objectives describe outcomes that are measurable and consistent with the course-level objectives. 3 – Outcomes are consistant 2 – Outcomes are partially consistant
2.3 All learning objectives are stated clearly and written from the students’ perspective. 2 – Not written from the student perspective 1 – Not clear or from the students perspective
2.4 Instructions to students on how to meet the learning objectives are adequate and stated clearly. 3 – Instructions are clear 2 – Instructions are infered
2.5 The learning objectives are appropriately designed for the level of the course. 3 – Objectives are appropriate 3 – Objectives are appropriate
Assessment and Measurment
3.1 The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources. 3 – Assessments are consistant 3 – Assessments are consistant
3.2 The course grading policy is stated clearly. 3 – Grading policy clearly stated 3 – Grading policy explained
3.3 Specific and descriptive criteria are provided for the evaluation of students’ work and participation and are tied to the course grading policy. 3 – rubrics are provided for every assignment 3 – Criteria match the gradign policy
3.4 The assessment instruments selected are sequenced, varied, and appropriate to the student work being assessed. 3 – assesment materials are viaried and appropriate 2 – assesment materials are not varied
3.5 Students have multiple opportunities to measure their own learning progress. 2 – students can follow thier grades and self comprehension 2 – students can follow thier grades and self comprehension
Instructional Materials
4.1 The instructional materials contribute to the achievement of the stated course and module/unit learning objectives. 3 – The materials contribute to the course 3 – The materials contribute to the course
4.2 The purpose of instructional materials and how the materials are to be used for learning activities are clearly explained. 3 – Materials are clearly explained 3 – Materials are clearly explained
4.3 All resources and materials used in the course are appropriately cited. 1 -Materials are not cited correctly 3 – Materials were created for the course
4.4 The instructional materials are current. 3 – Materials are current 3 – Materials are current
4.5 The instructional materials present a variety of perspectives on the course content. 2 – Materials offer a small variety 3 – Materials offer a variety
4.6 The distinction between required and optional materials is clearly explained. 2 – There are no optional materials 2 – There are no optional materials
Learner Interaction and Engagment
5.1 The learning activities promote the achievement of the stated learning objectives. 3 – Activities promote objectives 3 – Activities promote objectives
5.2 Learning activities provide opportunities for interaction that support active learning. 3 – Activities promote interaction 1 – No interaction required
5.3 The instructor’s plan for classroom response time and feedback on assignments is clearly stated. 1 – No response time mentioned 1 – No response time mentioned
5.4 The requirements for student interaction are clearly articulated. 3 – requirements for interaction are stated 1 – no interaction required
Corse Technology
6.1 The tools and media support the course learning objectives. 3 – Media supports objectives 3 – Media supports objectives
6.2 Course tools and media support student engagement and guide the student to become an active learner. 3 – Media supports engagement 3 – Media supports engagement
6.3 Navigation throughout the online components of the course is logical, consistent, and efficient. 3 – Navigation is logical, consistnat, and efficient 3 – Navigation is logical, consistnat, and efficient
6.4 Students can readily access the technologies required in the course. 2 – Accounts need to be made 3 – Technology is easily accessable
6.5 The course technologies are current. 3 – Tech is current 3 – Tech is current
Learner Support
7.1 The course instructions articulate or link to a clear description of the technical support offered and how to access it. 1 – no tech support explained 1 – no tech support explained
7.2 Course instructions articulate or link to the institution’s accessibility policies and services. 1 – No link provided 3 – Link provided
7.3 Course instructions articulate or link to an explanation of how the institution’s academic support services and resources can help students succeed in the course and how students can access the services. 1 – No Link provided 3 – Link provided
7.4 Course instructions articulate or link to an explanation of how the institution’s student support services can help students succeed and how students can access the services. 2 – Instructions for access to student services provided 1 – No link provided
8.1 The course employs accessible technologies and provides guidance on how to obtain accommodation. 3 – Insructions are provided 1 – No instructions provided
8.2 The course contains equivalent alternatives to auditory and visual content. 3 – Alternatives provided 1 – No alternatives
8.3 The course design facilitates readability and minimizes distractions. 3 – Readable 3 – Readable
8.4 The course design accommodates the use of assistive technologies. 3 – Assistive technology friendly 3 – Assistive technology friendly
TOTAL 109/123 90/123