Customizing the Course Prototype in Moodle · 2013-11-11 · EDTC 6323 Project 1: Design Document 9/15/2013 Page 5 of 17 below for final assignment. D. Self-Check Question.There are

Customizing the Course Prototype in Moodle

Design Document

Created by: Bryan Hauf

9/15/2013

EDTC 6323 Project 1: Design Document 9/15/2013

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Instructional Goal Upon completion of the instructional unit, instructional designers will be able to customize the course

prototype in the Moodle learning management system (LMS).

Performance Objectives 1. Using the Moodle LMS (CN), instructional designers will upload the base course prototype (B)

without any assistance, and without errors (CR).

2. Using the Moodle LMS (CN), instructional designers will modify the course settings (B) with 100%

accuracy, and without assistance (CR).

3. Using the Moodle LMS (CN), instructional designers will add files and images for the course (B) into

the private files area, and without any assistance (CR).

4. Using the Moodle LMS (CN), instructional designers will replace existing content (B) with 100%

accuracy, and without any assistance (CR).

5. Using the Moodle LMS (CN), instructional designers will reorganize resources and pages (B) with

100% accuracy, and without any assistance (CR).

Learner Analysis In this instructional unit, the words “learners” and “instructional designers” will be used

interchangeably.

Pre-requisite skills To successfully complete this instructional unit, learners should be equipped with the following

knowledge and skills:

1. Beginner-to-intermediate level computer skills that include the ability to: perform basic text

editing functions (copy and paste), connect to the Internet, access Internet sites through a

modern Web browser, login to Web-based systems, and navigate the Windows operating

system using a keyboard and mouse.

2. Beginner level course developing skills within an LMS that include the ability to: login to a LMS;

identify basic functions of a LMS such as editing, deleting, and rearranging content; modify,

create, and edit content using a rich text editor; and navigate the basic areas of a learning

management system.

Prior Knowledge of Instructional Topic The learners should possess beginner level knowledge of learning management systems in order to be

successful throughout the instructional unit. Learners should have a basic understanding of learning

management system functions and capabilities. However, learners are not expected to have any

experience with the Moodle LMS.


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Attitudes Toward Content and Delivery System While the learners have some experience with learning management systems, most are not familiar

with the Moodle LMS. The learners understand the importance and purpose of the prototype and see

this as an opportunity to further develop their proficiency across additional learning management

systems and to improve course quality for the courses they develop. The learners expressed excitement

towards the content since it gives them a tool to easily create, insert, and modify course content that is

aligned with industry quality standards. Since the instructional unit is being delivered through

WordPress and Moodle, the leaners have a high comfort level for consuming the content.

Learner Motivation The learners want to become LMS flexible so that they can develop quality courses across all learning

platforms and support faculty no matter which learning management system is used. Because the

learners have limited to no use of the Moodle LMS, they are eager to begin the instructional unit to

further develop their skills as instructional designers. Additionally, the learners see the course prototype

as an important instructional tool in developing quality courses; they see this as an excellent

opportunity to become familiar with the effective practices included.

Education Background and Ability The instructional unit is designed for learners who have a minimum of a bachelor’s degree in

instructional design, education, or related field. The learners must have some experience working in a

LMS as a student or instructor and have proficient computing skills. 80% of the learners hold a master

degree while 20% hold a bachelor degree.

Learners’ Preferences and Learning Styles All learners identified for this instructional unit expressed that they learn best from a mixture of audio,

video, and text content. Each learner conveyed the need for demonstrations either through step-by-step

text instructions with graphics, or through screen recording demonstrations. The learners also expressed

the need for a text-equivalent of each video and audio component.

Attitudes Toward Management The learners expressed gratitude for this professional development opportunity to further refine their

course development skills in another learning platform.

Group Characteristics Out of the seven learners identified, three are Caucasian male. The remaining consists of three

Caucasian females and one Hispanic female. The average age of the audience is 29 years; the youngest is

23 years while the oldest is 40 years.

Design/Development Risk This instructional unit relies heavily on the learners’ familiarity with learning management systems, basic

computing skills, and experience with course development. One major risk that may occur is with those

individuals who are less experienced with the functionality and tools of a learning management. Being


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unfamiliar with names of tools incorporated within an LMS may lead to an unsuccessful learning

experience.

Context Analysis

Learning Context The learners identified will be able to access this fully online, self-paced instructional unit (IU) from a

desktop computer or laptop with a modern Web browser installed, preferably Mozilla Firefox. This IU

will be hosted on WordPress and will require access to the Moodle LMS for completing specific learning

activities. Since the IU will be accessible from the Internet, the learners have the option to complete the

IU from home or the workplace. The identified learners will be required to log in to the Moodle LMS

with the credentials obtained during pre-instructional activities; an account is not required for

WordPress. If the learner does not currently have access to the Moodle LMS, it is their responsibility to

contact the appropriate person for access. Each learner will be provided with a blank course and

enrolled as a teacher.

Performance Context Upon completion of this training, learners will upload the base course prototype, customize the content

within three components, and reorganize the structure of one module in the blank course provided in

the Moodle LMS environment. Additional components may be developed depending on the time

remaining.

Assessment of Learning Outcomes Through this comprehensive instructional unit, instructional designers will learn how to customize a

course prototype in Moodle to more efficiently support subject matter experts. Below, each identified

performance objective will be restated and aligned with the assessment items defined in the assessment

strategies below for an accurate measure of student performance throughout the instructional unit.

Assessment Strategies

Pre-Course Self-Assessment

Before beginning any of the instructional activities, learners will be presented with a pre-course self-

assessment that will be used as a method to measure learner knowledge of the content and pre-

requisite skills. This timed, true/false assessment will contain 5 questions related to the pre-requisite

skills and 5 questions related to the content. Learners must achieve a score of at least 50% and correctly

answer all questions related to the pre-requisite skills. There will be only one attempt given for this self-

assessment. If the learners do not meet the requirement, they will be directed to the subject matter

expert for additional training before they can begin the instructional unit.


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Scenario-Based Final Assignment

Included in the instructional unit is a scenario-based assignment that enables learners to perform the

step-by-step process to master the identified performance objectives. The final assignment in the

instructional unit will attempt to tie together all the performance objectives identified to master the

instructional goal. The subject matter expert will provide text-based feedback for each assignment

submission. Learners should refer to the rubric provided for each assignment to ensure successful

completion.

Self-Check Questions

Throughout the instructional unit, the learners will be given the opportunity to immediately reinforce

skills learned through self-check questions presented after the multimedia presentations. Each self-

assessment will contain 2-3 self-check questions and will provide immediate feedback to the learner

after answers are submitted.

Scenario-based Questions

Throughout the instructional unit, the learners will be given the opportunity to teach what they have

learned through a scenario-based activity to further reinforce the skills learned throughout the lesson.

Each scenario-based situation will stimulate the learner to think critically about how to solve the task at

hand.

Post-Course Self-Assessment

Upon successful completion of all lessons and the final assignment, learners will take a post-course self-

assessment that contains the same questions as the pre-course self-assessment. The purpose of this

assessment is to measure the growth of the instructional designers upon completing the instructional

unit.

The Instructional Goal, Performance Objectives, and Assessments

Instructional Goal Instructional Goal with Performance Context

Assessment

Goal: Upon completion of the instructional unit, instructional designers will be able to customize the course prototype in the Moodle learning management system (LMS).

Using the Moodle LMS (CN), instructional designers will customize a course prototype for a subject matter expert by performing the steps identified in the course prototype customization process (B) without assistance (CR).

A. Pre-course self-assessment: The pre-course self-assessment will be given to measure learner’s current knowledge of the presented content and pre-requisite skills. See below for assessment.

B. Post-course self-assessment: The post-course self-assessment will be given to measure the growth of the Instructional Designers upon completing the training. See below for assessment.

C. Final assignment: The final assignment is a scenario-based activity that will provide learners the opportunity to apply what they have learned throughout the instructional unit. See


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below for final assignment. D. Self-Check Question. There are several

steps involved in order to efficiently customize the course prototype in the Moodle LMS. Match the descriptions provided in the right column with the Step number in the left column.

1. Step 1 a. reorganize

content

2. Step 2 b. Upload the base

course prototype

3. Step 3 c. Add course files

and images for the

course

4. Step 4 d. Modify course

settings

5. Step 5 e. Edit existing

content

Answer Key: 1. b 2. d 3. c 4. e 5. a

Steps in Instructional Goal Performance Objectives Assessment

1. The instructional designers will upload the base course prototype.

Using the Moodle LMS (CN), instructional designers will upload the base course prototype (B) without any assistance, and without errors (CR).

Self-Check Questions 1. Multiple-Choice: What course

administration setting should be used to begin the base course prototype import process? a. Backup b. Restore c. Import d. Publish

Feedback: Since the base course prototype is a file that must be uploaded, the Restore setting under


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course administration must be chosen. The Import setting will allow you to import content from existing courses within the system.

2. Multiple-Choice: What options should be chosen in Step 2: Destination of the Moodle course restore process? a. Restore as a new course and select

the appropriate category. b. Restore into this course and delete

the contents of this course and then restore.

c. Restore into this course and merge the back course into this course.

d. Restore into an existing course and merge the course into the existing course.

Feedback: Your best option is to restore into this course select the option to delete the contents of this course and then restore. This will ensure that you start over with a clean slate and use the settings included with the base course prototype package.

2. The instructional designers will modify the course settings.

Using the Moodle LMS (CN), instructional designers will modify the course settings (B) with 100% accuracy, and without assistance.

Self-Check Questions 1. True/False: It is recommended that you

always update/verify the course settings immediately after importing the base course prototype package. a. True b. False

Feedback: As a best practice, it is always best to modify and verify the course settings after successfully importing a package so that you have the appropriate settings to work with moving forward and that your course is easily recognizable for later modifications

2. True/False: The course should be made available to students while you are editing content. a. True b. False


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Feedback: As a best practice, you should make the course unavailable to students if you find that you are making edits to the course before the student start date. Using this option keeps students from being able to see any updates before a course is set to start and keeps them from consuming any potential inaccurate or unfinished information.

3. The instructional designer will add files and images for the course.

Using the Moodle LMS (CN), instructional designers will add files and images for the course (B) into the private files area, and without any assistance (CR).

Self-Check Questions 1. Multiple Answer: Uploading course files

into a user’s My private files area allows the user to: a. bulk upload files into the course. b. upload files private to the user. c. organize files into folders. d. upload files that will be visible to all

users editing the course.

Feedback: Adding files to the My private files area allows a user to bulk upload files into the course through drag and drop, upload files that are only visible to the user, and organize files into folders. Uploading files to the My Private files area allows easy retrieval of images for insertion to the course. When a file is chosen and added into the course, the file is copied from the My private files area into the file system for the course.

2. True/False: Users can upload a zip file that can be extracted within the My private files area. a. True b. False

Feedback: As an alternative to dragging and dropping images all at once or one at a time, users may upload a zip file for easy extraction of multiple files.

4. The instructional designer will replace

Using the Moodle LMS (CN), instructional designers will

Self-Check Questions 1. Multiple Choice: There are two


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existing content. replace existing content (B) with 100% accuracy, and without any assistance (CR).

methods for accessing the activity /resource content editor. The first method is to visit the activity /resource you want to edit and click on the Edit settings link under the Settings> Page module administration block. The second method is to: a. click on the edit button when

visiting an activity/resource. b. click the Turn editing on button

and then click the gear icon for the corresponding activity/resource.

c. click the Turn editing on button and then click the pencil icon for the corresponding activity/resource.

d. click the Turn editing on button and then click the overlapping page icon for the corresponding activity/resource.

Feedback: The second method is to click the Turn editing on button and then click on the corresponding gear icon for that activity that needs to be edited.

2. Multiple Choice: The WYSIWYG rich text editor allows you to perform all of the following except: a. Change font type and size b. Change font style (bold, italics,

underline) c. Change font color d. Upload/insert multimedia

(audio/video/pictures) e. Record multimedia from webcam f. Customization with HTML g. Spellcheck

Feedback: The Moodle WYSIWYG is not equipped with the capabilities to record audio or video from the web cam. However, the WYSIWYG allows for the upload and insertion of pre-recorded video and audio.

5. The instructional designer will

Using the Moodle LMS (CN), instructional designers will

Self-Check Questions 1. True/False: Whole topics/weeks can be


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reorganize resources and pages.

reorganize resources and pages (B) with 100% accuracy, and without any assistance (CR).

reorganized when viewing the course map in with editing turned on. a. True b. False

Feedback: When editing mode is turned on, you can reorganize weeks/topics by placing your mouse cursor over the directional arrows and then performing a drag and drop to move the item to its designated location.

2. True/False: Individual activity/resource pages can be easily moved by use of drag and drop from one topic/week to another: a. True b. False Feedback: When editing mode is turned on, you can reorganize activity/resource pages easily by placing your cursor over the corresponding directional arrows and then performing a drag and drop to move the item to its designated location.

Pre-Course/Post-Course Self-Assessment Instructions: This self-assessment is intended to gauge your knowledge of the content before you begin

the instructional unit. Please answer each question to the best of your ability. At the completion of the

course, you will be presented with the same self-assessment to measure your progress throughout the

instructional unit.

For Questions 1-5, select the best answer presented.

Q1. What learning management system listed below is open source?

a. Blackboard b. Desire2Learn c. Moodle d. Canvas

Q2. What file format is most compatible with Moodle when importing an existing content package?

a. .zip b. .mbz


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c. .imscc d. .qti

Q3. What is the best method for uploading files to Moodle for inserting into a course?

a. Upload all files at once into course files b. Upload all files at once into My private files c. Upload files using file picked when necessary d. Files cannot be uploaded

Q4. Which of the following is not a course format/layout option available in Moodle?

a. Weekly b. Modules c. Topics d. Social e. SCORM

Q5. The Moodle LMS allows you to drag and drop activity/resource pages from one area to another?

a. True b. False

For Questions 6-10, select if you agree or disagree with the statements presented

Q6. I know how to upload a content package into the Moodle LMS.

a. Agree b. Disagree

Q7. I know how to access and upload the My private files tool in the Moodle LMS.


Q8. I know how to edit, delete, and delete content in the Moodle LMS.


Q9. I know how to modify course settings such as the course name, course format, and course

availability.


Q10. I know how to rearrange content in the Moodle LMS.



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Final Assignment Now that you have successfully learned about and practiced each task associated with customizing the

course prototype in the Moodle LMS, you are now ready to put it all together. In this final assignment,

you are to build out one week/topic of content. Materials from a subject matter expert to build out your

content or you may use your own content. A minimum of 3 activity/resource pages must be

completed. The following tasks are mandatory:

Upload the base course prototype and write over any existing content.

Update the following course settings:

o course name

o course short name

o number of weeks/topics according to your specifications

o Adjust the availability to students to “not available”

Add in custom content for week/lesson 1. The following components must remain:

o Overview

o Learning Objectives

o To-do List

o Reading/Multimedia

o Discussion

o Assignment

One activity/resource must contain video or audio.

Add at least three unique, relevant images to your content.

Remove unused activities/resources.

Reorganize the content if necessary.

Use the comments box below to submit the URL, course name, course short name, length of course, and

order of activities/resources for the completed week/topic. Use the Assignment Rubric below for details

on the grading criteria being used to evaluate your submission.

Criteria Acceptable Not Acceptable

Course Prototype Upload Successfully uploads the course prototype without any assistance. 2 points

Requires assistance in uploading the course prototype. 0 points

Task Descriptions Successfully updates the course settings by updating the course name, course short name, number of weeks/topics, and availability according to submission in comments. 5 points

Does not update the course settings by updating the course name, course short name, number of weeks/topics, and availability according to submission in comments. 0 points

Add new images Successfully includes at least 3 unique images that are relevant to the content. 3 points

Does not include at least 3 unique images that are relevant to the content. 0 points

Updates content Successfully updates and replaces Does not remove pre-existing


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existing content from the base course prototype. This content may be created by the instructional designer or obtained from a subject matter expert. At least 3 activity/resource pages are included. The following content is included: Overview, learning objectives, to-do list, discussion, and assignment. 10 points

content, does not add new content, and/or does not have a minimum of 3 activity/resource pages. Content is missing from all or one of the following: Overview, learning objectives, to-do list, discussion, and assignment. 0 points

Multimedia Successfully includes one audio or video component in the week/topic. 2 points

Does not include one audio or video component in the week/topic. 0 points

Reorganizes content Successfully reorganizes content to be displayed in the order as submitted in the comment box. All unused activities are deleted from Module/Week 1. 3 points

Does not reorganize content to be displayed in the order as submitted in the comment box and unused content is not deleted. 0 points

Instructional Strategy The instructional strategy thoroughly identifies the “overt means by which knowledge, skills, and

procedures are exchanged during an episode of intentional learning” (Branch, 2009, pg. 85).

Furthermore, it also documents how students accomplish the performance objectives and sequences

the order in which learning activities are presented (Branch, 2009, pg. 85). The instructional strategy

presented in this document is segmented into five major components:

1. Pre-Instructional Activities 2. Content Presentation 3. Learner Participation 4. Follow-through Activities

Pre-Instructional Activities

Introduction

In order to stimulate learner motivation, a brief introductory video on the instructional unit,

approximately two minutes in length, will be provided on the course homepage. This introductory video

will be created using a new video service called Wideo that allows creation of engaging, short animated

videos (http://wideo.com). The video will attempt to motivate the learners by stating the instructional

goal, the relevancy of the goal to their job functions, and how their newly acquired skills will allow them

to better assist subject matter experts. Additionally, the video will identify how to reach the

instructional goal by highlighting the performance objectives so that the instructional designers

understand the purpose of the instructional unit. Images, fonts, and animation needed for this video will

be selected based on the media offered through the Wideo repository.

http://wideo.com/


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Pre-Course Self-Assessment

Reinforcement of prerequisite skills will properly prepare the instructional designers’ expectations of

what is needed for them to successfully complete the instructional unit. Before beginning the

instructional activities, the learners should be able to:

Demonstrate beginner-to-intermediate level computing skills.

Demonstrate the ability to access and work inside a Learning Management System (LMS).

Distinguish among the different types of Learning Management Systems.

The learners will take a pre-course self-assessment to measure their pre-requisite abilities. This 10

question, true/false assessment will allow the learners to determine if they are familiar with pre-

requisite skills plus the skills that will be taught in the instructional unit. A score of at least 50% and

correct responses to all questions correctly pertaining to the pre-requisite skills will indicate whether the

instructional designer will be successful with the instructional activities. The purpose of this condition is

to determine if any of the instructional designers are equipped with the pre-requisite skills and if they

are familiar with the content provided in the instructional unit. If this condition is not met, learners must

perform additional training to obtain the pre-requisite skills.

Moodle Access Request and Verification

Prior to beginning with the instructional activities, learners will be instructed to request access to the

Moodle LMS used for this instructional unit. The following information must be included in this request

for access:

a. First Name

b. Last Name

c. Email address

The request for access should be sent to the system administrator. Contact information for the system

administrator will be provided in this activity.

Content Presentation Since this is a stand-alone instructional unit that will not include a physical presence to guide the

learners, the content will be presented in WordPress. This allows for learners to easily access the course

at any time without needing a username and password. To simplify and pace the learners through the

instructional unit, the performance objectives will be categorized into five separate lessons to “chunk”

the content. Each lesson will contain the following components in the order listed below:

Overview: the content presented on this page will be in text format and will provide a brief overview to the lesson including performance objectives and expectations for successful completion.

Multimedia & Self-Check: the content presented on multimedia pages will deliver the main content in the form of video with audio narration. Interactive multimedia will be used in some lessons to breakdown more complex content. The multimedia content will also guide learners through the steps necessary to complete the performance objectives. The self-check questions


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will be presented below the video for learners to immediately reinforce their newly learned skills.

Try It Yourself Activity: the content presented on this page will be in text format and will give instructional designers the opportunity to apply what they have learned in the lesson. This will not be a graded assignment.

Help David Activity: the content presented on this page will be in text format and will give instructional designers the opportunity to teach what they have learned by applying critical thinking skills and newly learned skills. This assignment will not be graded.

Lesson Wrap-up: the content presented on this page will provide closure to the lesson by summarizing and reviewing the content by using infographics.

At the conclusion of the last lesson, learners will have the opportunity to apply what they have learned

in the lesson through the final assignment. Assignment instructions, detailed grading rubric, and

submission requirements will be included. Additionally, learners will take a post-course self-assessment

that contains the same questions used in the pre-course self-assessment. The purpose of the post-

course self-assessment is to measure the progress of learners and to provide closure to the instructional

unit.

Learner Participation

Multimedia & Self-check

As indicated in the content presentation section, multimedia will be used to guide learners through each

performance objective. By using multimedia, learners will consume the content presented by interacting

through guided examples and processes. Following the interactive elements will be self-check questions

to immediately reinforce newly learned skills. Immediate feedback will be presented to the learner while

interacting with the multimedia.

Non-graded Practice and Scenario Activities

To facilitate independent practice for the learners, non-graded practice activities will be used to practice

mastery of the performance objectives identified in the lesson overview. There are no submission

requirements for these activities. Learners are encouraged to practice these activities at least once to

gain experience in performing the step-by-step tasks for each performance objective.

Follow-through Activities

For Infographics

To recap each lesson, an infographic will be provided to review the key concepts and tasks learned.

Final Assignment

The scenario-based final assignment identified above serves as a follow-through activity to retain all

tasks and skills learned throughout the instructional unit. Learners may use the infographics to complete

the final assignment.


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Post-Course Self-Assessment

The post-course self-assessment will be made available so that learners can measure their progress

based on the score received from the pre-course self-assessment.


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1.0: Course Homepage/Landing

Page

1.1: Welcome Statement/Overview

2.0: Introduction

2.1: Introduction Video

2.2: Pre-Course Self-Assessment

2.3: Moodle Access Requirements

3.0: Lessons

3.1: Performance Objective #1

•3.1.0: Overview

•3.1.1: Multimedia w/ Self-Check

•3.1.2: Try It Yourself

•3.1.3: Multimedia w/ Avatar

•3.1.4: Lesson Wrap-up


3.2.0: Overview

3.2.1: Multimedia w/ Self-Check

3.2.2: Try It Yourself

3.2.3: Multimedia w/ Avatar

3.2.4: Lesson Wrap-up


3.3.0: Overview






3.4.0: Overview






3.5.0: Overview





4.0: Conclusion

4.1: Final Assignment

4.1: Post-Course-Self Assessment

Storyboard


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References Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Boston, MA: Springer-Verlag US.

Customizing the Course Prototype in Moodle · 2013-11-11 · EDTC 6323 Project 1: Design Document 9/15/2013 Page 5 of 17 below for final assignment. D. Self-Check Question.There are

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