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Moodle 3.x Teaching Techniques - Third Edition

Book Description

Creative ways to build powerful and effective online courses with Moodle 3.0

About This Book

  • Unleash your teaching talents and develop exciting, dynamic courses

  • Put together effective online courses that motivate students from all backgrounds, generations, and learning styles

  • Find powerful insights into developing more successful and educational courses

  • Who This Book Is For

    If you want to unleash your teaching talents and develop exciting, dynamic courses that really get students moving forward, then this book is for you. Experienced Moodlers who want to upgrade to Moodle 3.0 will find powerful insights into developing more successful and educational courses.

    What You Will Learn

  • Create a dynamic learning environment using different techniques

  • Motivate your students to collaborate and demonstrate what they are learning and to create projects together

  • Develop materials you can re-use in your future courses

  • Create online workshops and galleries for your students to make presentations about what they have learned

  • Engage your students in team work that helps them connect course content with their experiences and prior learning

  • Develop high-quality courses that will last to create a personal inventory you can use and re-use

  • In Detail

    Moodle, the world's most popular, free open-source Learning Management System (LMS) has released several new features and enhancements in its latest 3.0 release. More and more colleges, universities, and training providers are using Moodle, which has helped revolutionize e-learning with its flexible, reusable platform and components.

    This book brings together step-by-step, easy-to-follow instructions to leverage the full power of Moodle 3 to build highly interactive and engaging courses that run on a wide range of platforms including mobile and cloud.

    Beginning with developing an effective online course, you will write learning outcomes that align with Bloom's taxonomy and list the kinds of instructional materials that will work given one's goal. You will gradually move on to setting up different types of forums for discussions and incorporating multi-media from cloud-base sources. You will then focus on developing effective timed tests, self-scoring quizzes while organizing the content, building different lessons, and incorporating assessments. Lastly, you will dive into more advanced topics such as creating interactive templates for a full course by focussing on creating each element and create workshops and portfolios which encourage engagement and collaboration

    Style and approach

    With clear, step-by-step instructions, this book helps you develop good, solid, dynamic courses that will last by making sure that your instructional design is robust, and that they are built around satisfying learning objectives and course outcomes. Packed with plenty of screenshots and practical examples, you will get solid understanding of developing courses that are a success in the real world.

    Downloading the example code for this book. You can download the example code files for all Packt books you have purchased from your account at http://www.PacktPub.com. If you purchased this book elsewhere, you can visit http://www.PacktPub.com/support and register to have the code file.

    Table of Contents

    1. Moodle 3.x Teaching Techniques Third Edition
      1. Moodle 3.x Teaching Techniques Third Edition
      2. Credits
      3. About the Author
      4. www.PacktPub.com
        1. eBooks, discount offers, and more
          1. Why subscribe?
      5. Preface
        1. What this book covers
        2. What you need for this book
        3. Who this book is for
        4. Conventions
        5. Reader feedback
        6. Customer support
          1. Downloading the color images of this book 
          2. Errata
          3. Piracy
          4. Questions
      6. 1. Developing an Effective Online Course
        1. The Moodle advantage
        2. What will we accomplish with this book
        3. Some Moodle requisites
        4. Standard modules
        5. Instructional principles and activities
        6. What are we trying to do in an online course?
        7. How does learning take place in an online course?
          1. How people learn
          2. Categories, classifications, and schemata
          3. Social learning
          4. Emulatory learning
          5. Communities of practice
          6. Social practices
          7. Experiential learning
          8. Conditions of learning
          9. Behaviorism
          10. Course-building components in Moodle
        8. Resources
          1. Book
          2. Link to a file or website
          3. Activities
          4. Assignment
          5. Choice
          6. Database
          7. Forum
          8. Glossary
          9. Quizzes
          10. Journal
          11. Lessons
          12. Wiki
          13. Course Timetable
          14. Instructional principles and activities mapped to Moodle features
        9. Access for everyone
        10. Summary
      7. 2. Instructional Material
        1. Selecting and organizing the material
          1. Matching the material to the learning objectives
          2. Using Forums to present your material
          3. Incorporating social media and cloud-based resources
          4. Creating a separate group for each student
          5. Enrolling students
          6. Creating a group for each student
        2. Guiding and motivating students
          1. Creating the learning environment
          2. Asking permission and setting a policy
          3. Types of forums
            1. Single simple discussion forum
            2. Standard forum
        3. Keeping discussions on track
          1. Using a custom scale to rate relevance
          2. Splitting discussions
            1. Will splitting move replies you want to keep in place?
        4. Monitoring student participation in a forum
          1. Determining who has posted to a forum
            1. What postings has a student made
        5. Summary
      8. 3. Collaborative Activities
        1. Interaction involves collaboration
        2. Uses of Chat
          1. Test preparation and online study groups
            1. Creating study groups
            2. Groups carried over to other activities
            3. Key settings for study groups in Chat
            4. Assigning review topics
            5. Kinds of questions
          2. Reviewing papers and other assignments
            1. Creating a one-on-one chat
              1. Workaround 1 – Using groups
              2. Workaround 2 - Restricting access
          3. Guest speakers
          4. Including chats from previous classes
            1. Copying a transcript
          5. Foreign language practice
            1. Preparing for foreign language chat
            2. Compiling and reviewing chat transcripts
            3. Copying chat transcripts
            4. Assigning a chat transcript as an editing exercise
        3. Tips for a successful chat
          1. Basic chat etiquette
          2. Prepare for a definite starting and ending time
          3. Limit the number of participants
          4. Prepare a greeting for latecomers
          5. Focus
          6. Insert HTML
        4. Summary
      9. 4. Assessment
        1. The purpose of assessment
        2. Assessment and your learning objectives
        3. Types of assessments
        4. Keys to successful assessment
          1. Taking the fear out of assessment
        5. Assessment with quizzes and distributed practice
          1. Advantages and limitations of distributed practice
          2. Opening and closing quizzes at predetermined times
          3. Indicating that a quiz is closed
        6. Using quizzes for frequent self-assessment
        7. Making a quiz - a learning tool
          1. Questions must be specific
          2. Adding feedback to quiz questions
            1. Feedback for a multiple choice question
            2. Feedback for a numeric question
        8. Reinforcing expertise with timed quizzes
        9. Assessment and motivation
        10. Frequent self-assessment
        11. Self-generating certificates upon successful completion of assessment activities
          1. Setting up the Gradebook
        12. Badges
        13. Summary
      10. 5. Lesson Solutions
        1. Selecting and sequencing content for Lessons
          1. Create conditions for learning
          2. Employ scaffolding
          3. Use chunking to help build concepts
          4. Get students involved early
          5. Keep it lively
          6. Keep focused
          7. Use media strategically
          8. Diagnostic and developmental/remedial content
          9. Reward practice
          10. Build confidence for final graded performance
        2. Getting started - a simple example
        3. Moodling through a course
          1. The need for sequential activities
          2. Lesson settings
            1. General settings
            2. Grade options
            3. Flow control
            4. Lesson formatting
            5. Access control
            6. Other Lesson settings
        4. Controlling the flow through a Lesson
        5. Use a Lesson to create a deck of flash cards
          1. Keep it moving
          2. Lesson settings that help create a flash card experience
        6. Use an ungraded Lesson to generate materials and strategies for real-world applications
          1. A workaround
        7. Summary
      11. 6. Wiki Solutions
        1. Using wikis to achieve learning objectives
          1. Why a wiki?
            1. Wiki versus forum
            2. Wiki versus blog
            3. An assignment
            4. Let's agree to disagree
        2. Individual student wikis
          1. Creating individual wikis
          2. Active reading strategies with individual student wikis
            1. Creating a text file for the wiki's starting page
            2. Creating multiple starting pages
            3. Multiple text files create multiple starting pages
              1. Creating links to other starting pages
            4. Creating an individual student wiki in your course
            5. Test the wiki as a student
            6. Leveraging guided notes created by students
        3. Suggested wiki etiquette
        4. Summary
      12. 7. Glossary Solutions
        1. Helping students learn - schema building
        2. Moodle's glossary functions
          1. Automatic linking to a glossary
          2. Course versus site glossaries
          3. Wiki versus site glossaries
          4. Main versus secondary glossaries
          5. Managing students' contributions to a glossary
          6. Ratings and comments
        3. Adding memory aids to glossary entries
        4. Student-created class directory
        5. Student-created test questions
        6. Student-created extended definitions
        7. Summary
      13. 8. The Choice Activity
        1. Moodle's choice activity
        2. A look at the choice activity
          1. Students' point of view
          2. Teachers' point of view
            1. Number of choices
            2. Limit
            3. Publishing results
            4. Privacy
            5. Allowing students to change their minds
        3. Student polls
        4. Learning styles
        5. Self-regulation
        6. Choosing teams
        7. Students' consent
        8. Students' performance
        9. Preview the final
        10. Summary
      14. 9. Course Solutions
        1. Building the course design document
        2. Prioritizing and selecting based on learning objectives
        3. Understanding your students, their technologies and their access
        4. Overcoming course anxiety
        5. Important announcements
        6. Moving blocks to the main course area
          1. The goal
          2. Course blogs
          3. Notes
          4. General news and announcements - learning objectives
          5. Using this workaround with other blocks
            1. Section Links
            2. Activities
        7. The syllabus
          1. Printer-friendly for letter and A4 sizes
          2. Online calendar with event reminders
        8. Encouraging course completion
        9. Creating certificates
        10. Creating Badges
        11. Motivating interaction via webinars and web conferencing
        12. Summary
      15. 10. Workshop Solution
        1. Workshop overview and use
        2. Workshops and collaborative solutions
        3. Workshop basics
          1. Listing your learning objectives
          2. Planning your strategy
          3. Grading peer assessment
        4. Getting started - setting up the Workshop
        5. Step-by-step example - submissions
          1. Setting up a task
          2. Assessing student peer assessment
            1. Student grade - peer assessment and student work
            2. What are the criteria for assessing the work?
            3. What submissions will the student assess
            4. Anonymous assessments
              1. Classmate agreement on grades
          3. Schedule for submitting the work and assessments
        6. Summary
      16. 11. Portfolio/Gallery Solution
        1. Learning objectives and outcomes
        2. Advantages of collaborative activities
        3. Project-based assessment
          1. The best uses of project-based assessment
          2. Learning objectives and projects
          3. Collaboration and cooperation
          4. Examples of portfolios and galleries
            1. Multimedia presentations
            2. Student presentations
            3. Student image galleries
            4. Student creative writing projects
            5. Student research projects
        4. Encouraging creativity – A sample Workshop
          1. The creative writing e-portfolio – My Hometown
            1. Instructions to students
            2. Procedures for collaboration
        5. Our hometowns – A collective conversation
          1. Supportive environments and intellectual risk taking
        6. Tips for a successful experience
        7. Summary