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Using Moodle to Teach Constructivist Learning Design Skills to Adult Learners
Douglas L. Holton Utah State University, USA
This chapter describes a case study of the design and implementation of an online project-based course for learning constructivist instructional design techniques. Moodle, a free and open source learning management system, was chosen as a tool to meet both the goals of the course and the needs and abilities of the adult learners in this course. Despite the instructor’s and students’ inexperience with both Moodle and online courses, Moodle greatly facilitated the process, resulting in a largely successful and motivating learning experience.
As a first year assistant professor of instructional technology, I was asked to teach an advanced instructional design course, the second in a sequence, delivered online to masters level students. This was my first online teaching experience, and indeed, my first experience teaching graduate students, as my earlier teaching experiences were with undergraduates or K-12 students. Earlier, I had expressed interest in teaching such an advanced instructional design course - modeling it after the courses developed as part of the TRAILS project (2008, Training
and Resources for Assembling Interactive Learning Systems), and its successor, L2TD (2008, Learning about Learning-Technology-Design). As the description from the TRAILS website reads: TRAILS aims to broaden and support the pool of talent available to address the needs of K-12 education by creating powerful technology in forms such as simulations, interactive drill and practice, adaptive tutorials, and virtual manipulatives. Through the affiliated project-based design courses, it intends to have three major effects: to support and inspire higher-ed courses on the design of learning technologies, to generate new prototype tools for K-12 education, and, ultimately, to introduce tomorrow’s
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The first strategy to overcome students’ lack of prior coursework on learning theory was to both incorporate a crash course on learning theory in my course. taken in their very first semester of masters study. was a prerequisite for such an advanced instructional methods course.Using Moodle to Teach Constructivist Learning Design Skills to Adult Learners designers to techniques they will use to create effective tools for future learners. which allowed me to keep the same essential course goals in place of having students actually develop online constructivist learning resources and activities. A learning theory class was not offered until the end of their degree program. The second issue was that these students had no previous course on learning theory. and already working full-time jobs. One is that these students for the most part had no previous experience with computer development tools and technologies. but this was optional and usually not taken until the last year of study. at the end of their second year. Design. and computer science students combine into teams to design and program interactive educational software and games. and b) develop online computerbased instructional resources. The second strategy for overcoming students’ lack of computer-based development experience was to use a tool which allowed students to design their own online instructional activities without requiring any knowledge of HTML or programming. there not time to get the computer science department involved in collaborating with the class. 2004). students learn the Dick & Carey model for the systematic design of instruction (Dick. visual design. These students were first year students. such as creating HTML webpages or Flash animations. I followed two strategies for overcoming the two major hurdles. or other development tools. and the adult learners who took this course in more detail below. and some development skill. Other differences from the TRAILS and L2TD courses included the fact that my course was to be delivered online. and students developed paper-based or face to face training. This first course concerned modern instructional design techniques. constructivist philosophy. Examples of both modern and postmodern instructional design techniques are listed on a website by Martin Ryder (2008). including constructivism. including the ADDIE model (Analysis. and finally. In the TRAILS and L2TD courses. Students could take a course on the development of web-based resources. I felt that a basic knowledge of learning and pedagogical theories. Looking at the syllabi from other advanced instructional design courses at other universities. such as HTML. these students were adult learners with less time to devote to coursework. & Carey. That is essentially what students in the TRAILS and L2TD courses were doing. education. not face-to-face. Carey. and Evaluation). Flash. including: • • • techniques for designing constructivist learning environments multimedia design and evaluation principles designing e-learning/online instruction 2 . a free learning management tool called Moodle (2008). I describe the course. course description & Philosophy The description of this advanced course was as follows: In this course we’ll learn about applying advanced instructional concepts and practices. Implementation. I felt a nice complement to the beginner course would be for students to a) learn about post-modern instructional design techniques. however. and model constructivist techniques in my own teaching for the students. by designing educational games and simulations. In the first instructional design course of the sequence. our masters students were not prepared to develop such complex computer-based instructional resources as created in the TRAILS and L2TD courses. the Moodle tool. Development. However. There were at least two major hurdles.
including articles. 1998). videos. rather than the other way around (Brant. As listed above. after exploring the environment they may have formed questions or strategies for learning about the domain. which has a full-text version that is freely accessible online. 2008). Again this is because such constructivist learning environments often do not provide or transmit information to students so much as they require information and knowledge from students to be used effectively. 2004). and other complex. & Sugrue. and the students are primed to attend to a subsequent lecture or traditional form of instruction about the concepts they need to know. Even though students may or may not fully understand the open-ended learning environment. is that knowledge is subjective and interpretative. Currently. with little time devoted to newer. 3 . As a resource for this course. and the like. including web pages. modern instructional design models (as listed on Ryder. and interactive programs developed with Flash or other tools. Hence giving students an experience designing online instructional activities can also add to their toolbox of learning design strategies as well. case-based learning. Hooper. This engenders in students a preparedness for future learning. open-ended learning environments. and websites. The constructivist perspective. Schwartz & Bransford. constructivist learning techniques such as learning from games and simulations. An objectivist conception of learning assumes that knowledge can be transferred as is from the teacher or technology to the learner.Using Moodle to Teach Constructivist Learning Design Skills to Adult Learners The course goals consist of: • • • Learning constructivist design principles and frameworks Learning to evaluate existing computerbased instructional resources Learning new instructional strategies such as contrasting cases and problem-based learning Developing a computer-based resource or unit that employs constructivist techniques for fostering conceptual learning constructivism Constructivism is a conception of learning that is contrasted with objectivist notions of learning. Constructivist techniques are often counterintuitive and can sometimes even turn a traditional notion of designing instruction on its head. Brown. project or problembased learning activities. For example. many modern instructional design teams today develop online training. 1991. problem-based learning. open-ended learning environment like a simulation or case library before getting a traditional lecture about the principles one wants students to learn from such an environment. modeling tools such as concept maps or flow charts. instructional technology masters programs tend to focus more on traditional. We used other information resources as well. Constructivist learning environments are designed to facilitate a learner’s construction of new knowledge. 1998). Contrast that with students who receive a traditional decontextualized lecture or reading before or instead of experiencing the constructivist • The justification for this course again was twofold. videos. some example constructivist learning environments may include games and simulations. in certain cases learning gains are greater when students explore a complex. we used the text How People Learn (Bransford. This is despite the fact that constructivist techniques have been viewed as complementary to traditional methods. Secondly. and can add to an instructional designer’s toolbox (Brandon. & Cocking. 1999). however. project-based learning. Generally though I only required one short reading per week. and must be constructed by an individual (Jonassen. with the others provided as optional resources for additional information.
You’ll design an online course unit or activity that employs constructivist techniques for fostering better understanding of a concept. The actual design project itself was introduced in the syllabus: You will be working on a major design project for this class. during the course. You’ll become an instructor in your own course on the Moodle site. Hence in our course. discussion forum. Since the majority of students in this class don’t know HTML or programming. so that I and the students could get to know each other better. discussion. Social constructivism and constructionism is an extension of constructivism in which groups of people construct knowledge together to create a shared meaning. including blogs (a personal online journal or diary). The first involved reading. and other optional resources.” defined as a paragraph that significantly added to the discussion. course design & Implementation The general design of the course consisted of two major parts. developing assessment and learning activities. reflecting on coming up with a topic for their project. 2008). Moodle provides an assortment of tools that can be used for constructivist and social learning.Using Moodle to Teach Constructivist Learning Design Skills to Adult Learners 3) Moodle itself is designed from particular type of constructivist philosophy. Many e-learning and design jobs are looking for people with experience teaching with a course management system (CMS) like Blackboard or Moodle. lessons. Posts that simply stated “I agree” or “I disagree” did not count. a wiki (webpages anyone can directly edit in their web browser). And you only need to learn enough to create the instructional resources. there is a huge wealth of examples already documented out there. collecting data. I also experimented with a free. or their reactions to others’ thoughts. I broke the project into several stages to make it more manageable for the students. which doesn’t require any knowledge of HTML. The second and biggest component of the course was a design project. My only requirement was that they posted a “thoughtful response. Based on previous experience working on my own design projects and having K-12 students work on design projects. The project must address conceptual understanding of a topic in which people typically have misconceptions resistant to traditional instruction/lecture. chat room. assignments. And early in the semester I put up these guidelines and criteria for the design project. Don’t worry. the students used the Moodle blog tool. known as Dimdim (2008). Each week a different topic was covered. You don’t need to learn nitty gritty things like how to manage the gradebook or how to customize user permissions and roles and so forth. Throughout the semester I provided guidance for students to post weekly thoughts to their blog. I (and you) will be building a library of cases and examples from which you can draw. with one required reading or resource. The very first week students blogged about themselves. I’ll be showing you how to create learning activities in Moodle itself. and reflection. and testing their design with real K-12 students or other classmates. especially if you are in K-12 or higher education. social constructionism (Philosophy. I have found that keeping a journal of your thoughts and reflections can be helpful in improving the quality of your design. You’ll learn more about what that means the third week of class when we watch some videos and start reading How People Learn. and glossary in addition to traditional course management tools such as quizzes. open source real-time webconferencing application that integrates with Moodle. Students posted to a weekly discussion forum their own thoughts about the topic. database. This is a short version of those guidelines: 5 . and calendar and gradebook tools.
you can try it out with other students in our class or real students (at least about 5 students). Think of examples of conceptual misconceptions or difficulties people have in a particular topic area. and whether they show they have the misconceptions or not. Something that requires students to interact/participate. Develop the instructional unit and activities. for example. post-test. Some way for you to tell what the students know or don’t know. etc. In general your online instruction must show that: • • • • it targets conceptual learning. 9.] Test your online instruction. and other ideas. Post to your blog your reflections on your design project. Develop a reliable way to assess these difficulties that you can incorporate into your instruction. including embedding an external game or simulation. If you haven’t already. related to the readings and topics in our course. I filled out some basic terms before the class began for the one or two students who had not taken the earlier design course.” and so forth. Evaluate the results. 3. Document these difficulties/misconceptions. 5. This might be for example a short quiz (in your own Moodle course). etc. Evaluate the results from the 8. including “blogs. When you have collected this evidence. At this point my only requirements are that it has to be online. There are (at least) 3 ways to do this: as a pretest. 7. or have your “students” create a concept map. write about it in your blog. Once you have a prototype ready. [I gave some specific examples of constructivist activities that could be created in Moodle. or formative assessment activity. Blog your evaluation of your instruction. and that you use at least one constructivist technique or resource or activity. Revise your instruction and (ideally) try it again or show it to students again to see what they think. 6 . 2. 6. not (just) procedural learning it targets some conceptual difficulty / misconception (knowledge-centered) your instruction incorporates assessment (assessment-centered) your instruction employs constructivist learning techniques and is engaging to students (learner-centered) you incorporated the concepts and techniques that we learned about in class into your design you thoughtfully reflected on your design throughout the process and made modifications and adjustments as needed your instruction is professional quality and worthy of showing in your portfolio to existing or prospective employers • • • A third minor part of the course I tried as an experiment was to use the Moodle glossary. etc. This also was intended to model to students what glossary entries should look like. We even had a glossary of hundreds of terms covered in the course. what you learned. Use the How People Learn (HPL) Framework to evaluate your instruction to see what else it might be missing before you try it with real students. General Criteria. 4. Incorporate the assessment into your online instruction. or essay questions. what you did. I asked students to contribute 10 terms to the glossary. You need to find some evidence (besides your own intuition) that people have these difficulties. incorporate this assessment into your online Moodle class. creating a case library with the Moodle database tool.Using Moodle to Teach Constructivist Learning Design Skills to Adult Learners 1. what changes you would make. and did not know what terms like “ADDIE” or “ISD” meant. perspective of the HPL framework.” “constructivism. and that they did not have to be long at all (only a paragraph).
that still did not help students with our course. using the Feedback module for Moodle. as I might have if it were a face to face discussion. math education.” Luckily a couple of my students contacted me with some feedback. despite some feeling at first a bit overwhelmed that they had to learn yet another tool. My original intention for this course was to create many video screencasts about how to use Moodle. however. The actual Moodle course activities students designed were on the whole quite impressive. However. it still proved to be helpful to those students who were having trouble navigating the site or knowing what to do. Anytime they asked a question or needed help I always responded as quickly as I could. yet I did not tend to respond to thoughtful comments with “good comment” or “nice job” type of posts. and its unique features. However. the additional constraints that I put on the task. 7 . Students played on the strengths and skills they had from experience. and so forth. and how to add activities to your own Moodle course. In redoing the class next time. in which there are many boxes on the left and right sides filled with information and links. and the students really did engage with the material and with one another. I had not thought before the class began that this would be an issue. I now wish I had created the video before the course began. and in turn I created a narrated video screencast “tour” of our course website. The second type of feedback was from an anonymous survey I gave the students in the last week of the course. since the students had to pick out their own topic in the first instructional design course. Another major issue that arose early in the semester was the fact that it was quite difficult for some of the students to pick a topic for their instructional design project. I did not often enough respond to the forum posts of the students. they for the most part picked up how to use the Moodle site fairly quickly. One was accidental and unexpected – I received unsolicited emails from about half of the students which was all positive (to be expected since it was non-anonymous). That simply would have been too time consuming with 50 students posting every week. I received some good suggestions for improving the course in the future from both forms of feedback. always a challenge with younger learners. to pick a “conceptual” topic with which people normally have difficulty learning from traditional lectures or other means. That said.Using Moodle to Teach Constructivist Learning Design Skills to Adult Learners Issues during the course The majority of the students were already familiar with using Blackboard in the earlier instructional design course. However. The default page layout for a Moodle course is very “busy. The discussions were always very interesting. I instead just tried to convey to the whole class how impressed I was with their thoughtful discussions. I found some helpful videos and webpages that already existed and used them instead. I will provide a list of example topics and projects that can help guide students in deciding on their own design project topics. and thus. such as how to edit wiki pages. proved to be a true pleasure in this course. Fostering effective class participation. some students still were confused by the layout Moodle uses for courses. such as art and design. information technology training. I allowed students to team up. yet in this matter I greatly underestimated the thoughtfulness and dedication of these adult learners. and those that did produced especially well-designed instructional activities. and the weekly course content goes for down the middle of the page. made it a tougher task. I thought one of my main difficulties would be stimulating fruitful discussions in the discussion forums on a weekly basis. Our class ended up creating Feedback at the end of course I received two types of feedback from the students at the end of the course.
Wow. But it threw me for a loop. I took several side tracks because of all the options we had. and read what I liked. I felt you modeled the teaching you wanted us to learn very effectively. I know that there was an explanation at the beginning of the semester. [Student C] I had really enjoyed your course! I thought you did a great job of informing us of what we were to do each week and the work load was not overwhelming. it was really great to see students actually doing it and learning from my efforts last semester--just a thrill! (I’ll do it with the other 5th grade too. There was ample resources and direction given. I like the design of it better. This course was a neat experience for me.. again. I created two games that I didn’t even end up using in my course. Only two disliked it and six were neutral. I like to stay up on the latest technologies and programs. Approximately 37 students responded. Now that I’m developing my own.. [Student B] Thanks for all your work on our current course. I hope that I can access information from our Moodle class easily once the class is over. I found moodle to be a little confusing. as I plan to continue using Moodle for myself and students. Which was a pretty fun and interesting experience.all were engaged.maybe you should tell [next instructor] to use it for our next course! [Student D] I really learned a lot in your course. I’m learning a lot. I am so used to having someone hold my hand through a learning process. As I was building my course. I can appreciate all the work you put into it. it is another program I can tell perspective employers that I am familiar with.” “I did not like Moodle at first. I really enjoyed this class. and it is fun and helpful to read the comments.” “I personally like blackboard better.Thanks again for a great class! From the email feedback. including their opinion about Moodle (vs. Moodle seemed at first like it was impossible. and that Moodle was an appropriate and effective tool for meeting the course goals. 29 of the 37 (78%) indicated they liked or strongly liked Moodle. but I had a huge sense of accomplishment when I completed my project. Their teacher required the students to fill out the Exit Survey. Below are some of the comments about Moodle. but I was so taken 8 . But I wanted to send kind of a personal message.Using Moodle to Teach Constructivist Learning Design Skills to Adult Learners Email Feedback Some of the email feedback is listed below.There was so much valuable information and I want to read all of it. Thanks.) The students were proficient with the computer activities. that as I was constructing my course. and it had too much other information that was distracting. and I asked for their suggestions for improving how we use the tool and for improving my teaching and the course as a whole. The opinion of Moodle was very favorable. It has influenced me in the direction that I want to go. including negative ones: “I really absolutely liked it. I kept feeling like I was doing something wrong because of the past instruction I was used to. with my italics added for emphasis: [Student A] I will also take an opportunity to give course feedback in the moodle site itself. However. Anonymous Feedback about Moodle In an anonymous exit survey I asked the students a series of open-ended questions. [School name removed] is going to keep it as a link for a while! I know where to simplify in some areas. I believe the course was successful at modeling constructivist methods for the students. I had confidence in what next steps I needed to take. Blackboard). I am glad you introduced us to moodle. I am glad I learned moodle. At first the constructivist point of view was difficult for me. they had fun and it looks like they learned something too. [Student E] I finally tried out my Moodle course in one 5th grade class [name removed] School.
I have really been able to figure out the features of Moodle. There was no “add new page” link or button that would have made it easier for students to effectively use. where to find things. I did like using Moodle to make my course. other than the WYSIWYG editor. With that said. below are some other technical and interface issues that arose with Moodle that perhaps could be improved in the future: • The Moodle wiki tool. I really could have used that tool earlier in the semester. was out of date and difficult to use.” “I found it was cumbersome after several weeks to know what week we were on because it always returns to the top of the page. “ “I would like to use it more and plan to try it out even when I am no longer enrolled in this class.Using Moodle to Teach Constructivist Learning Design Skills to Adult Learners back that this course wasn’t on Blackboard that I didn’t understand the purpose of Moodle until later. I am thinking of making a whole chapter or trimester of materials using moodle for my masters project. I did not know where to look. contributed more to the glossary than the wiki. Luckily.” “Moodle is so much more flexible than Blackboard. Moodle is much easier that Blackboard. you could high light the week we are on. I have tried to design a class in blackboard and didn’t like it. what needed to be added. and yet the “Survey” tool that is included with Moodle is really not designed for creating your own surveys at all. It was not until late in the course that I found the Feedback module which allowed me to get anonymous feedback from my students. The blogs could not be closely integrated into the rest of the course or the gradebook. I would probably suggest keeping moddle in the fact that moodle is a program that teachers can use for their own classes.] “I struggled at first to understand the difference between the blogs and the forums.” “Once I understood moodle I didn’t mind it. “ [And indeed I submitted this as a feature request for Moodle. I’m excited to have this in my portfolio and feel that it will make me more marketable. My students who were K-12 teachers and wanted to try their activities with their own students quickly found this to be a problem. By experiencing it in this class helps us understand how to use it. do not match up to other alternative wiki engines. so that students could quickly see the current week’s activities. Perhaps. The textual documentation for Moodle is well-organized on their website. I would suggest keeping it. to be able to collapse. and yet still be able to review previous activities. It took me a while to understand how the course was set up. I did not like that I couldn’t tell what was new. I was able to manually import student accounts which all used the teacher’s email address as a workaround. I liked that we were able to create an online course. previous weeks. yet not completely hide. At first. the Feedback module is slated for inclusion in future versions of Moodle. based on an older ErfurtWiki engine. The features of the Moodle wiki. as have other K-12 teachers who have posted about this issue at the Moodle website. Moodle requires each user have an email address. I always had to pull out a calendar to remember where I should scroll down to. yet the videos are scattered across the web. and when given the choice. The students found the glossary tool much easier to contribute to. After I understood the process I liked it.” In addition to the issue of not being able to collapse previous week’s activities. I believe it would be helpful to incorporate an • • • • 9 . The blog tool also was not as full-featured and personalizable as seen with other freen and open source blogging tools such as Wordpress.” “Moodle was too busy for me.
to give folks more time to work on their project. from this class. I liked this format.” “I would be more clear on expectations for the ultimate design of the final project. He got back to us immediately to address concerns. but they came a little slower than I would have liked. Moodle was very hard to navigate at first. Anonymous Feedback about the Instructor and Course Students also offered comments and suggestions directed to me and regarding the course as a whole. This was a great class with lots to learn. and just use my own and your entries for future classes.” “I like the idea of adding videos of yourself when explaining some things. and integrating the blog better into the rest of the course. it was easier to keep up with other students. I’ve learned some better ways to visually layout my course from looking at some of your design projects. I liked switching to alternating weeks of discussion and no discussion after we got past all the basics on constructivist techniques and so forth. This could even be the group to do formative evaluations for each other. I got used 10 . But before posting the exit survey. Thanks for introducing us to Moodle. More clarity about the scope of the design project. I felt his grading was fair. I’m really hoping future Moodle versions will have some improvements. made me feel connected to the students in my group. I have learned the most from this class. • • • • • • To this list. this class has been the most enjoyable.Using Moodle to Teach Constructivist Learning Design Skills to Adult Learners organized collection of video screencasts in the main documentation for Moodle.” “I found the instructor to be helpful.” “Out of all the classes I have taken so far. After a while. and we could easily respond to each other. students added comments and suggestions of their own. too. I came away learning useable information with a reasonable work load. Keeping up with everyone’s discussions was difficult. including: “Keep tinkering and stay understanding of your students. [instructor name removed] always responded quickly to any questions I had. In another online class I had we were divided into ten discussion groups of six students each. it may be a great option for me in the future of my programs. Next year’s students will benefit greatly by being able to see what you all created this year. “ “I learned alot from this course. By reading the discussion boards. I shared with the class my own initial thoughts for revising and improving the course: • • Add or find more narrated screencast videos of how to do things in Moodle Short narrated powerpoint video presentations summarizing the readings. I think I might just drop the glossary entry requirement. I appreciate the project guidelines. I may drop the first week on reflecting on ADDIE & ISD since apparently this is already covered in another course. He has been very willing to help if needed by the students. I realize and appreciate that the guinea pig class just has to deal with that. I really appreciated the Instructor’s keeping in touch with us and being adaptable to our problems and needs. like being able to collapse (yet not hide) previous weeks. especially those weeks in which there isn’t already a good summary reading. he has helped just about every student with their questions. also. like we had for the weeks on simulations and multimedia design. He admitted this class was a work in progress. He also did not get defensive when we gave him constructive criticism on the class. [name removed] has been the best professor to work with. I will use the skills I learned in my teaching.
yet the students have a strong willingness to work together. and Moodle provides tools to support effective collaborative work. and asking to keep using it for their final masters project or with their own students. which are inspired by a variety of instructional theories and techniques. for example. Students could keep using the site. or share links to the projects they created to show colleagues or to put in their masters portfolio. our class visited a zoo and an animal lab and trained various animals. I have enjoyed in other classes when the professor has a video where he explains idea + thoughts. such as for example an online simulation of training an animal using operant conditioning principles. it does facilitate student learning to practice what you preach. learning about behaviorist concepts such as operant conditioning in the process. In today’s world if you were taking a behaviorist class online you could still use Moodle. I really just had to try a lot of things in Moodle out and figure out how they worked. some of the students were still actively using the Moodle site. conclusIon In this chapter I’ve argued that Moodle was an effective tool to use in this course on constructivist learning design. Before the course.” “I really liked it. They have been requesting for me to add new visual themes and plugins to the Moodle site so that they could use Moodle to its fullest. some of the K-12 11 . The metaphor I would use to describe Moodle is a Swiss Army knife for online instruction. unlike in Blackboard where all the course materials become inaccessible soon after the semester is over. In fact in a behaviorism course I took as a student myself. but in a larger sense. yes. teachers even helped convince their principals or school districts to set up a Moodle server so that they and the whole school or district could use it. not all of which are constructivist in nature. “ In general from this and other feedback. In addition. is an age old example of learning from feedback and reinforcement. For the specific purposes and context Feedback after the course was over Months after the course was over. or you may want to considering combining it with a more specialized and more effective tool for your topic. because I knew I could keep it available after the course was over. partly because Moodle itself was designed from a constructivist philosophy. of course not. Being free and open source and runnable on lowcost hardware. especially when seeing the quality of the projects resulting from those students who teamed up on their own to do the work. I thought it might be too difficult or cumbersome to make people work together in teams.Using Moodle to Teach Constructivist Learning Design Skills to Adult Learners to it. The ever present gradebook. New tools are being developed for Moodle all the time. Does that mean that if one were teaching a different learning philosophy such as behaviorism one should use a behaviorist learning management system? In a strict sense. however. Moodle has proved to be the most popular learning management system especially with K-12 schools and others for which Blackboard and other tools are cost-prohibitive. I thought the instructor was particularly helpful and very easy to work with. Perhaps I should have borrowed even more from Moodle’s social constructionist philosophy myself. It would have been good to see more tutorials on how to create things and navigate in Moodle. It may be adaptable to various types of instruction. I believe it will be helpful to create small groups the next time this course is taught. This was another primary reason for choosing Moodle instead of Blackboard for the design project in this course. rather than emphasizing the individual. For me it was similar to a baptism by fire type of situation. Moodle is a very complex learning management system and is composed of many different tools. I enjoyed the readings each week.
Carey.org/en/Philosophy Ryder. & Bransford.C. O. & Cocking. September 1). and thus I plan to incorporate more videos and screencasts in the future.moodle. & Sugrue.pdf Bransford. September 1). Dick.). The e-Learning Developers’ Journal. What I learned however is that the tool used for instruction helps. B. Instructional theories and models (pp. In C.. Moodle has been very useful. Reigeluth. G. Designing constructivist learning environments. 469–481. Washington. Learning about Learning-Technology-Design. M. D. I also learned that it helps to show students how to do something via video rather than just have them read how to do it. Retrieved September 1. L. from http://docs. How people learn. M. Retrieved September 1. J. I felt it was helpful to model what I was teaching and what I was expecting of the students (practice what you preach). NJ: Lawrence Erlbaum Associates. (1999). 2008.edu/~mryder/itc_data/ idmodels. September 1). Instructional Design Models. com/ Jonassen. A. for example.org/ Philosophy. K. Philosophy – MoodleDocs. D. Marienau..cudenver..org/ reFerences L2TD. & Fiddler. (2004). September 1).. and showing example design projects in future classes. Retrieved September 1. Brown. however. Lastly. (Ed.org/display/ L2TD/Home Brandon. Retrieved September 1. E. Open Source Course Management System for Online Learning. D. Which comes first: The simulation or the lecture? Journal of Educational Computing Research. Training and Resources for Assembling Interactive Learning Systems. Moodle .html Schwartz.A Free. C. 16(4).. Brant.. Hooper. Developing adult learners. A time for telling. I have to be attentive as possible to the needs of my students. 2008. doi:10. September 1). W. Mahwah.). San Francisco: JosseyBass.com/pdf/2/062904DES.). (1998). (Eds. (2008. (2008. Moodle. Applying instructional systems processes to constructivist learning environments. Retrieved September 1. Boston: Allyn & Bacon. J. 2008. 215-239).trails-project. (2000).Using Moodle to Teach Constructivist Learning Design Skills to Adult Learners and audience for my course on constructivist learning design. By continuing to fill out some glossary entries beforehand. from http://www. (1998). R.: National Academy Press. students can more clearly understand the expectations of the course. 2008 from http://www.dimdim. B. Dimdim. 2008. O.. 12 .M. (2004).. (1991). from http://moodle. TRAILS. September 1).. from http://l2td. Retrieved September 1. (2008. (2008. from http://carbon. Retrieved September 1. and in the future I would incorporate more opportunities for students to give me anonymous feedback about my teaching and the course. (2008. 7(4).1207/s1532690xci1604_4 Taylor. Dimdim. from http:// www. J. 2008. (2008. yet ultimately it is up to me and my students to create an effective learning experience. 475–522. Systematic design of instruction (6th ed. Cognition and Instruction. & Carey. elearningguild. 2008.
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