Ateneo de Naga University: Professional Training For Teacher 4.0

ATENEO DE NAGA UNIVERSITY
Ateneo Avenue, Bagumbayan Sur

Naga City 4400
Professional Training for Teacher 4.0:

ONLINE LEARNING MODULE WRITING
By failing to prepare, you are preparing to fail.

 Benjamin Franklin
(American Writer and Statesman)
DESIGNING FLEXIBLE LEARNING MODULES
1.0 Introduction
Education and training are always undertaken

for a purpose and this is also true to e-learning
and e-module development. Designing courses
for flexible learning entails consideration of
curricular obligations, available development
tools and materials, and appropriate teaching
and learning techniques. In the context of
flexible learning, the modular approach has its
history of effectiveness since it offers flexibility
and accessibility of learning, especially when a
learner or a trainee is confronted with net
connectivity issues.
Literature abounds with empirical evidence that the individualized self-paced learning
design of modules enables learners not only to experience temporal freedom but also to
plan for their own learning (Sadiq & Zamir, 2014). This increases success rate in learning
and high degree of motivation among learners, particularly when the modules are
designed following proven educational principles (Dejene & Chen, 2019; Parlakkilic,
2015; Sadiq & Zamir, 2014). On the part of the teachers, a well-designed module enables
us to facilitate instruction and guide students in attaining desired learning outcomes
(Matalunkab, Mohammad, Kiflee, & Imbuga, 2013). Predictably, e-learning modules have
been widely used in many countries and in many disciplines, particularly in online learning
and in higher education. This module clarifies the concept of modularization, its
characteristics, and the potential benefits of modules for flexible learning. This is intended
specifically for educators, particularly for those in the Higher Education Institutions, who
intend to write modules for flexible learning platforms.
Correo, C. (2020). Designing flexible learning modules. Professional Training for Teacher 4.0: Online Learning Module
Writing [Training Pack]. Ateneo de Naga University and the Commission on Higher Education: Fast Tracking the
Retooling of HEIs on Flexible Learning in Region V for Education 4.0.
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1.1 Learning Objectives
By the end of this module you will be able to
1. (Re)design a course syllabus for a selected subject and a module for a specific
learning unit of that subject.
2. Evaluate the components of the syllabus using a Checklist for ensuring a student-
centered syllabus.
3. Conduct topic and task analysis of the target learning outcome.
4. Prepare a learning plan for that learning module.
5. Share outputs with other participants.
Note: It is expected that we will devote three (3) sessions to attain these learning
objectives and even more to refine our instructional materials for e-learning platform.
Target ICT Tools
Google Classroom as an LMS, Video Conferencing Tools (i.e., Google Meet,

Zoom), Slide Sharing using the selected video conferencing tool, Text/Video Chats,
Collaborative Tools (e.g., Google Slides, Google Docs), Authoring Tools
1.2 Glossary of Online Learning Terms
We have provided a glossary of online learning terms at the beginning of this training.
The glossary contains words and definitions that will help you be familiar with the terms
commonly used in learning through flexible modalities.
2.0 The Module
Taneja (1989 in Sadiq & Zamir, 2014) defined a module as a single element or a group
of elements composing a discrete unit of subject matter or competency. UNESCO (2018)
presented a module as a set of learning opportunities organized around a well-defined
topic which contains the essential elements of a curriculum, i.e., topic, objectives,
activities, and evaluation, utilizing criterion-referenced measures.
Modules are designed to help the students attain learning objectives, with full or minimal
supervision from the teachers, making instruction more flexible and individualized.
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Learners may study the material at their own pace and time. Thus, modules are essential
particularly to blended and online learning.
Maile and Cooper (2018) noted that most digital learning module developers create
printed modules first as the blueprint for their e-learning counterpart. Most universities
that offer distance learning programs send printed copies of the e-learning modules to
participants before the start of the program implementation (Salmon, 2004), Thus, for
flexible learning, both forms can be utilized to maximize learning opportunities regardless
of teaching modalities.
2.1 Approaches to Developing a Module
There are two general approaches to modularization which is applied both in e-learning
and the more conventional learning modes: self-paced and instructor-led (Ghirardini,
2011). Most e-learning modules nowadays, however, exhibit characteristics of both
approaches, giving rise to a mixed-method approach. In self-paced modules, the learners
learn independently from other learners although some support might be involved such
as email-based technical assistance or e-tutoring instruction. In instructor-led modules,
the learners learn through a combination of self-study and support from and collaboration
with instructors and other learners.
2.2 Characteristics of an Effective Module
Scholars underscore that an effective module must reflect underlying principles that
enable the development of desired qualities among learners such as learning autonomy
and learning management on top of discipline specific competencies, through modern
methods of teaching that are student-centered and that value learners’ individual
interests, learning styles, and learning pace (Dejene & Chen, 2019). Table 1 presents
these essential characteristics of a module.
Table 1. Characteristics of an Effective Module
Learning Methods Learning Competencies Learners’ Characteristics

Student-centered Learning autonomy Learning styles
Modern methods Learning management Learning interests
Self-reliance Learning pace
Reflexivity
Teacher-centered lectures although justified at the knowledge acquisition phase are not
the primary mode of teaching delivery in a modular approach as the teachers’ primary
roles are centered on facilitating students’ learning and guiding them towards attainment
of academic goals (Dejene & Chen, 2019).
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Aside from learner-centered content, the quality of a module intended for online learning
is enhanced by granularity, engaging content, interactivity, personalization (Ghirardini,
2011, p.14).
Learner-Centered E-learning curricula should be relevant and specific to learners’

Content needs, roles and responsibilities in professional life.
Granularity E-learning content should be segmented to facilitate assimilation of
new knowledge and to allow flexible scheduling of time for learning.
Engaging Instructional methods and techniques should be used creatively to
Content develop an engaging and motivating learning experience.
Interactivity Frequent learner interaction is needed to sustain attention and
promote learning
Personalization Self-paced courses should be customizable to reflect learners’
interests and needs; in instructor-led courses, tutors and facilitators
should be able to follow the learners’ progress and performance
individually.
In an e-learning environment, some e-modules granulate content to 10-15 e-learning

platform that limits learning concepts to one or two and incorporates a blend of teaching
and assessment tools that may include video clips, direct instruction, gaming elements
and social media. This seems to be in consideration of the short attention span of
students, particularly the younger ones. Thus, it is essential that teachers develop the
ability to granulate task and topic content of the e-module.
2.3 Components of a Module
Although the module may represent a learning unit in a syllabus, the module being a self-
sufficient learning material should contain curriculum elements that ensure programmatic
attainment of learning outcomes such as topic, well defined objectives, preferably in
behavioral forms, and varieties of teaching methods that can best realize the creative and
constructive engagement of learners in learning activities that lead to the attainment of
targeted outcomes (Sadiq & Zamir, 2014).
Educational scholars such as Maile and Cooper (2018) listed the common structural
elements of learning modules with their specific functions (Table 2), some of which are
obligatory and non-obligatory (Table 3)
Table 2. Common Components of Self-Paced Modules
Components Function
Cover Sheet -Provides module identifier such as title of the topic or lesson,
prerequisites if there are any, approximate completion time, and
other identification information.
Rationale -Presents the justification for the module.
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Objective Sheet -states the aim of the module and the criteria for successful
completion and the performance(s) required of the learner in
order to complete the module.
Glossary or -Lists and defines key words and short phrases that appear in
Vocabulary List the module (maybe added as part of the appendices).
Learning Plan -Gives the learner step-by-step instructions for working through
the module and using supplemental resources.
-Serves as a checklist to help the learner track his/her progress.
References external resources to supplement module content
(website addresses, related LMS Course modules, videos,
titles, and other resources
Pretest -Evaluates learner’s knowledge and skills prior to starting the
module.
Information -Contains information necessary for the learner to meet the
objectives. In a simple or framework module, the “information”
will exist in external resources to which the learning plan refers.
Assignments -Provides activities designed to correspond to specific
objectives and that reinforce the information provided in texts,
websites, videos, etc. Assignments often require higher-level
skills such as diagnosis and problem solving. They provide an
opportunity for skill practice without risking the learner’s health
or safety.
Task/Procedure Sheet -Provides the steps and criteria for objective evaluation of a
procedure and its resulting product. Artwork and multimedia
resources can illustrate specific steps.
Posttest -Measures learner’s knowledge after completing the module.
Results from both the pretest and posttest can indicate the
effectiveness of the instruction contained in the module.
If measuring the performance of a skill, use the job/procedure

sheet. Online learning management systems often include
capabilities for creating online assessments that can be
immediately scored and reported to the instructor.
Answer Sheet -Answers or rubrics can provide immediate learner feedback
- For instructor use, it provides the key for all the assignments
and other activities in a module.
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Table 3. Obligatory and Non-Obligatory Components of a Module
Obligatory Non-Obligatory
● Cover Sheet ● Information Sheet

● Objective Sheet ● Task/Procedure Sheet
● Learning Plan ● Glossary or Vocabulary List
● Assignment/Activities ● Pretest
● Posttest
● Answer Sheet
The Cover Sheet for a course module commonly contains the title of the course, table of
contents, and an introduction section providing an overview of the module, the glossary
and the module objectives. In a unit module, the cover sheet usually includes only the title
of the learning unit, a brief overview which includes a rationale for the learning unit, a
reference to a glossary, and a list of learning objectives for the module. Oftentimes in a
self-paced module, this part is immediately followed by the learning input (assignment)
and activities presented in a logically linear structure, cognitively engaging the
learners. However, in an instructor-led module, presentation of the content and activities
that enable the learners to meet the learning outcomes usually reflects the way teachers
facilitate learning in the target learning platform, maximizing student engagement through
student-student and teacher-student collaborative activities.
Ideally, a course module should include a pretest and a posttest which will be used for
student learning assessment and eventually as a basis for (re)design
decisions. However, it has been observed based on a sample of 50 modules that in
its more granulated forms, the pretest seems to be a non-obligatory element in contrast
to the more obligatory posttest.
The answer sheet for an objective type posttest is usually provided to the students after
taking the test or in the case of performance assessment, the scoring rubric is designed
in a manner that the students can do self-evaluation of their own performance and
learning.
2.4 Designing the Module: Outcomes-Based Model and the ADDIE Model
Planning is crucial to any learning process as it enables a teacher to identify the best
approaches, methods, strategies, activities, instructional materials, and assessment tools
for ensuring learning even of intricate and complex skills such as research writing,
computer programming, and manipulation of new software applications. This is also true
to modularization of courses. Since modularization is also a method for teaching, the
process of e-modularization of a unit lesson also follows the same principles for designing
a course regardless of the teaching delivery mode.
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In this regard, scholarship in curriculum and instructional design systems will be of help.
Although there are many models for designing a course, two will be highlighted in this
paper: (1) the Outcomes-Based Education and (2) the ADDIE model.
2.4.1 Outcomes-Based Model for Curriculum Designing
The Outcomes-Based (OB) model or the Outcome-Based for Education (OBE) model for
curriculum development is an educational theory that puts primacy to the goals
(outcomes) and designs all the other aspects of an educational or instructional program
around these outcomes. By the end of an educational experience, each student is
expected to attain the specified goals (Hejazi, 2015; Spady, 1994, 1998). Almost all the
countries in the world including the Philippines have shifted to OBE since the 1990s when
a European pilot project showed that “study programs were much easier to compare if
they were described in terms of outcomes, instead of inputs” (Adamson et al., p. 4 in
Hejazi, 2015).
Outcomes-Based Education model is also referred to as an ‘ends-means’ approach. It

can be traced back to the works of Tyler, considered the father of curriculum designing,
and other educational theorists who advanced the specification of ends as a prerequisite
to devising the means to reach them in designing instructional programs (Richards, 2013).
Citing Taba (1962), Richards (2013) enumerated the seven steps involved in the process
of curriculum development following this model: (1) Diagnosis of needs, (2) Formulation
of objectives, (3) Selection of content, (4) Organization of content, (5) Selection of
learning experiences, (6) Organization of learning experiences, (7) determination of what
to evaluate and of the ways of doing it.
The impact of OBE on teaching and learning revolves around four principles, that
is, clarity of focus, designing back, high expectations, and expanded
opportunities (Hejazi, 2015; Spady,1994). All of these four principles are underscored in
the Commission on Higher Education (CHED) Memorandum Order No. 46, s.
2012). Clarity of focus demands that all the instructional activities and assessment
provided to the students should be anchored on the intended learning
outcomes. Designing back highlights the goals and standards before any instructional
event proceeds. High expectations reiterate the importance of having quality standards
for the students to target. Expanded opportunities remind the teachers to be inclusive in
the class, making sure that everyone is provided the opportunities to learn just like the
others.
The most comprehensive articulation of OBE is provided by Spady (1994, 1998) who is
considered one of the authorities on the subject. Spady (1994) contends that in curriculum
planning, there are three major components being considered: the input, process, output
(Figure 1). Input pertains to the content that is organized into teachable units, forming a
syllabus. After determining the input, issues concerning Process or how the learning units
will be carried to attain the desired instructional Products are addressed such as teaching
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approaches, methods, and techniques for teaching. The teaching process and principles
are based on beliefs and theories concerning the learning process and the roles of
teachers, learners, and instructional materials. In OBE, the most important dimension of
a curriculum is the Product or Outcomes represented by the exhibited desired behaviors
of students according to pre-specified quality standards and identified key indicators of
expected outcomes. Thus, the OBE is associated with backward designing models for
course preparation.
NON-OBE Input Process Product
OBE Product Input Process
Figure 1. Dimensions of a curriculum (Spady, 1994, 1998)
Spady (1994, 1998) presented two common approaches to articulating standards which
become the bases for an OBE-designed course: (1) traditional or transitional OBE and
(2) the transformational OBE. The first emphasizes student mastery of traditional subject-
related academic outcomes (usually with a strong focus on subject-specific content) and
some cross-discipline outcomes (such as the ability to solve problems or to work
cooperatively). The second focuses on long term, cross-curricular outcomes that are
related directly to students’ future life roles (such as common standards for lawyers or
accountants). For Spady, learning is not significant unless the outcomes reflect the
complexities of real life and give prominence to the life-roles that learners will face after
they have finished their formal education.
Since the modular approach to teaching is based on the concept of building up skills and
knowledge in discrete units, a module in the context of OBE represents a self-contained
learning unit which when combined with other modules has the potential to aid learners
to master a comprehensive body of knowledge or a complex skill targeted by a course as
articulated in the syllabus.
2.4.2 The ADDIE Model
The ADDIE model is an instructional design model that is commonly used in education
and training delivered online. It provides a system for developing specifications using
learning and instructional theory to ensure the quality of training or student learning
(Ghirardini, 2011). ADDIE stands for the five phases in an educational program’s
existence: Analysis (A), Design (D), Development (D), Implementation (I), and Evaluation
(E) (Figure 2). When combined with OBE principles, the ADDIE model enables the
identification of learning gaps among learners or trainees as early as the articulation of
course outcomes and these data can be used for (re)design decisions.
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Figure 2. Five phases of the ADDIE model (Ghirardini, 2011).
The A in the ADDIE model is a salient feature of the model such that it encourages
reflexivity on the part of the module designer and/or implementer at any of the phases,
resulting in rapid prototyping or the concept of receiving continual or formative feedback
while instructional materials are being developed. In the process, chances of making the
program and the students successful tend to increase. Big projects like those conducted
by UNESCO (2018) which applied some modifications of the ADDIE model advocate for
“Release Early, Release Often” (RERO) principles for any program implemented, making
the design spiral rather than linear (UNESCO, 2018).
With modular instruction and the RERO principles, course components can be replaced
easily without affecting the other components of training or instruction. New ICT tools
such as social networking, productivity, or utility tools suggested by students may also be
integrated in the module (UNESCO, 2018).
3.0 The Course Syllabus
According to Maile and Cooper (2018), a syllabus must be prepared before attempting to
design a course or a learning module because the syllabus serves as a “road map or
framework for the planning and development of content” (p. 2). A detailed syllabus guides
the students and levels off their expectations with those of the instructors. By reading the
syllabus, learners can better understand what to expect from the course—and what the
instructor expects from them in return. A syllabus also functions as a contract among the
instructor, the school or agency, and the learner. It ensures that the instructor holds all
learners to the same standards. Thus, this document must make these terms clear.
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A checklist of components for student-centered syllabus is provided in Appendix A.
3.1 Identifying Course/Module Content
In the Philippines, the quality standards for course programs offered by Higher Education
Institutions (HEIs) are mostly provided by the CHED through identification of subjects
under each of the programs, ensuring that the minimum essentials are covered by all
HEIs. However, each institution is given some leeway to refine content in ways that the
institution deems it fit. This is especially true to HEIs with autonomous and deregulated
status. In this case, conducting task analysis will aid teachers in refining the design of any
courses.
Task analysis refers to the "detailed analysis of actions and decisions that a person takes
to perform a job task (i.e., well-defined unit of work), which includes identifying the
knowledge and skills needed to support those actions and decisions" (Ghirardini, 2011,
p. 30).
Table 3. Sample Task Analysis for Forensic Linguistics
STEPS Sample Task Analysis

1 Identifying the task -Write an effective case digest
1.1 Select the most -Extract the major structural elements of a Supreme
appropriate method for Court Decision
writing a case digest -Write the case digest
1.2 Select indicators of an Key indicators of an effective case digest
effective case digest ⦁ Content: Includes all the essential elements of a
SCAD in summarized version and all other
elements found in sample case digests
⦁ Organization: Follows the structural organization
of the SCAD
⦁ Language level: Uses the language register in
legal setting
⦁ Grammar and Mechanics: Exhibits no
grammatical and punctuational errors.
1.3 Analyze assessment -Prepare a scoring rubric that measures the quality of
results using a scoring a case digest.
rubric -Use assessment results as basis for further
refinement of the module and its implementation
1.4 design and produce the identify activities and materials to guide students
target outcome attain the target outcome
2 Classifying task Classify whether procedural or principle-based
2.1 Procedural e.g., uploading SCAD from the website
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(tasks done in ordered

sequence)
2.2 Principle-Based e.g., dissecting the SCAD, identifying the essential
(tasks done requiring elements, writing the case digest
judgments and decisions)
3 Breaking the task Guidelines
Task Description: Explain genre analysis as a method for analyzing the
Write an effective case digest for structural elements of a text (framework for analysis)
a murder case resolved within the Download a SCAD on a murder case from the SC
last five year. website.
Identify the cognitive structures of the SCAD.
Determine the cognitive structures of sample case
digests.
Assess the sample case digests using the scoring
rubrics for case digests.
Write the case digest in a way that exhibits the key
indicators reflected in the scoring rubric.
4 Identifying required knowledge and skills
Write Explain genre analysis as Discuss Bhatia’s (1983) genre analysis framework
an a method for analyzing Analyze sample texts using the framework
effectiv the structural elements of
e case a text
digest Download a SCAD on a Provide the URL for Supreme Court of the
for a murder case from the SC Philippines
murder website. Download a SCAD resolved within the last 5 years.
case
resolve Identify the cognitive Do a role play of the Facts of the Case.
d within structures of the SCAD Trace the issue, SC ruling, arguments presented,
the last and the final verdict.
five Determine the SCAD Delineate the purpose of the SCAD.
year. communicative purpose Identify the audience through deictic analysis.
and audience
Determine its registers Determine the audience, purpose and the discourse
context of the SCADs
Determine the cognitive Compare at least five sample case digests in terms
structures of case digests of the structural elements reflected.
Identify the obligatory and non-obligatory moves.
Assess the sample case Assess the sample case digests to identify a good
digests using the scoring model for the task output.
rubrics
Write the case digest in a Using the rubric as a guide, write the case digest.
way that exhibits the key Do self and peer evaluation of one’s work.
indicators reflected in the Reflect on the whole process of elearning.
scoring rubrics.
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From the task breakdown, the content of a learning can easily be identified and
classified. Ghirardini (2011, p. 34) presented a simplified classification of content based
on Morrison, Kemp, and Ross’s (2001) taxonomy (Table 4).
Table 4. Types of Content
Types of Content
Facts Unique, specific information that answers the questions: who, where,
when? Facts are shown, exhibited, or indicated.
Examples: Dates for committing the crime, filing of the information,

and release of court resolutions
Procedures A series of clearly defined steps, aiming to perform a task.
Procedures answer the question: “How to …?”
Examples: Instructions for downloading the SCAD
Step-by-step process for analyzing the SCAD
Concepts A concept is a group of objects, entities or ideas that are defined by a
single word or term; share common characteristics; differ in
unimportant characteristics; require a definition; and answer the
question: “What is …?”
Example: The concept of genre analysis
Principles A principle (or rule) describes a relationship between two concepts.
For example: “Register as a function of audience, purpose, and
context of the discourse.” Some principles can be translated into
strategic guidelines which can guide decisions and complex tasks.
Example: Guidelines for writing the case digest
Interpersonal Verbal and non-verbal skills for interacting with other people.
Skills Example: content related to “negotiating” or “solving group conflict”
Attitudes Predispositions to behavior.
Example: content related to the importance of “justice” and “human
rights”
For a complete list of Bloom’s Taxonomy of Education Objectives for knowledge-based,

skill-based, and affective learning outcomes, you may visit the page through this URL.
https://teaching.uncc.edu/services-programs/teaching-guides/course-design/blooms-
educational-objectives
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3.1 Identifying Course/Activities Particularly for Online Learning
Based on the task and content matrices, we can now conceptualize the activities that will
enable the students to attain the learning objectives articulated at the overview section of
the module. Once the activities are identified both for synchronous and asynchronous
learning, we are now ready to develop the instructional materials which may come in the
forms of pre-recorded micro-lectures, podcasting, vlogs, and digital stories among
others. At this point, our knowledge of teaching approaches, methods, and strategies can
be beneficial to us and to our students. Regardless of teaching modality, the limit of our
teaching creativity and competencies primarily lies in our own hands, especially in this
digital age.
In terms of instructional methods, we may learn from Gagne’s Nine Events of

Instruction (Gagne, Briggs, & Wager, 1992) (please see separate module on this).
Gagne’s model may be simplified or expanded as needed. For instance, we may apply
the whole process in two learning sessions to facilitate student digestion of information in
consideration of the cognitive load of the materials and the time limit for instruction. In
many cases, the transfer of knowledge is provided as an assignment during
asynchronous learning rather than as an activity during the synchronous session.
4.0 Digital Curation: A 21st Century Skill for Educators
In preparing all these materials for online learning, we do not need to start from scratch
as the Internet provides us abundant materials for educational use. In fact, we may be
overwhelmed by the sheer number of materials that might confront us as we navigate the
net. This reminds us of Mitchell David Kaypor’s often quoted statement, “Getting
information off the Internet is like taking a drink from a fire hydrant.” Thus, it is imperative
that we develop skills for digitally curating materials (Please see the module on digital
curation).
5.0 Key Points
● A module is a single element or a group of elements composing a discrete unit of

subject matter or competency. It must be based on a course syllabus or course
program.
● It is a set of learning opportunities organized around a well-defined topic which
contains the essential elements of a curriculum, i.e., task/topic, objectives,
activities, and evaluation, utilizing criterion-referenced measures.
● The modular approach has been proven effective due to its flexibility and
accessibility of learning, provided the module is designed following proven
educational principles.
● Thus, modularization as a teaching method offers significant potential for flexible
learning.
● An effective module does not only develop discipline specific competencies but
also universal qualities among learners through modern methods of teaching that
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are student-centered and value the learner's individual interests, learning styles,
and learning pace.
● Planning is crucial to module designing and writing. The Outcomes-Based
Education curriculum design model and the ADDIE instructional design systems
are two design frameworks that can inform teachers in preparing the modules.
● There are obligatory and obligatory parts in a module. Designing courses for
flexible learning entails consideration of curricular obligations, available
development tools and materials, and appropriate teaching and learning
techniques.
● In the age of digital technologies, digital curation is an important skill that
educators need to develop.
6.0 Designing the Learning Module
6.1 Evaluating the Course Syllabus
• Evaluate a course syllabus for a subject that you are teaching or will be teaching
on which you intend to make an e-module, using the student-centered checklist
provided to you.
• Using the checklist and the scale below, rate your degree of satisfaction with the
current state of your syllabus.
Low High
6.2 Designing the e-Learning Module
Considering this input, your teaching experiences, knowledge gained from personal
reading, and the learning experiences that you get from this training, design an online
learning module for a class that you will handle next term.
As regards the format, you may opt to appropriate the format for
1) Self-paced module (linearly structured format) (e.g., This module)

2) Instructor-led (e.g., Training Modules 1 & 2)
3) You may also follow the format of a sample module you found online for online
learning.
4) You may also devise your own format for online learning module that incorporates all
conventionalized obligatory elements and have it copyrighted.
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Our creativity and contribution to the teaching world lies

primarily in our own hands.
-- Cynthia B. Correo --
7.0 Evaluating the e-Learning Module
7.1 Self-Evaluation
Conduct a self-evaluation of your output using any of the checklists provided for you at
the Google Classroom (The list is provided below.) Try implementing it with your class
and revise accordingly.
Checklist for Designing Online Learning
University of British Columbia

(https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf
MInnesota State University

https://www.mnstate.edu/uploadedFiles/Level_2/Content/Instructional_Technology_S
ervices/Teaching-Learning/OnlineCourseDesignChecklist.pdf
Winthrop University
https://www.winthrop.edu/uploadedFiles/onlinelearning/OnlineCourseDesignChecklistr
ev061616.pdf
7.2 Peer Evaluation
Share your output with another participant and together, do the following:
1. Determine if the peer evaluation matches your self-evaluation. Be open to

opportunities for professional growth and break inauthentic limitations.
2. Express gratitude for the constructive input from peers.
3. Reflect on the validity and strength of the recommendations if there are and try to
refine the learning module as you see it appropriate.
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4. Try implementing your respective modules with your classes and update each
other on the results.
5. Congratulate yourselves for your academic effort as it will surely propel you to the
next step towards becoming a Teacher 4.0.
References
Dejene, W., & Chen, D. (Reviewing editor). (2019) The practice of modularized curriculum
in higher education institution: Active learning and continuous assessment in
focus. Cogent Education, 6(1). doi.org/10.1080/2331186X.2019.1611052
Free Vector. Free images for personal use only. http://gofreedownload.net/free-
vector/vector-misc/elearning-211238/#.XvP-ndjitPY.
Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design (4th
ed.). Forth Worth, TX: Harcourt Brace Jovanovich College Publisher.
Ghirardini, B. (2011). E-learning methodologies: A guide for designing and developing e-
courses. Rome, Italy: Food and Agriculture Organization of the United Nation.
Huang, R., Spector, J.M., & Yang, J. (2019). Educational technology: A primer for
21st century. Singapore: Springer Nature.
Maile, C., & Cooper, M. (Comp.). (2018). The CIMC guide to developing modules for self-
paced learning: A handbook for teachers. Oklahoma, USA: Curriculum and
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Ateneo de Naga University: Professional Training For Teacher 4.0

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Ateneo de Naga University: Professional Training For Teacher 4.0

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ATENEO DE NAGA UNIVERSITY

Ateneo Avenue, Bagumbayan Sur

Professional Training for Teacher 4.0:

By failing to prepare, you are preparing to fail.

DESIGNING FLEXIBLE LEARNING MODULES

Education and training are always undertaken

1.1 Learning Objectives

By the end of this module you will be able to

Target ICT Tools

Google Classroom as an LMS, Video Conferencing Tools (i.e., Google Meet,

1.2 Glossary of Online Learning Terms

2.0 The Module

2.1 Approaches to Developing a Module

2.2 Characteristics of an Effective Module

Table 1. Characteristics of an Effective Module

Learning Methods Learning Competencies Learners’ Characteristics

Learner-Centered E-learning curricula should be relevant and specific to learners’

In an e-learning environment, some e-modules granulate content to 10-15 e-learning

2.3 Components of a Module

Table 2. Common Components of Self-Paced Modules

If measuring the performance of a skill, use the job/procedure

Table 3. Obligatory and Non-Obligatory Components of a Module

● Cover Sheet ● Information Sheet

2.4.1 Outcomes-Based Model for Curriculum Designing

Outcomes-Based Education model is also referred to as an ‘ends-means’ approach. It

NON-OBE Input Process Product

OBE Product Input Process

Figure 1. Dimensions of a curriculum (Spady, 1994, 1998)

2.4.2 The ADDIE Model

Figure 2. Five phases of the ADDIE model (Ghirardini, 2011).

3.0 The Course Syllabus

A checklist of components for student-centered syllabus is provided in Appendix A.

3.1 Identifying Course/Module Content

Table 3. Sample Task Analysis for Forensic Linguistics

STEPS Sample Task Analysis

(tasks done in ordered

Table 4. Types of Content

Examples: Dates for committing the crime, filing of the information,

For a complete list of Bloom’s Taxonomy of Education Objectives for knowledge-based,

3.1 Identifying Course/Activities Particularly for Online Learning

In terms of instructional methods, we may learn from Gagne’s Nine Events of

4.0 Digital Curation: A 21st Century Skill for Educators

5.0 Key Points

● A module is a single element or a group of elements composing a discrete unit of

6.0 Designing the Learning Module

6.1 Evaluating the Course Syllabus

6.2 Designing the e-Learning Module

1) Self-paced module (linearly structured format) (e.g., This module)

Our creativity and contribution to the teaching world lies

7.0 Evaluating the e-Learning Module

Checklist for Designing Online Learning

University of British Columbia

MInnesota State University

7.2 Peer Evaluation

1. Determine if the peer evaluation matches your self-evaluation. Be open to

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