1. Identify the different administrative functions available in Moodle
o Full control of layout design.
o Content placement, creating /allowing / monitoring user access.
o Create, add, rearrange content quickly as needed.
o Create, administer, monitor quizzes and provide real time feedback.
o Accessible for students as long as administrator allows it (after term has ended).
o Create forums, discussion boards, FAQ areas for providing multiple avenues of support.
2. Identify the course creation functionality within Moodle
o Multiple formatting elements - weekly, topics, social, LAMS, SCORM, CSS: versatility depending on the course and students
o Assignment activity modules allow for collecting of work, review and feedback all housed in one place
o Work can be completed in Moodle assignment areas, or uploaded as a .doc from outside Moodle
o Blogging available as teacher tool, student collaboration, or cross-communication between both sides for daily discussions or posting reading review assignments
o Module components easily moved around if need be - for example, a day’s assignments are not gotten to in a class, so they can be moved to the next class meeting on the Moodle site.
o Paypal plugin allows for students to pay for course within the actual Moodle page
3. Identify the editing functionality within Moodle
o Administrator has full editing capabilities at all times which allow for quick and easy changes, addition or subtraction of assignments, resources, or links as needed.
o Hide assignments until needed, such as quizzes.
o Activity reports show students how much they’ve contributed, or not contributed to class discussions or even logging in.
4. Describe the pros and cons of these different functions
o Unlimited versatility in creation and control of your site.
o You can control who sees what, when information is visible and for how long.
o Easily add or subtract content with a few clicks.
o Collaboration among users is one the most important aspects of this tool - from forums to viewable work, Moodle allows for large group discussions and team work.
o For first time users (especially on Admin side) it’s not always simple to navigate and figure out how to access different areas.
5. Write a brief description about your course – make sure to include your course name.
*“Student E-Portfolios with Google Sites”
Students will utilize Google tools such as Sites and Docs to create and publish a personal e-portfolio. Upon the completion of this course, learner will be able to:
* Define what an e-portfolio is
* Explain how an e-portfolio relates to their career as a student
* List ideas, categories, items, etc. they could include in a portfolio to portray them as students
* Write a short autobiography to have an initial “product” to add to their e-portfolio
* Build an e-portfolio (in Google Sites) when provided with a template
* Write student reflections about the products and deliverables included in e-portfolio.
6. Based on the High Quality Online Course Rubric your “live” participants filled out about your Moodle course, describe:
o The success of the course: Considering the extremely short time frame to design the course content and develop the Moodle page, the test went fairly well. My tester could navigate with little assistance and was able to find and access the assignments in order. The biggest hang-up was that my tester had never used Moodle before as a teacher or student, so figuring out the basics took some time.
o The aspects of your course you would change and why: Spend more time on the layout so that it’s more obvious at first glance what users are supposed to do - via controls, headers, links, etc. I felt this part was rushed due to time constraints of the assignment.
o The aspects of your course you would keep the same and why: Our content because the E-Portfolio is a widely popular resource product in education these days, so no matte the content or age group that this Moodle is aimed at, the content is relevant and accessible for most. Technology or resource updates can be easily made to accommodate changes in curriculum.
7. What aspects of the model for designing VDILS did you use within your course? How did you incorporate these concepts into your course?
o We “Defined the Session’s Goal” for each activity and module - from the first stages of researching an e-portfolio to writing the autobiography
o We “Specified Deliverables” clearly and provided multiple resources for building them.
o We explained and utilized multiple “Media” formats for this project (Google Sites and Docs, blogs, wikis, Moodle_
- Login to post comments