Moodle Course, 75% Complete!

My Moodle course is now nearing completion, which is exciting, but now it’s time to refine what I have (and I often find those small details are the most tedious, easy to overlook yet very important to catch).  Now that the bulk of the course is complete, I want to focus on the small details that we discussed as a class in our online meeting — changing it to where it doesn’t follow an actual calendar schedule (no time frame, a course that can be started whenever a class wants to start it), figuring out the grading details and making sure everything is set up appropriately, double checking that people can collaborate on the wiki at the same time efficiently, etc.

I’m quite a bit over 75% complete with the course, I think, which is about how much we should have done at this point.  That being said, I think I’m right on target to finish within my timeline for completion.  Again, now it’s all the fine details, plus creating a job aid and adding a few more finishing touches, and then it will be complete and ready for implementation!  Actual implementation with the class this is being created for won’t happen until January, when students return from winter break.  At that point, World History will be beginning the revolutions unit, and our one class of sophomores who have 1 to 1 technology will use this course.  Some of the same activities will be done in the other classes, outside of a blended environment, to help distinguish if the course’s success (or failure) should be attributed to the blended environment rather than the curriculum.

Evaluation will be complete around mid-February.  At that point, all World History students will have finished covering the revolutions, and they will take a district assessment covering this unit.  We will disaggregate the data and evaluate the success of the Moodle course.  I’m looking forward to seeing how it goes!  I’ll be sure to update here what we find out!

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Moodle Course Half Complete!

So, here I am halfway through with creating this online course which will be used to blend and flip a high school classroom.  Moodle still surprises me with its relative ease of use – editing is a cinch, they have this duplication feature which lets you easily duplicate a piece that will look relatively similar in another area of the course…  it’s very user friendly.  I really haven’t had to change any part of my design due to limitations of the LMS.  But I’m pretty sure I’ve already talked about that.

Now that I have half of the course developed, and one peer review down, there are a number of slight revisions I’ve made and there are still a few things I need to learn and adjust.  My peer review came from my classmate Jason, who gave me a number of good things to look at.  The main one I’ve implemented so far is changing each week’s headings to be more prominent so that each section is more distinct on the main page of the course.  It looks so much better.  He reminded me to make sure that any PDFs I want turned in should have form regions that allow students to complete them without scanning them in (which I believe I’ve done).  Jason also pointed out that I need to clarify expectations of the wikis, as well as the overall format of the course, which I intend to do within the next two weeks.  He also wondered if there’s a way to make one glossary and just link each section to it without having independent glossaries.  I’m going to have to look into that, though my gut feeling is that I will keep them as independent glossaries if only for the reason that it will make it easier for the teacher to grade each week’s additions.  Maybe there’s a way to then combine them all at the end?  I don’t know.  I’ll look into it.

I still haven’t taken the time to figure out the grade system yet.  I think when I get toward the end of the development, I will then look over all the grading ins and outs and then edit everything I’ve done to make sure it is all cohesive.  I also looked at some of my peers’ courses and found a few elements I liked – like limiting quiz retakes, only allowing access to the next assignments once the previous one is complete, etc. – which I would like to go back and implement.  I will also look into downloading this into a system that works with whatever our school has access to so that my teacher who wants to utilize this course will have access to it.

I’m told that in the professional world, there is an average of a three week turn around on projects like this… to which I say, sign me up!  It is certainly time consuming to do, but the fact that I’m working full time and able to do this plus another course… and still manage to do a few social things and hobbies too… means I think I’m cut out for a job in instructional design should I choose to go into a field like this.  It requires creativity and an eye for detail, and I really enjoy that kind of stuff.  It’s exciting to learn of new career opportunities that will be available to me after I finish this degree.  So close!  Can’t wait!

Moodle Development and Flipping the Classroom

I’ve started compiling my Moodle course over World History Revolutions.  Moodle is a very user-friendly LMS, I think.  I’m kind of a trial by error type gal when it comes to using new technology, and it really doesn’t take too long to figure out how to maneuver through the editing process.  I was surprised at the number of options available, and was pleasantly surprised at some of the small touches (like actually embedding the YouTube clip if you link to it, as one small example) that make both the user and developer’s experiences better.

I started with a blank outline with seven or eight weeks of course material.  From there I edited the intro to include a snazzy picture of an old skool world map, followed by a short introduction, then PDF files of the purpose, problem, and learning theory behind this course, plus another PDF file of learning goals and objectives.  The skeleton of the course came with a news forum in the introduction section, which I thought was probably a good idea for posting announcements and such, so I kept it. I then edited the title of each week to reflect what the learning focus was.  

Once the bare-bone template was complete, I started working on some of the specific aspects of each week’s instruction.  I started by uploading a file that lays out the week’s goals and objectives, plus accompanying TEKS, for each week.  Then I played with the Glossary feature.  After creating a Glossary for the first week – the Scientific Revolution – I figured out that you can duplicate and move the assignment.  So I went ahead and duplicated, then edited, then moved the glossary for each week, since I knew we would be doing glossaries in each week of instruction.  That was a cool feature which I think will probably help me be more efficient in my development.  I’m glad I found it!

Then I decided I would really focus on the first week, and maybe get through half of the second week.  I figured out how the Assignment feature worked, as well as how to edit and include pages, forums, upload files, and even how to develop a quiz.  For whatever reason, developing the quiz didn’t come as naturally to me as the other features did.  It felt a little convoluted, and not as intuitive as other features were (from a developer’s point of view, anyway).  But I finally figured it out after many attempts, and completed the first quiz (though I still feel like going back and editing it some).  The other thing I still need to sit down and figure out is how the heck all the grading works.  I’m certain I have it set up all wrong, so I need to spend some time fine tuning that.  

I haven’t yet given or received feedback on these Moodle courses, though I have looked at my partner’s (from this semester and last) for ideas and to experiment with different aspects.  Overall, though, I’m really excited about how this is turning out!  I still have a ways to go, but I am really excited about the possibilities that this course might offer in terms of incorporating technology into the classroom.  Visions of paperless classrooms, automatic grading and recording, absent students not falling behind or having to ask for work… all this and more are dancing in my head!  Can’t wait to actually implement this instruction and see how it goes!

Blended/Flipped World History ID Feedback

After first turning in my rough draft ID to my professor and getting a dismal grade + feedback, I dove into a more elaborate, in-depth description of what I envisioned my project to be.  Our main project this mini-semester is to create an entire course, 40-45 hours of instruction, in Moodle.  Whenever we are given exciting and big projects like this, I immediately think of ways that my work for grad school can be applied to my actual job (kind of killing two birds with one stone, so to speak).  I have a teacher who is teaching a class in which every student will be given a laptop for completing their work.  One of his goals has been to flip instruction, or at the very least implement a sort of blended curriculum.  I figured, why don’t I help him out by developing the flipped content for a semester of World History?  I thought it was a great idea, but my professor wanted a more condensed and consecutive approach to the project, so I modified it to be the entire six weeks instruction of their World History class (which is A LOT more work, but it would be really cool if it works out!!!).  I’m really excited that what I develop – or at least parts of it – will be utilized by a teacher this year.  Plus it’s a LOT of work (did I mention that already?), so I really hope it ends up being beneficial for this teacher and his students.

I gave my newly revised, twenty-something page long instructional design document to Jason, a classmate.  He was very helpful in his peer review.  He said he loved the idea (turns out, his project is about teaching teachers how to flip the classroom!), and could think of a number of people who would want access to this course (Hey!  Maybe I can sell it!  Hah).  

Jason’s feedback included questions which helped clarify areas where I need to be more specific.  For example, one of his first questions asked if I was personally flipping a history course or providing resources for another teacher to flip a history course.  It helped me realize where I need to go into more depth in my explanation.  He also pointed out that some of my listed assessments (such as quizzes, forum posts, or wikis) did not clarify where they would be completing these activities.  I guess I was so tired (rewriting an ID after working 10 hours… which for me was about an 8 hour process… left my brain frazzled [so much so that I missed my other class’s online meeting!!! MAJOR face plant!!! :(]) that I didn’t realize how vague or how assumptive I was being in the document.  All the activities will be in Moodle unless otherwise mentioned… but I never bothered to say that in the document.  I will definitely be adding that.

I also was kind of vague on wiki and quiz implementation, in terms of teacher support.  I’m seeing that I will need to add something like a Job Aid (Jason’s suggestion) or some other sort of procedural part in the IDD which helps the instructor to learn these processes and how to implement them.  They definitely need to play with it before stepping in front of a class of 15 year olds and asking them to do it.  Practice, troubleshoot, then implement.  In my IDD, I basically have them step right into implementation without practicing first and troubleshooting problems.  And we all know there seem to always be problems when it comes to new technology!!!

He also gave me a lot of great suggestions.  Jason’s previous project for another class included his use of Moodle, so I feel very lucky that my assigned peer reviewer has experience using the program.  He suggested, for example, that I include the schedule and assignment dates in Moodle’s calendar feature.  What a great idea!  I didn’t even realize that was an option.  I have so much to learn about Moodle.  Overall, a great big THANKS(!!!) to Jason for the peer review!  It’s very helpful for another set of eyes to look over a document I’ve been staring at for hours and hours. 🙂

Isman Instructional Design Model

We were instructed to find an instructional design model which we weren’t familiar with and answer some basic questions about it.  I found a kind of obscure one, referred to as the Isman model of instructional design, which I will discuss here.

The Isman model’s goal is very similar to any instructional design model’s goal: “to point up how to plan, develop, implement, evaluate, and organize full learning activities effectively so that it will ensure competent performance by students.” (Isman 2011)  Here is a basic visualization of how the model works (Isman 2011):

Image

It is based on behaviorism, cognitivism, and constructivism – some of my favorite learning theories! – but with an overarching goal of reinforcing long-term learning.  It has five basic steps in the design process:  Input, Process, Output, Feedback, and Learning.  Within each step are stages.  Most of these stages seem familiar to me from the ADDIE model, though named differently.

Step 1, Input, is similar to both the Analyze and Design phases in the ADDIE model.  One of the main differences between the two in this part of the design model is that the Isman model emphasizes “modern instructional media” (such as multimedia, internet, projection, film, etc.) as well as “classical instructional media” (such as books, journals, pictures, etc.), and it also emphasizes active learning (whereas I don’t remember there being an emphasis on any of these things in the ADDIE model).

Step 2, Process, is similar to the next two phases in the ADDIE model: Development and Implementation.  The ADDIE model seems to go into more detail in this part of the instructional design process.  Between both the Development and Implementation phases, there are seven different steps for the instructional designer to complete.  In the Process stage of the Isman model, he only lists three steps:  Test prototypes (similar to the ADDIE step for validating instruction), Redesigning (also part of the validating instruction step in the ADDIE model), and Teaching Activities (which is the last step – conducting instruction – in the Implementation phase of the ADDIE model).

Step 3 and 4, Output and Feedback, go along with the final phase of the ADDIE model – Evaluation.  Basically, this step is the assessment and analysis of results, followed by a redesign of instruction if necessary (based on said results).  Step 5, Learning, basically has the Instructional Designer look over the results and determine whether long term learning is occurring, and if not, reteach is necessary (and redesign for future instruction would also be necessary).  I guess that kind of goes along with the Evaluation phase of the ADDIE model, too.

So, would I use this model to develop instructional design?  It has all the basic steps I would want in an instructional design model… but the thing is, it seems really similar to the more common models out there.  The big difference, I suppose, is the detail given to the end product (assessment/redesign/analysis of data) seems more in-depth in this model than in the ADDIE model, whereas the detail given to the actual initial design and process of teaching seems more in-depth in the ADDIE model.  I think both design and analysis of results are probably equally important, so perhaps it would be best to do some conglomeration of the two.  The way my current project is set up, I think there is more focus on the design, which I suppose falls more under the umbrella of the ADDIE model.

It’s important to note that learning theories (like behaviorism / cognitivism / constructivism) is different from an instructional design model.  I see learning theories as guides to how you should design your instruction.  If you are of the belief, for example, that learners learn most effectively through social constructivist means, then your ID model should emphasize a design structure that supports that learning theory.  So, in effect, one drives the other.  It’s important to do it in that order, too — if you develop an instructional design first, then consider your learning theories later, you will likely have to start from scratch as your instruction might not fit under the learning theory you subscribe to.  And this is especially important if you are developing instructional design for a client.  Make sure to ask their opinion on learning theory before diving into your ID!  Otherwise your time and energy may be wasted.

Isman, A. (2011) Instructional Design in Education: New Model.  The Turkish Online Journal of Educational Technology, 10(1).  Accessed from http://files.eric.ed.gov/fulltext/EJ926562.pdf

Flipping the Classroom

I am beginning my last semester of grad school, and with final classes come final projects.  I’ve decided to help one of my department’s teachers to flip his classroom for next semester.  After reading much about it, there are all sorts of studies that support this method of instruction, especially for “millennial students.”  So you’ll probably be hearing a lot more about flipped classrooms and various flipping techniques and strategies within this blog over the next couple of months.

I read an article by Roehl, Shweta, and Shannon article from 2013 which discusses the advantages of flipping the classroom.  The authors explain how technology is important for the “millennial student,” as is social learning.  Their draw to technology and social learning is causing a paradigm shift in the academic world as institutions move toward more active learning so as to “better engage these students.”  The article reiterates that lecture has been found to not be very effective, and yet still persists as the most common practice in teaching adult learners.  The research-based suggestion, of course, is that we move toward active learning, specifically using four instructional approaches: 1) individual activities, 2) paired activities, 3) informal small groups, and 4) cooperative students projects.  Flipping the classroom – that is, introducing the information at home via online lecture and activities – allows for deeper engagement and more differentiated instruction in the classroom.  They discuss specific case studies of how flipped classrooms showed improvement in student learning and engagement over tradition lecture-based classrooms.  Students also pay more attention to their own learning process when participating in flipped classrooms, and should have plenty of opportunity to reflect in order to take full advantage of this.  Flipping the class also helps teachers gauge their students’ progress prior to summative assessments.  Another benefit for both students and teachers is that it prevents people from falling too far behind should they be absent, because they can catch up with learning the material on their own time at home.

One thing I found kind of interesting is that the  only focuses on using videos for lecture for the at-home portion of a flipped classroom.  While that is certainly the main gist behind flipping a class, I have always personally felt that the at-home portion of the course could also include enrichment activities and opportunities to interact with other students and the teacher in an online, out-of-class environment.  The authors do not really discuss this.  I’m curious if other teachers refrain from these sorts of interactions and just use the online portion for video/lectured instruction?  Also, the authors note that the videos are generally only 4-6 minutes long, which I think is a decent length for me to aim for when developing the online modules and any lecture video.  It is long enough to cover a significant amount of information, but short enough to where a student could replay the video multiple times for understanding without it taking up a huge chunk of their evening.

Also, a classmate reviewed an article by Lim and Michael from 2009 which emphasized the importance of a good teacher in a flipped classroom.  While the online videos might be great, your class will only be effective if you have a teacher who provides engaging and relevant connections and analysis in the classroom.  Her review also reinforced the importance of differentiating within the class and even in the online, at-home portion of a flipped or blended class, because differentiating encourages engagement.

Overall, both the article and my classmate’s review of another article scientifically reinforced my gut feeling that this transition to a flipped classroom will be a successful one, if not a interesting journey!  Have you flipped a class?  What are your experiences with it?  Any pointers?  ‘Cause I’ll take ’em!

References:
Lim, D. H., & Michael, L. M. (2009). Learner and instructional factors influencing learning outcomes within a blended learning environment. Journal of Educational Technology & Society, 12(4), 282-n/a. Retrieved from http://search.proquest.com/docview/1287037860?accountid=7113

Roehl, A., Shweta, L. & Shannon, G. (2013) The Flipped Classroom:  An opportunity to engage millenial students through active learning.  Journal of Family and Consumer Sciences, 105(2), 44-49.  Retrieved from  http://libproxy.library.unt.edu:2055/docview/1426052585