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  1. Learning at City Conference 2017
Learning Enhancement and Development

Session 3B

60 Minute Moodle Makeover

Olivia Fox

Doctor Joel Armando

Lisa Baker

Thomas Hanley

Peter Kogan

Connie Tse

- City, University of London, Learning Enhancement and Development (LEaD)


Attendees are required to bring a wireless enabled laptop to the session.


This hands-on workshop from the Blended Learning Team in LEaD, aims to explore how to enhance teaching excellence online through the use of course design principles.

Blended learning is increasing in popularity as an effective and flexible way to meet diverse learner requirements and offer increased flexibility for students through the thoughtful integration of resources and activities in an online environment with face-to-face teaching. Alammary et al. (2014, p.440) in their paper on blended learning in higher education found that “[t]he question now is not whether to blend or not; it is how to design an effective blend.” An effective blend is one which leverages the benefits of both the face-to-face and online environments to produce a cohesive learning experience for students. An effective blend increases the opportunities for students to interact with module content and engages students in active learning in both face-to-face and online environments.

With this in mind, the 60 Minute Moodle Makeover is a hands-onworkshop to enhance teaching excellence online and support staff in designing an effective online environment for students. The workshop draws on the course redesign principles that the Educational Technology Team from LEaD utilise to provide the Advice on Module Page (AMP) service.

The course redesign principles are adapted from Weimer, 2010.

  1. Provide a structure for the module that guides students in their
    active learning.
  2. Provide sufficient time on task and enforce deadlines.
  3. Reward students for their effort.
  4. Provide regular assessment of progress.
  5. Accommodate diverse requirements.
  6. Stay in touch.

This workshop will provide academic staff with an opportunity to review their own Moodle modules and analyse their decisions connecting their subject and pedagogical knowledge with course design principles. The recent Horizon Report (2016, p.18), highlights the “increasing use of blended learning designs” as a key trend driving the adoption of education technology in Higher Education over the next 1-2 years.

Pre-requisite for attendance: Access to a Moodle module that you are teaching on.

Attendees are required to bring a wireless enabled laptop to the session.

References

Alammary, A., Sheard, J., and Carbone, A. (2014) ‘Blended Learning in higher education: Three different design approaches.’ Australian Journal of Educational Technology, 2014, 30(4), pp: 440-454.

Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., and Hall, C. (2016). NMC Horizon Report: 2016 Higher Education Edition. Austin, Texas: The New Media Consortium. [online] Available from: http://cdn.nmc.org/media/2016-nmc-horizon-report-he-EN.pdf (Accessed: 11.02.16).

Weimer, M. (2010) ‘A Course Redesign that Contributed to Student Success’ in Weimer, M. Course Design and Development Ideas That Work.

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City, University of London is an independent member institution of the University of London. Established by Royal Charter in 1836, the University of London consists of 18 independent member institutions with outstanding global reputations and several prestigious central academic bodies and activities.