Towards Exemplary Moodle Courses at YSJU
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We have a new approach to Moodle Quality Assurance and Quality Enhancement for 2019-20. The Exemplary Course Rubric (ECR) is intended to facilitate and encourage a consistent approach to the use of the VLE across the university by allowing staff to measure their practice in four major areas: Course Design, Interaction and Collaboration, Assessment, and Learner Support.
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Towards Exemplary Moodle Courses at YSJU
- 1. 1 C R E A T I N G E X E M P L A R Y C O U R S E S M O O D L E
- 3. 3 INTRODUCTION M O O D L E 1
- 4. 4 M O O D L E I S T H E U N I V E R S I T Y ' S V L E ( V I R T U A L L E A R N I N G E N V I R O N M E N T ) . M O O D L E I S A L E A R N I N G P L AT F O R M D E S I G N E D T O P R O V I D E E D U C AT O R S , A D M I N I S T R AT O R S A N D L E A R N E R S W I T H A S I N G L E R O B U S T, S E C U R E A N D I N T E G R AT E D S Y S T E M T O C R E AT E P E R S O N A L I S E D L E A R N I N G E N V I R O N M E N T S . M O O D L E P R O V I D E S U S W I T H A F L E X I B L E T O O L - S E T T O S U P P O R T B O T H B L E N D E D L E A R N I N G A N D O N L I N E C O U R S E S . M O O D L E
- 5. 5 EXEMPLARY COURSE RUBRIC (ECR) M O O D L E 2
- 6. 6 C O U R S E D E S I G N I N T E R A C T I O N & C O L L A B O R AT I O N A S S E S S M E N T EXEMPLARY COURSE RUBRIC (ECR) M O O D L E T h e E C R i s i n t e n d e d t o f a c i l i t a t e a n d e n c o u r a g e a c o n s i s t e n t a p p r o a c h t o t h e u s e o f t h e V L E a c r o s s t h e u n i v e r s i t y b y a l l o wi n g s t a ff t o m e a s u r e t h e i r p r a c t i c e i n f o u r m a j o r a r e a s : L E A R N E R S U P P O R T
- 7. 7 CONTENT PRESENTATION (x3) EXEMPLARY (12) ACCOMPLISHED (9) PROMISING (6) INCOMPLETE (3) Content is made available or "chunked" in manageable segments Content is made available or "chunked" in manageable segments Some content segments are overly large (or possibly too small) for the specified objectives Content is not "chunked" into manageable segments Navigation is intuitive Navigation is somewhat intuitive, but some "exploring" is required to determine the flow of content Navigation is only occasionally intuitive, thus the flow of content is sometimes not easily determined Navigation is not intuitive and the flow of content is unclear Content flows in a logical progression Content is presented using a variety of mechanisms Content presentation does not use a variety of mechanisms Content presentation does not use a variety of mechanisms Content is presented using a variety of appropriate mechanisms Presentation slides, notes, handouts, or lecture recordings are made available to learners Presentation slides, notes, handouts, or lecture recordings are only sometimes made available to learners in a timely manner Presentation slides, notes, handouts, or lecture recordings are not made available to learners Presentation slides, notes, handouts, or lecture recordings are made available to learners in a timely manner Visual and/or auditory elements occasionally enhance the content; supplementary resources are made available Few or no visual and/or auditory elements are used to enhance the content No visual or auditory elements are used to enhance the content Content is enhanced with visual and auditory elements; supplementary resources are made available and are well-integrated with other course materials Supplementary resources may be made available Supplementary resources are not made available EXEMPLARY COURSE RUBRIC (ECR) M O O D L E T h e E C R i s i n t e n d e d t o f a c i l i t a t e a n d e n c o u r a g e a c o n s i s t e n t a p p r o a c h t o t h e u s e o f t h e V L E a c r o s s t h e u n i v e r s i t y b y a l l o wi n g s t a ff t o m e a s u r e t h e i r p r a c t i c e i n f o u r m a j o r a r e a s : C o u r s e D e s i g n , I n t e r a c t i o n a n d C o l l a b o r a t i o n , A s s e s s m e n t , a n d L e a r n e r S u p p o r t .
- 8. 8 EXEMPLARY COURSE RUBRIC (ECR) M O O D L E T h e E C R i s i n t e n d e d t o f a c i l i t a t e a n d e n c o u r a g e a c o n s i s t e n t a p p r o a c h t o t h e u s e o f t h e V L E a c r o s s t h e u n i v e r s i t y b y a l l o wi n g s t a ff t o m e a s u r e t h e i r p r a c t i c e i n f o u r m a j o r a r e a s : C o u r s e D e s i g n , I n t e r a c t i o n a n d C o l l a b o r a t i o n , A s s e s s m e n t , a n d L e a r n e r S u p p o r t .
- 9. 9 COURSE TEMPLATE M O O D L E 3
- 10. 10 G O A L S & O B J E C T I V E S C O N T E N T P R E S E N TAT I O N L E A R N E R E N G A G E M E N T COURSE DESIGN M O O D L E C o u r s e D e s i g n a d d r e s s e s e l e m e n t s o f i n s t r u c t i o n a l d e s i g n . F o r t h e p u r p o s e o f t h i s g u i d a n c e , c o u r s e d e s i g n i n c l u d e s s u c h e l e m e n t s a s t h e s t r u c t u r e o f t h e c o u r s e , l e a r n i n g o b j e c t i v e s , o r g a n i s a t i o n o f c o n t e n t , a n d i n s t r u c t i o n a l s t r a t e g i e s . T E C H N O L O G Y U S E
- 11. 11 E X P E C TAT I O N S A S S E S S M E N T D E S I G N S E L F - A S S E S S M E N T ASSESSMENT M O O D L E A s s e s s m e n t f o c u s e s o n i n s t r u c t i o n a l a c t i v i t i e s d e s i g n e d t o m e a s u r e p r o g r e s s t o wa r d l e a r n i n g o u t c o m e s , p r o v i d e f e e d b a c k t o s t u d e n t s a n d t u t o r s , a n d / o r e n a b l e g r a d i n g o r e v a l u a t i o n . T h i s s e c t i o n a d d r e s s e s t h e q u a l i t y a n d t y p e o f s t u d e n t a s s e s s m e n t s wi t h i n t h e c o u r s e .
- 12. 12 C O M M U N I C AT I O N S T R AT E G I E S D E V E L O P M E N T O F L E A R N I N G C O M M U N I T Y I N T E R A C T I O N L O G I S T I C S INTERACTION & COLLABORATION M O O D L E I n t e r a c t i o n a n d C o l l a b o r a t i o n c a n t a k e m a n y f o r m s . E m p h a s i s h e r e i s o n t h e t y p e a n d a m o u n t o f i n t e r a c t i o n a n d c o l l a b o r a t i o n wi t h i n y o u r M o o d l e c o u r s e .
- 13. 13 O R I E N TAT I O N T O C O U R S E & M O O D L E T U T O R R O L E & I N F O R M AT I O N C O U R S E / I N S T I T U T I O N A L P O L I C I E S & S U P P O R T LEARNER SUPPORT M O O D L E L e a r n e r S u p p o r t a d d r e s s e s t h e s u p p o r t r e s o u r c e s m a d e a v a i l a b l e t o s t u d e n t s t a k i n g t h e c o u r s e . S u c h r e s o u r c e s m a y b e a c c e s s i b l e wi t h i n o r e x t e r n a l t o t h e c o u r s e e n v i r o n m e n t . L e a r n e r s u p p o r t r e s o u r c e s a d d r e s s a v a r i e t y o f s t u d e n t s e r v i c e s . T E C H N I C A L A C C E S S I B I L I T Y I S S U E S A C C O M O D AT I O N S F O R D I S A B I L I T I E S F E E D B A C K
- 14. 14 THE QUALITY STATEMENTS ARE INTENDED TO ESTABLISH A SET OF ASPIRATIONAL 'EXEMPLARY' STANDARDS FOR THE USE OF MOODLE, AND TO ENSURE A CONSISTENT STUDENT EXPERIENCE ACROSS THE UNIVERSITY. M O O D L E
- 15. 15 Phil Vincent | @PhilVincent | p.vincent@yorksj.ac.uk T H A N K Y O U
Notas del editor
- Moodle is the University's VLE (Virtual Learning Environment), and is designed to provide educators, administrators and learners with a single robust, secure and integrated system to create personalised learning environments. Moodle provides us with a flexible tool-set to support both blended learning and online courses.
- My name is Phil, and in this short video I’m going to talk to you about how we are using our Exemplary Course Rubric to facilitate and encourage a consistent approach to the use of the VLE across the University, in order to promote both Quality Assurance & Quality Enhancement.
- Our goal is to promote, develop, support and embed the effective use of Moodle for learning, teaching and assessment, and improve the quality of student learning through its use.
- Moodle delivers a powerful set of learner-centric tools and collaborative learning environments that empower both teaching and learning. The pedagogic design of Moodle includes a constructivist and social constructionist approach to education, emphasising that learners (and not just tutors) can contribute to the educational experience. Using these pedagogical principles, Moodle provides a flexible environment for learning communities.
- The ECR is intended to facilitate and encourage a consistent approach to the use of the VLE across the university by allowing staff to measure their practice in four major areas…
- These areas are: Course Design, Interaction and Collaboration, Assessment, and Learner Support.
- The full ECR uses weighting values and numerical scores. For each sub-category (within the main categories of Course Design, Interaction and Collaboration, Assessment, and Learner Support), a weighting value (from 0.5 to 3) has been assigned to indicate the relative importance of that sub-category. The points available for each of the levels of mastery are then indicated in parenthesis. In this example 'Content Presentation', which is a a sub-category of 'Course Design', is weighted as 3, and the points available for each level of mastery are indicated alongside each one.
- The full ECR is a useful tool for audit or self-assessment purposes, but is too unwieldy to be used as a set of course design principles or standards. For those reasons, we chose to extract the criteria from the ‘Exemplary’ level of mastery, and present those as a set of aspirational quality statements within Moodle courses.
- These new statements are intended to build upon the previous minimum standards for the use of the institutional VLE (Moodle), and to ensure a consistent student experience.
- Course Design addresses elements of instructional design. For the purpose of this guidance, course design includes such elements as the structure of the course, learning objectives, organisation of content, and instructional strategies. Course Design includes: (read out bullets)
- Assessment focuses on instructional activities designed to measure progress toward learning outcomes, provide feedback to students and tutors, and/or enable grading or evaluation. This section addresses the quality and type of student assessments within the course. Assessment includes: (read out bullets)
- Interaction and Collaboration can take many forms. Emphasis here is on the type and amount of interaction and collaboration within your Moodle course. Interaction denotes communication between and among learners and tutors, synchronously or asynchronously. Collaboration is a subset of interaction and refers specifically to those activities in which groups are working interdependently toward a shared result. This differs from group activities that can be completed by students working independently of one another and then combining the results. A learning community is defined here as the sense of belonging to a group, rather than each student perceiving themselves studying independently. Interaction & Collaboration includes: (read out bullets)
- Learner Support addresses the support resources made available to students taking the course. Such resources may be accessible within or external to the course environment. Learner support resources address a variety of student services. Learner Support includes: (read out bullets)
- Colleagues are asked to read through the content at the top of each course and check that you are applying as many of the quality statements as possible in your module. Please then feel free to delete this section as it is intended for staff, not students. You can also use the complete Exemplary Course Rubric to assess your own Moodle course, and it’s available from the ‘Staff’ drop-down menu at the top of Moodle. For each question, choose which level of mastery best applies to your own Moodle course before moving onto the next question. There are 17 questions in total. You will get a score for each section and then a report at the end, which you can download and save. You will also have the option to email the report to yourself.
- If you have any questions, or need any help, information or advice about Moodle, or any other learning technologies, then please just get in touch. Thanks for watching!