Three tips for good design in Moodle courses

Moodle has been used for over 10 years, and yet ‘What comprises a good Moodle course’? is still a hot topic.

Some top tips from Yong Liu include:

1) Mobile learning is key, and gamification is built in as much as possible (although it can be heavy on the budget), plus integration of social media. It is important to automate as many of the processes as possible, while also personalising the learning. However, using an animation or the latest technology, may remove the focus from the learner.

2) It is important to offer opportunities for students to link exiting knowledge with new knowledge. Multimedia can help people learn by helping them select organise and integrate information and understanding (Mayer, 2016). We can only take in visual and aural input, but not two aural inputs at the same time. We can also only take in a limited amount of information at one time. To help alleviate the stress we need to remove redundant and gratuitous graphics, place text near graphics, and explain graphics with audio instead of text if possible.

3) A good Moodle course should simplify complex content, by, for example, segmenting content into small chunks. Information should be precise and exactly what they need, without additional information. Activities also have collaboration, peer teaching – activities where the students do the work themselves. We foster generative processes (Mayer, 2016) by letting the student ‘pull’ knowledge and selecting what they want when they need it. Use conversational tone and pedagogical agents.

What tips could you add to this list? What have you found works a treat for your learners in Moodle?

Image: Design. CC ( BY SA ) licensed Flickr image by Miquel Lopez: https://flic.kr/p/5oQgCo

Advertisements

About ictenhancedlearningandteaching

I am a director and consultant at Ethos Consultancy NZ (http://www.ethosconsultancynz.com/). I have a keen interest in all aspects of ICT Enhanced Learning and Teaching (ICTELT) where the focus lies on ways of scaffolding and empowering learners. In particular, I am interested in the way that creative, blended approached to Academic Professional Development can create trust, rapport and encourage reflective practice. As such, ICTELT is approached from facilitation, design, evaluation and assessment as opposed to the tools and what they can offer. I am a strong advocate of the potential of Web 2.0 to empower learners from all walks of life and cultures, especially after my experiences working for 6 years in the Middle East. In particular, I am interested how ePortfolios can be used in the VET sector (especially where Literacy and Language challenges are faced), in Recognition of Prior Learning, and in authentic, applied assessment. I have been involved with designing and developing ICTELT approaches and programmes for ten years. Following research informed approaches and design, I apply a qualitative, iterative process to evaluate the effectiveness of interventions, programmes and tools, encouraging learners' voices and input from all stakeholders.
This entry was posted in All, Blended learning, e-learning and tagged , , , . Bookmark the permalink.

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s