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Group Project:
Bridging the Gap between the Physical Classroom and Virtual Classroom Environments
By:
Ayanna Phillips-Stewart
Elizabeth Serieux
Helen Weekes-Thomas
Sean Thomas
Skeater Frederick
Nyeisha George-Minott
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Table of Contents
Executive Summary .............................................................................................................. 3
Needs Assessment .................................................................................................................. 4-7
Task Analysis ........................................................................................................................ 8-9
Procedural Analysis ..............................................................................................................10-19
Prerequisite Analysis ............................................................................................................. 20-22
Performance Objectives ........................................................................................................ 23
Rubrics .................................................................................................................................. 24-26
Assessments ........................................................................................................................... 27-30
Learner and Contextual Analysis ........................................................................................... 31
Instructional Strategies and Lessons ..................................................................................... 32-38
Review of Process .................................................................................................................. 39-51
Reflections ............................................................................................................................ 52-58
References ............................................................................................................................. 59-60
Appendices
Appendix A- Learner and Contextual Analysis.. 61-66
Appendix B Screen Shot of Moodle Pilot Course 67-69
Appendix C Survey Questionnaire hosted on survey monkey..69-70
Appendix D Analysis of survey responses71-78
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Executive Summary
The Antigua and Barbuda Institute of Technology (ABIIT) has recently been mandated to
provide online versions of all its face- to- face courses. Since none of the faculty members has
any experience in online education, the Institute has contracted an independent firm (Garrisons
Consultancy Firm) to provide training for the entire Faculty so that they can satisfy the mandate.
All 25 Faculty Members have been provided with all the necessary resources and a training
workshop will be held at the Institute. The Garrisons Consultancy Firm has conducted a needs
assessment to determine the instructional needs of the Faculty and based on these results has
designed a training workshop to achieve the desired results. The key desired result of the
workshop is that all members of faculty will be able to convert their face- to- face classes into an
online format using Moodle Technology. The workshop includes both formative and summative
assessments to indicate when the required objectives have been achieved. It also includes a
variety of instructional strategies including discussion, analogies, direct instruction and peer
teaching all of which are based on the application of a combined objectivist-constructivist
approach, using Gagnes nine events of instruction and Blooms taxonomy as the foundational
framework for instruction.
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The Garrisons Consultancy Firm has been approached by the Board of Directors of the
Antigua and Barbuda Institute of Technology (ABIIT), to conduct a training workshop for
Faculty members who are new to the online environment. The institute (ABIIT) offers degrees at
the associates level in Network Engineering, Banking and Finance, Architectural Technology,
Business Administration, Information Technology, Human Resource Management and Graphic
Design (Antigua And Barbuda International Institute of Technology, 2016). Historically, all of
those courses have been offered via face-to-face, traditional classroom format, however, a recent
policy change requires every course to be offered in both face-to-face and online formats. The
ABIIT Board of Directors has voted against hiring new faculty and instead has decided to
provide training for all is current faculty members to enable them to convert their current courses
into the required online format.
In preparation for this change, the ABIIT has provided all of the necessary resources that
will be needed to ensure a smooth transition to the new system. These resources include;
conference rooms equipped with the most current, state of the art information and
communications technology (ICT). ICT is an umbrella term that includes any communication
device or application, encompassing: radio, television, cellular phones, computer and network
hardware and software, satellite systems and so on, as well as the various services and
applications associated with them, such as videoconferencing and distance learning. (Rouse,
2005). All Faculty members have also been provided with internet ready desktop and laptop
computers. There is also a computer/communications lab, a library, networking labs, cafeteria
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and administrative offices, ensuring that every member of faculty always has access to whatever
is needed to facilitate the quick and efficient implementation of the new policy.
The Garrisons consultancy Firm intends to use the Learning Management System Moodle, to
convert all the face-to-face tasks and activities to an online format or setting.
(b) The Topic of Instruction for the workshop is: Bridging the gap between the physical
classroom and the virtual classroom environments.
(c) Formats: As previously explained the mode, media and format of the project are targeted for
online. The instructors have to be ready to convert and deliver at least one of their traditional
courses in an online format.
(d) Optimals, Actuals, Feelings, Causes and Solutions
What do we need to know, why do we need to know it and from whom do we need it?
In order to effectively analyze the situation, design, develop and implement this training
workshop, the Garrisons Consultancy Firm needs to obtain some specific information from those
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involved; the ABIIT Board of Directors, Faculty members, current and prospective students as
well as Subject Matter Experts.
This information will allow the Garrisons Firm to ascertain benchmarks, obtain different
perspectives of the situation and assess whether the need is actually for a training workshop on
bridging the gap between the physical classroom and the virtual classroom environments, as
requested by the ABIIT Board of Directors.
Why?
From Whom?
know?
Optimals:
(a) What Faculty should
know about using Moodle
to convert class format
To ensure a common
starting point and map a
common path to the end
point of the workshop
Actuals
(a) What Faculty actually
does know about using
Moodle to convert class
format
Members of Faculty
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Members of Faculty
To identify perceptions of
Faculty members
Faculty regarding the policy Managers
itself to ascertain the actual
root of problem
Faculty members
All of the required information will be obtained using the following techniques: Brainstorming,
Focus Group Meetings, Individual Interviews and Participant observation.
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Task Analysis
According to Polson (1993) cited in Jonassen (1999), the first step in the design of any instruction is a task analysis to determine
what should be taught. (p. 3). Jonassen, Tessmer, & Hannum, (1999) state Task analysis for instructional design is a process of
analyzing and articulating the kind of learning that you expect the learners to know how to perform. (p.3). The results from the needs
assessment provided useful information to allow this team of designers to determine the priority in which the tasks ought to be taught
based on the level of importance for the ABIIT instructors training/retraining workshop. The sequence in which these tasks are to be
performed and how to construct the subsequent performance assessments evaluation items and rubrics were also determined.
Criticality
Universality
Frequency
40 pts
10 pts
10 pts
TASKS
#1
#2
#3
#4
#5
#6
33
18
72
Enrolling students to a
course utilizing Moodles
LMS systems
Standardization
10 pts
Difficulty
Total
30 pts
100
pts
Notes
Priority
#7
#8
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18
76
35
19
78
36
20
80
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Procedural Analysis
The procedural analysis was conducted after the formulation of the task analysis worksheet.
Since this workshop will be developing three units to deliver instruction in the training/retraining
process of the teaching staff at this institution, the top ranking three tasks were utilized to
determine the terminal and enabling objectives, assessments and instruction to be delivered to
achieve this workshop goal. The ABIIT IT department is responsible for hosting the Moodle
software, creating courses and setting up user accounts. The ABIIT IT department system
administrator for the Moodle programming system has already given access to the instructors to
perform the roll as teachers, so the participants in the workshop will be adding content, activities,
quizzes and assessments. The instructors have already been given that privilege and the
administrator has already assigned the instructors to their specific courses.
Building and Organizing a Moodle course
LEVEL ONE
1.0 Log in to Moodle
1.2 Modify your personal settings
1.3 Find your Moodle course under My courses
1.4 Create your course block by customizing course layout
LEVEL ONE
1.1.1 Type URL of Moodle site in address bar of browser
1.1.2 Log into Moodle using your account name and password
1.1.3 Locate Course
1.1.4 Click on course name to enter course page
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Arrange the default number of Sections down the center of the course page, and use
the Collapsed topics format.
LEVEL TWO
Organizing course on Moodle
2.1 Create section names for your course
2.2 Add resources to your course
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LEVEL TWO
2.1 Create section names for your course
2.1.1 Choose a format in your course settings
2.1.2 Distinquish sections as follows: Section 1, Section 2, Section 3 and so on
2.1.3 Select a customised name for each section
2.1.4 Click edit setting icon
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2.3.1 Click Turn editing on to add an Activity, on your main course page
2.3.2 Navigate to the section where you want the activity to appear
2.3.3 Click + Add an activity or resource
2.3.4 Select an activity and click Add. The settings page will open
2.3.5 Configure the settings and click Save (at bottom of page)
2.3 6 Edit added activity (see 2.2.7)
2.3.7 Rename added activity (see 2.2.7)
2.3.8 Move an activity up or down the page by dragging it by its Move icon ( ).
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2.5.1 Select Yes or No On your Moodle course page, in the Quick Settings block, for Course
available?
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1.11
Fill in the rest of the response choices in the rest of the form
1.12
LEVEL TWO
Open the Moodle Bank
2.1 Navigate to main page of your course
2.2 Click Question bank in the Administration block, under Course administration. Question
bank page will open
2.3 Click Select a category and select a category from the drop-down menu. Page will update to
show you the list of questions within that category
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LEVEL THREE
Add and Manage Question Bank categories
3.1 Navigate to the main course page
3.2 Click question bank in the Administration block (See 2.2)
3.3 Define the new category you want in the Add category
3.4 Select a Parent category for the new category
3.5 Enter a description for the new category in the Category info field
3.6 Click Add category to add newly specified category.
LEVEL FOUR
Add questions to a category
4.1 Navigate to the main page of your course
4.2 Click question bank in the Administration block (See 2.2)
4.3 Click Select a category and select a category from the drop-down menu. The page will
update to show the list of questions within the category
4.4 Edit an existing question by finding the question in the list of questions and click Edit (
Question properties page will open
).
LEVEL FIVE
Export quiz questions to a category
5.1 Click Question bank then Export in the Administration block, under Course administration
5.2 Choose a file format (Gift, Moodle XML or XHTML)
5.2.1 If file format is Gift, Moodle XML can be imported to Moodle
5.2.2 If file format is XHTML can be imported as a MS document
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LEVEL TWO
Add a new topic to the forum
2.1 Click the link to open the forum activity. Forum will open, showing the description you
provided when you set up the forum previously
2.2 Click Add a new discussion topic
2.2.1 For a Question and Answer forum, click Add a new question
2.3 Enter a subject and a message
2.3.1 If subscription is set to Optional in the forums settings, use the Subscription drop-down
menu to choose whether or not to receive email copies of posts made to this forum
2.4 Add an attachment
2.5 Select the Mail now checkbox to avoid the standard 30 minute delay before subscribers
receive an email
2.6 Click post to forum to post your message
2.7 Click Continue to return to the Forum page. Discussion topic will be listed and course
members will now be able to see reply.
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LEVEL THREE
Creating groups and adding members
3.1 Click Create group, on the Groups page
3.2 Enter a group name
3.3 Click Save changes to create group
3.4 To add group members
3.4.1 Click the group name under Groups
3.4.2 Click/ remove users below the Members of...
3.4.3 Click a student name to highlight it in the Potential members column
3.4.4 Select multiple members by holding down the CTRL (Win) or Command (Mac) key
while you click
3.4.5 Navigate search bar at the bottom of column to find student names not seen.
3.4.6 Click Add to move members into the group
3.5 Click students names or select multiple names in the Group members column
3.6 Click Remove.
3.7 Click back to groups when modification of the group members is completed
LEVEL FOUR
Importing groups from Microsoft excel worksheet
4.1 Open Excel and create a new worksheet by clicking File > New Workbook.
4.2 Type in cell A1 groupname
4.3 Type in cell B description
4.4 Enter names and descriptions for each of the groups in the rows that follow.
4.5 Click File > Save As to save your file. . In the Format drop-down menu, change the file
format to Comma Separated Values (.csv).
4.6 Click save
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LEVEL FIVE
Close a forum and prevent further student posts
5.1 Click the link to forum on your course page.
5.2 Navigate to Administration block and click Permissions (not Check Permissions)
5.3 Choose Student in the Advanced role override drop-down menu
5.4 Select Prevent for the following under the bold heading Activity: Forum
Reply to posts
Start new discussions
5.5 Scroll to the bottom of the list of permissions and click Save changes.
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Prerequisite Analysis
Task 1
At the of this workshop, teachers will be able to build a course in moodle by learning how to navigate
the learning platform adding a discussion forum, assessment and course activities
Make resources
available for students
Navigate Computer
Software
Make activity
available to
students
Turn on Editing
Integrate outcomes
to complete task
Brainstorm steps
to undertake
Task
Apply terminology
to instruction given
Identify design of
Learning Management
System
Know learning
Management System
Interpret
Instructions
Follow
Instructions
Know computer
20
terminology
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categorize suitable
assessment types
for outcome and
content
Synthesize goals
objectives, outcome
and content for
assessment
Identify types of
assessments
Navigate
Moodle
System
Locate and
log on to
Moodle
LMS
Navigate
Computer
Software
Identify course
objectives, goals
and outcomes
Identify relevant
content for
assessment
Understand
the basic
operations
of a
computer
Select the
tool
necessary
to
complete
task
Understand
the design
of Moodle
LMS
Know
Moodle
LMS
Apply new
Knowledge
Place name of
Assessment in
name field
Select Parent
Category
Locate question
bank in
administrator block
Navigate to
Course Page
Synthesize
New
Information
Assign
completed
tasks to
students
Integrate
outcomes to
complete tasks
Brainstorm
steps to
undertake tasks
Interpret
Instruction
Follow
Instructions
Apply
terminology to
given
instruction
Know computer
21
terminology
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Design activity
Decide on
related
instructional
activity
Find Resources
Navigate
Moodle
System
Select the
tool
necessary
to
complete
task
Select activity
from pull
down list
Locate and
log on to
Moodle
LMS
Navigate
to and turn
on editing
button
Determine time
and length of
Instruction
Navigate
Computer
Software
Understan
d the
design of
Moodle
LMS
Select course
objectives, goals
and outcomes
Understand
the basic
operations
of a
computer
Enter
activity/discus
sion setting
and save
Be familiar
with
Moodle
LMS
Apply new
Knowledge
Synthesize
New
Information
Select add an
activity
Select the
week/topic
for activity
Go to
administrator
block and turn on
editing
Navigate to
Course Page
Assign
completed
tasks to
students
Integrate
outcomes to
complete tasks
Brainstorm
Steps to
undertake
tasks
Interpret
Instruction
Follow
Instruction
Apply
terminology to
given
instruction
Know with
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computer
terminology
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Performance Objectives
Terminal Objectives
After completing the three hour training session, 25 instructors will construct an online
classroom environment through which participants will access course materials, participate in an
interactive online learning environment and complete assessments.
Enabling Objectives
Task 1: Build and organize a new Moodle Course
1. Given a computer, participants will log into the Moodle system.
2. After viewing a demonstration by the tutors, participants will create a Moodle course by
editing settings and saving information on the course page in no more than three attempts.
3. After viewing a video, participants will select and save titles and subtitles for course
information in the correct sequence.
4. After observing a demonstration, each participant will upload content and resources on the
course page with 90% accuracy.
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Performance Rubric
Performance Rubrics
Task 1
Performance
Criteria
Log into Moodle
Beginning
Emerging
Capable
Proficient
Participant was
unable to log in
to Moodle.
Participant was
not able to edit
personal
information.
Participant
logged in to
Moodle with
some difficulty
Participant
edited and saved
personal
information with
much difficulty
on the first
attempt.
Participant
logged in to
Moodle with
little difficulty.
Participant
edited and saved
information with
some difficulty
on the first
attempt.
Participant did
not select save
course titles.
Participant
selected and
saved the course
titles with some
difficulty
Participant
selected and
saved titles with
minimal
assistance.
Participant
logged in to
Moodle with no
difficulty.
Participant
edited and saved
personal
information
including adding
picture with no
difficulty on the
first attempt.
Participant
selected and
saved course
titles with no
difficulty.
Adding Content
and resources to
online Course
Participant was
unable to add
content and
resources to
course page
Participant was
able to add
content to the
course with
some difficulty
Participant was
able to add
content to the
course page with
minimal
assistance
Participant was
able to add
content to the
course page
without any
assistance
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Task 2
Performance
Criteria
Accessing the
question bank
Adding question
to the question
bank
Setting question
parameters
Adding
questions to
course page
Beginning
Emerging
Capable
Proficient
Participant was
unable access
the question
bank without
assistance
Participant was
unable to add
questions to the
question bank
without
assistance.
Participant was
unable to set
question
parameters
without
assistance.
Participant was
able to access
the question
bank with some
challenges.
Participant was
able to add
questions to the
question bank
with some
assistance
Participant was
able to set
question
parameters with
some assistance
Participant was
able to access
the question
bank with a little
challenge.
Participant was
able to add
questions to the
question bank
with limited
assistance
Participant was
able to set
question
parameters with
minimal
assistance
Participant was
able to access
the question
bank with no
challenges.
Participant was
able to add
questions to the
question bank
without
assistance.
Participant was
able to set
question
parameters
without
assistance.
Participant was
unable to add
questions to the
course page
without
assistance
Participant was
able to add
questions to the
course page with
some assistance
Participant was
able to add
questions to the
course page with
minimal
assistance
Participant was
able to add
questions to the
course page
without
assistance
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Task 3
Performance
Beginning
Emerging
Capable
Proficient
Adding a
discussion
forum to course
page
Participant was
unable to add a
discussion
forum to the
course page
without
assistance
Participant was
able to add a
discussion
forum to the
course page with
some assistance
Participant was
able to add a
discussion
forum to the
course page with
minimal
assistance
Participant was
able to add a
discussion
forum without
any assistance.
Adding a new
topic to the
discussion
forum
Participant was
unable to add a
new topic to the
discussion
forum without
assistance
Participant was
able to add a
new topic to the
discussion
forum with
some assistance
Participant was
able to add a
new topic to the
discussion
forum with
minimal
assistance
Participant was
able to add a
new topic to the
discussion
forum without
any assistance.
Adjusting
optional settings
to receive emails
of forum posts
Participant was
unable to adjust
the forum
settings to
receive emails
of posts without
assistance
Participant was
able to adjust
the forum
settings to
receive emails
of posts with
some assistance
Participant was
able to adjust
the forum
settings to
receive emails
of posts with
minimal
assistance
Participant was
able to adjust
the forum
setting to
receive emails
of posts without
assistance.
Criteria
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Assessments
The following assessment questions will be created as an online quiz in Moodle.
Enabling Objective: Given a computer, participants will log into the Moodle system
1. Mrs Brown has created a course in Moodle but she has to log in and update her profile.
What are the steps she should follow to update her profile information?
A. Enter password, Log in, Click profile
B. Log in, Enter password, Click profile
C. Click log in, Enter password, Click log in
D. Enter password, Click log in, Click profile
Enabling Objective: After viewing a demonstration by the tutors, participants will create a
Moodle course by editing settings and saving information on the course page in no more than
three attempts.
2. Your network administrator has set up a Course you deliver online using Moodle. Your
network administrator has also a default layout of your course by weeks as shown. You
want to change the layout. What is the first thing you are required do?
.
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A.
B.
C.
D.
Appearance
Tags
Role renaming
Course Format
Enabling Objectives:
After observing a demonstration, each participant will upload content and resources on the
course page with 90% accuracy.
4. You are required to add an introduction to your course. Using the screen below, where
would you click to add an introduction to your course?
A.
B.
C.
D.
1
2
3
4
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5. There is a pdf document in your document folder on your computer that you want to
upload to your course page. What steps would you take, in which order?
Enabling Objective:
After observing a demonstration each participant will, create a discussion forum with 90%
accuracy in 10 minutes.
6. In your online course you want offer students the opportunity to discuss some of the
topics you have upload to your course page. You will need to access the dialog box
shown and click the radio button
identified. How is this dialog box
accessed?
A. Click on the Turn on editing
B. Click on Add an Activity or resource
C. Click on the Administrator Block
D. Click on the Navigation Block
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Enabling Objectives:
Following specific instructions, participants will create course assessment items using Moodle
software in 20 minutes.
7. You want to assess your students knowledge about what they have learnt so far on one
of your topics. You will need to create a question bank. You need to access the screen
shown below. This is done by doing which of the following?
A.
B.
C.
D.
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Enabling Objectives
Task 1: Build and organize a new Moodle Course
Getting Started:
Building and Organizing
Your Moodle Course
Objectives
Slide 1
Slide 2
Slide 4
Slide 3
How Can
Moodle be
Used?
What is
Moodle?
https://www.youtube.com/watch?v=eATTzWUrK1s
Slide 5
Slide 6
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Plan
before you
start
Organizing
your
Moodle
course is
like
Course
Outline
Slide 8
Slide 7
Graphic
Organizer
Log Into
Moodle
Slide 10
Slide 9
Change
Course
Settings
Change Profile
Settings
Profile define the picture seen by students as well as a description, contact information and
other interests
10
Slide 12
Slide 11
Add Resources
to your course
TURN
EDITING ON
12
11
Slide 14
Slide 13
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Adding a Resource
Turn Editing on at the top right of the page
On the page where you want your resource to appear, click add an
activity or resource option
Time to
Practice
Add Activities
to your course
Click Add
Type the name to display
Type the description to display
Drag and drop the PDF file you wish to upload to the content
section
Save and Return to course
Assignments
Chat
Choice
Database
External Tool
Feedback
Forum
Games
Glossary
Lesson
Quiz
SCORM
Survey
Wiki
Workshop
13
14
Slide 16
Slide 15
Adding an Activity
Turn Editing on at the top right of the page
On the page where you want your resource to appear, click add an
activity or resource option
Integrate Your
Knowledge
Click Assignment
Time to
Practice
Click Add
Type the name to display
16
15
Slide 18
Questions
Slide 17
Slide 19
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Enabling Objectives
Task 2: Setting Quiz Questions: Working with the Question bank
Objectives
Slide 2
Slide 1
Why have
online quizzes?
Slide 4
Slide 3
What is a
Question
bank?
Slide 5
A Question
Bank is like
Slide 6
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Adding a Quiz
Activity
Set timing open and close dates and time limit are set
Specify what happened when time runs out
Set the layout- how many questions per page
Set question behavior shuffle questions, deferred or immediate
feedback etc.
Set Review options Set limits as to what students can see before,
during and after the quiz
Set other restrictions passwords and IP addresses etc
https://www.youtube.com/watch?v=dNVTrD5O1qc
Slide 7
Slide 8
Log into your Moodle Course
Locate the question bank in the administration block, then click questions
Add a new category called chapter 1
Proceed to add 5 multiple choice questions and 5 true/false questions to the
quiz
Time to
Practice
Set timing Open quiz from todays date to last for 20 minutes
When time runs out set quiz to automatically submit
Set the layout- Set 2 questions per page
Set question behavior shuffle questions, set deferred feedback
Set Review options Change setting so that students can only review the quiz
after the quiz has closed
Set other restrictions No restrictions
Integrate Your
Knowledge:
Peer teaching
Select the questions from the chapter 1 question bank category you set up
Save changes
Slide 9
Slide 10
QUESTIONS
Post your questions to the Q&A
Forum on the course page
Slide 11
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Enabling Objectives
Activating
Prior
Knowledge
Write a short reflection on the similarities you may find between
text messages and forum post. Post your thoughts to the forum
provided on the course page.
Slide 1
Slide 2
What is a
Forum?
Slide 3
Types of
Forums
Slide 4
Forums have
many uses
Slide 5
Forums dont
have to be
boring
Slide 6
Add a new topic to the forum
Click the link to open the forum activity. Forum will open, showing
the description you provided when you set up the forum previously
Adding a forum
Adding a
Forum
Adding a new
topic to the
forum
Add an attachment
Select the Mail now checkbox to avoid the standard 30 minute delay
before subscribers receive an email
Click Save and return to course to return to your main course page
Slide 7
Slide 8
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Work in groups of 2, log into your course pages and help each
other to evaluate the discussion question they wish to create.
Time to
Practice
Integration
Activity
Questions
Slide 9
Slide 10
Slide 11
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Review of Process
Data and Feedback from Using Material with Pilot Users
After creating the instructional strategies for the three tasks, the contents were placed into a
Moodle course called Moodle Training Seminar (see appendix B to view screen shots of Moodle
pilot course). This was hosted on the servers at the Antigua and Barbuda International Institute of
Technology (ABIIT).
There were 4 selected pilot subjects: two members of the IT department (1 male, 1 female) and
two instructors (1 male, 1 female). Selecting the two members from the IT department would
give some insight from those whose responsibility it is to host the Moodle Learning Management
System. They (IT department staff) also are aware of the challenges faced by instructors and
students in learning to navigate the Moodle courses. Choosing the instructors was the natural
and obvious choice. It is the instructors who are the target audience of the training. Their
thoughts on the instructional lesson gives the best view of the end user perspective and the
challenges they face in integrating their course content into an online setting.
All pilot users were enrolled in and directed to the course page
http://elearn.abiit.edu.ag/moodle/course/view.php?id=390 and directed to log in and view the
instructional material: Username: userA and Password: abc123. After doing so they were
directed to a Questionnaire hosted by the Survey Monkey website
https://www.surveymonkey.com/r/C8QHFRY. (See appendix C for the questions used).
Data collected from the survey was analyzed and the results are detailed in Appendix D.
However, the following is an example of a relevant comment made:
Question: What changes would most improve the PowerPoint presentation?
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Response: overall it was a good power point. The number of items on some slides could be
reduced.
Design Process
The central purpose of Instructional Design is to make learning easier, more efficient and
more effective. To achieve this, Instructional Designers employ a systematic framework for
investigating the learning needs and objectives, determining what is needed to meet those
objectives and ascertaining when those objectives have been met. In creating the final project,
the Garrisons Consultancy Firm acted as an informed designer by employing this systematic
framework. The first step was meeting as a group to explore the problem and determine what we
were to produce as a final product. Once this was done, we together developed a framework for
developing and delivering this final product. One important consideration was that the
framework was not rigid and so could be modified to encompass new information as it emerged.
This we believe is very important to the work of Instructional Design since educational needs
and contexts are constantly evolving, so too must the process of making learning easier and more
effective. Given the living nature of the design process and the fact that we were working on it
as a group, there were several challenges, difficult decisions and trade-offs that were made.
However, we are confident that the end product was the best possible one under the
circumstances.
The Garrisons Consultancy Firm decided to approach the project in relay fashion i.e.
every team member was responsible for a defined leg or section of the project and handing it
off to the next team member when that was accomplished. The challenge to this approach was
that most sections had to be constantly revisited and revised to ensure that the final product was
cohesive and comprehensive; for instance, we had to ensure that the outcome of the training was
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measureable and observable and that it aligned perfectly to the solution of the performance
problem identified. This process had to be repeated several times until the objectives were not
only written correctly but addressed the solution of the performance problem. Completion of the
rubric was similar; it required evaluation and reflection throughout the procedure to ensure that
the goals of the workshop were attainable, measurable and congruent with the desired outcomes
of the group project.
In addition to this, each section presented its own challenges, for instance completing the
prerequisite analysis presented some difficulty in downloading an inserting png with other online
diagram software so the individual designer responsible for this leg resorted to doing the
diagrams in word. It turned out to be a learning process and she was pleased with the end result.
Every individual leg presented such challenges to the individuals responsible for it and then
combining the parts into a whole, presented its own set of challenges.
Overall, the chief tradeoff was that we as a group, considering the required end product
and time constraints decided to design a basic course, so that it could meet the needs identified in
our assessment of both the real and fictional contexts. The result was that the end product was
not as sophisticated as it could have been and given more time we would have liked to pilot it
with a wide variety of users and so further refine our product. However, this is part of the design
process; adapting to context and producing the best result insituations which may not be ideal.
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Design Process
Location in Lesson
Citation in Readings
1. Direct
instruction
Develop Course
Activities: Engaging
students in Online
Discussion Slide #8
workshop.
2. Demonstration
Setting Quiz Questions:
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live examples
(demonstrations) of the
have to learn.
Aims in a faster
matter to be covered.
4. Videos
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a visual representation of
covered.
5. Graphic
organizers
prior learning.
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during workshop.
7. Group
collaboration
Develop Course
Activities: Engaging
students in Online
Discussion Slide #9
setting.
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9. Discussions
learners
Develop Course
Activities: Engaging
students in Online
Discussion Slide #5
the sessions.
10. Discovery
based learning
Very student-centered in
nature
Fosters problem-solving
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11. Reflections
Allows participants to
Develop Course
Activities: Engaging
students in Online
Discussion Slide #2
12. Activating
Prior knowledge
This strategy helps participants to make the connections to Makes the assimilation of
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easier.
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environment to be a necessary and welcome change. This information provided the catalyst from
which the firm established the objectives of its instructional design workshop.
In keeping with the literature on andragogy, and in order for our design project to be
beneficial and successful to this group of adult learners, goals and benchmarks were established
through the use of both the needs assessment and the pilot project that were conducted by the
four faculty members at the ABIIT. These goals were also in keeping with the national goals and
objectives of Antigua and Barbuda as stated in the Education act of 2008 (p.16, 3a:111) - to
encourage the basic knowledge and skills in all persons including- an understanding of the role
of Science and Technology in society together with scientific and technological skills (Antigua
and Barbuda Education Act, 2008).
The use of the Moodle Learning Management System was also supported by literature on
the worldwide use of these systems by organizations and universities to evolve to meet the
demands of the twenty first century (Hamish, James & Baldwin, 2005).
Additionally, the use of various modes of learning in the instructional design process
facilitated the inclusion of online learning, addressed the needs of the differently-abled learner
and the need for a multisensory approach to learning (Gardner, 1991; Felder & Solomon, 1986;
Burner, 1966). These were incorporated to address the learning styles of this diverse group
through the use of graphic organizers videos, direct instruction, discovery-based learning,
concept maps, discussions and peer and group collaborations.
In conclusion, the informational sources utilized data gleaned from the needs assessment
analysis, literature on adult learning and meeting the needs of diverse learners in an online
environment. Research on the prior knowledge of learners, learning styles, modes of learning and
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learning management systems informed the objectives, content, instructional strategies and
assessments which were in direct accordance with the national goals and standards of the
Antigua and Barbuda Education Policy.
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Reflections
Sean Thomas
What worked, in my opinion, was the fact that someone took on the responsibility to be the
leader of the group. Having a leader meant that the group was better able to coordinate its
activities more efficiently; group members were assigned specific tasks to complete. Even
though we were each given an assigned task, everyone contributed to the individual task by
providing timely critiques. I believe that this greatly impacted the assignment in a positive
manner.
The use of information communication technology (ICT), worked to the group advantage.
Meetings were regularly scheduled either via Skype or WhatsApp to ensure that tasks were
completed on time. Using WhatsApp gave the group the opportunity to maintain contact and
keeping abreast with the assignment. I believe that the use of a variety of ICTs made completing
the assignment less frustrating and tedious.
Working as a group has several advantages and disadvantages. The advantages are related to
different skills and competencies accessible to group, which can enhance the performance and
output of the group. This is due in part to the fact that the work becomes less tedious. It also
gives group members the opportunity to enhance our practice as emerging instructional designers
working as a collaborative team. The group, because of it diversity, will have differences in
understanding and this can lead to the exploration of alternative solutions to the assignment.
I think that working as group has some disadvantages due to the diversity mentioned early. This
diversity can hinder the progress of the work at hand. When members have differences in
understanding and interpretation of the problem this slows the flow of work in the group.
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The group has to find some common ground or arrive at some consensus before moving forward.
The fact that members have different levels of competencies means that if the solution to the
problem requires a specific competency, then someone in the group can become over worked.
The fact that the members of this group are not in the same locale has its own challenges. I am
not sure in our case whether the advantages outweigh the disadvantages.
Ayanna Phillips-Stewart
This group assignment was out of my comfort zone so to speak. We agreed to focus on
integrating the LMS Moodle system into a training/retraining workshop for a group of lecturers.
At first the procedural analysis was very challenging to undertake. I had to view a few
introductory videos on what was the Moodle system, since before this course I only had a very
vague idea of this program. So I guess you can say that this knowledge that I was interacting
with was in fact new. However, I was able to discuss my thoughts and the way forward to
undertake my assigned tasks with my colleagues and this gave me a clearer picture of what was
expected. Therefore, from this perspective working as a group helped me to understand clearly
what was expected of me.
In terms of what worked, overall, the team worked well. Everyone did what was expected of
them. We met regularly though Skype and Whatsapp for our group meetings. We were able to
collaborate as a group and in the cases where persons had to redo or reiterate their sections the
feedback from all group members assisted this person towards a clearer undertaking of their
assigned task. The task analysis worksheet was a bit challenging because I have never interacted
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with this system before and I really didnt have a clue about who is in charge of setting up which
technical part of this system. Thankfully, everything fell into place in the end.
What I would take away from this experience is that Instructional Design as a field is a lot of
work. You really have to be certain that this is what you want to pursue and go after it with
fervent passion and enthusiasm. Also, the instructional designer will be faced with topics and
content that might be outside of his/her subject matter expertise. However, a crucial
characteristic of an instructional designer is to always be open to learning new material to
improve his /her pedagogy. Im mentally very tired but all in all I will emerge at the end of this
course with a wealth of new knowledge which I can take into my classrooms as it pertains to the
development of my lesson objectives, rubrics and instruction.
Elizabeth Serieux
Working on the group project was a pretty interesting experience; I think we managed to deliver
a very good final product and that to me is the most important aspect. In situations like this I
think the goal- oriented approach is best because we are only working together for a finite
amount of time in order to produce a specific result. This we accomplished. I also believe that all
of the group members were totally competent enough to deliver their part(s) of the final product
and so this greatly facilitated the process, despite the fact that we had different approaches
present in the group. If I were to do this again, I would begin working on the group project a lot
earlier and I think it would also be helpful if we could choose our working partners / group
members ourselves at the beginning of the semester. Working individually and working as part
of a group were both helpful to my process working individually first was excellent because it
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allowed me to understand and internalize the content and learning material, while working as
part of the group helped cement what Id learned by having to apply it and discuss it in a
different context while discussing/creating an entirely different project from my own individual
one.
Nyeisha Minott
During the collaboration process in getting this group project together, the group had its first
online meeting and with much anticipation we embarked upon the task of selecting which project
to enhance. After a little deliberation it was decided that my mini project originally titled:
Leveraging Information and Communication Technologies (ICTs) in the classroom would be
selected. Then by default I became the group lead. We looked at the group project document
with much anticipation, trying to figure out what was required of us. That first meeting ended
with some uncertainty about the way forward.
After brainstorming with group members we decided upon the way forward and thought that to
enhance the original mini project would be to put a nice spin on the concept; Thus Bridging the
Gap between the Physical Classroom and Virtual Classroom Environments was the chosen topic.
Deciding upon tasks was a small challenge but once decided group members were up to the task.
Before the various completed tasks began to be submitted a Group project template file was
created. This worked well as the various tasks were simply copied into this one document and
formatted accordingly. Sharing this file with the group using the Dropbox cloud storage facility
gave everyone access to an always up to date file.
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Slight confusion emerged about the nature of the tasks the various persons were assigned.
Included in this was the area about using others to pilot the instructional materials created. I had
challenges getting timely feedback given the short span of time required to do so. What did not
work was the timeliness of the submission of some tasks that were necessary for other related
tasks to be completed. What I would do differently is start earlier on getting the project started.
This however was almost impossible given the time frame of submission of the mini project.
Working with a group and allowing creativity free reign in the collaborations is a good
experience. New ideas and new ways of thinking emerged, as did interpretation and analytic
skills. We noted the areas where some group members were at their strongest and even at their
weakest there was always some assistance at hand. The outcome of this Group project rested in
all putting their best work forward and that along with constant revising and editing helped to
make this Group project a success.
Skeater Frederick
What Worked
The team worked well together. Everyone did his/her part submitted and made changes
according to the suggestions that were made by the group majority. However, not enough
comments were suggested on parts of the document that were being placed in the forum as it
relates to the cohesive whole.
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State how working as an individual or a group helped or did not help your process
I ended up with the prerequisite analysis as my major contribution as an individual. To be honest
this was not my strong area. I was still lost in this process. My team member felt I was stronger
with diagramming (I am still at the learning stage). My partner would look at the diagram and
make suggestions as to the most appropriate verb and even the appearance of the diagram. This
at times caused some frustration since I was only learning how to use the software. Other team
members made suggestions as to how the diagram could be moved as one when the document
was shared. I was happy in the end that I faced the challenge and did the prerequisite analysis as
this did help my understanding (I hope). In addition I learnt more about using word to create
diagrams.
I believe I worked as an informed designer relating to what others created and redoing my
diagram to include those parts that would have been necessary.
I found the chosen project interesting and informative. The selection of the task and the
assignment of the duties were done early in the sessions and this allowed enough time for tasks
to be worked on and completed. The feedback given on each task by fellow group members
reinforced how very delicate the process of effective instructional design is. It also allowed for
correction of errors that could have affected the planning and presentation of the final project.
Given the nature of the project, it was helpful that some members were familiar with the
chosen topic, designing and customizing content for an online learning course. This aided in the
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selection of the best strategies and activities to inform and accomplish the completion of this
project. It also helped to steer the project in the right direction and to keep all members focused
on the task at hand. Good Job guys!
Despite our eventual success, I found the process a bit challenging at times, as the group
dynamic did not always seem to be cohesive. For me, it was quite tense. If I had the opportunity
to change one thing about the entire process it would be this aspect.
Having participated in the completion of this project, I learned many things about the
field of instructional design as a whole. From the first exercise of conducting a needs assessment
analysis to the final assignment of designing instructional strategies, my views of the learner in
the classroom have changed considerably. The process has also caused me to change the way I
carry out some aspects of my own daily practice. I was glad to learn about all of the essential
parts of the design process and to see how they all fit together to truly guide the progress and
eventual completion of the project.
In conclusion, I am grateful for the opportunity to work with the group members, for
information gleaned from the project, and the support of the members who made the challenges
bearable.
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References
Antigua and Barbuda Education Act, 2008. Retrieved, April, 24th 2016 from www.laws.gov.acts
Ausubel, D.P. (2012). The Acquisition and Retention of knowledge: A cognitive view.
Bicknell-Holmes, T. & Hoffman, P. S. (2000). Elicit, engage, experience, explore: Discovery
learning in library instruction. Reference Services Review. 28(4), 313-322.
Boch, F. (2005). Note Taking and Learning: A Summary of Research. In WAC Journal Vol 6.
Retrieved from http://wac.colostate.edu/journal/vol16/boch.pdf
Bruner, J. (1961). Principles of Discovery Learning. Retrieved from www.principles of
learning.wordpress
Carnine, D. W., Silbert, E.J. & Tarve, S. G. (2013). What is Direct Instruction? Pearson Allyn
Bacon Prentice Hall. Retrieved from http://www.education.com/reference/article/whatdirect-instruction/
Castronova, J. A. (n.d.). Discovery Learning for the 21st Century: What is it and how does it
compare to traditional learning in effectiveness in the 21st Century? Retrieved from
http://www.myenglishpages.com/files/1282044031.pdf
Coates, H., James, R., Baldwin, G. (2005). A critical examination of the effects of learning
management systems on university teaching and learning. Journal of Tertiary Education
and Management, Vol.11, pp19-36.
Costa, A. L. & Kallick, B. (2008). Learning Through Reflection. In Learning and Leading with
Habits of Mind. Retrieved from
http://www.ascd.org/publications/books/108008/chapters/Learning-ThroughReflection.aspx
Effective Teaching Strategies. (n.d) Retrieved from
https://www.boundless.com/education/textbooks/boundless-education-textbook/workingwith-students-4/teaching-strategies-21/effective-teaching-strategies-64-12994/
Felder, R.M., Silverman, L.K. (1988). Learning and Teaching in engineering education.
Engineering Education 78(7): 674-681.
Gardner, H. (1991). Multiple Intelligences and education. Retrieved from: www. infed.org
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Appendices
-2
Greatly impedes
-1
Slightly impedes
+1 Slightly facilitates
+2 Greatly facilitates
Orienting Context
Learner Factors
Learner Profile and Experiential background:
Most of the Instructors are over 30 years of age
-2 -1 +1 +2
-2 -1 +1 +2
-2 -1 +1 +2
-2 -1 +1 +2
-2 -1 +1 +2
-2 -1 +1 +2
-2 -1 +1 +2
-2 -1 +1 +2
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-2 -1 +1 +2
offered online
All Instructors want to ensure that their particular courses are ready to be-2 -1 +1 +2
offered online for the next semester
Organizational Factors
Incentives:
Instructors are recognized at employee of the quarter sessions and at
-2 -1 +1 +2
graduation
Instructors performance are rated every term by students using a
-2 -1 +1 +2
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Instructional Context
Learner Factors
Learner Role Perception:
Instructors must take an active role in the tasks and activities of the
-2 -1 +1 +2
workshop
Practical application of the skills taught in the workshop is necessary
-2 -1 +1 +2
Sensory conditions:
Training room can adequately accommodate 25 instructors
-2 -1 +1 +2
-2 -1 +1 +2
-2 -1 +1 +2
-2 -1 +1 +2
Two 30 minute breaks per day and light refreshments are provided
-2 -1 +1 +2
for instructors
Seating:
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-2 -1 +1 +2
-2 -1 +1 +2
Teaching style and pace of instruction might be difficult for some to cope-2 -1 +1 +2
with
Learning Schedules:
There is sufficient time allocated to complete the workshop
-2 -1 +1 +2
Organizational Factors
-2 -1 +1 +2
workshop
Teaching supports:
The Board of Directors will provide on-going follow-up sessions once -2 -1 +1 +2
per month with instructor on their use of the software in the classroom
Learning supports:
Trainer is available up to 2 weeks after the workshops completion to
-2 -1 +1 +2
-2 -1 +1 +2
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Transfer Context
Learner Factors
Utility perceptions:
Skills learnt about using ICT for online teaching will be applied
-2 -1 +1 +2
immediately
Skills may be applied outside of work as well
-2 -1 +1 +2
Perceived resources:
Laptops/desktops with required software are available to all instructors
-2 -1 +1 +2
-2 -1 +1 +2
instructors to be able to create their own online course offerings one day
after receiving the training
Experiential background:
-2 -1 +1 +2
Some Instructors may lack the capacity to remember all skills learnt
especially when the content was new to them
Transfer Opportunities:
Skills and concepts learnt at the workshop will be used to significantly
-2 -1 +1 +2
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Social Support:
The Board of Directors and staff will seek to actively promote enrollment 2 -1 +1 +2
in online courses
Situational cues:
The Board of Directors will issue a report on instructors performance
2 -1 +1 +2
Organizational Factors
Transfer culture:
Follow up training will be based on instructor evaluations and reports
-2 -1 +1 +2
Incentives:
Instructors can look forward to new features and upgrade their skills with2 -1 +1 +2
the introduction of upgraded software every two years.
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2. How did you find the topic and its related activities?
Clear and informative
Lacks clarity, lacks information
Somewhat clear, somewhat informative
Not clear, not informative
Other (please specify)
4. Did the idea of a concept map help in understanding the use of Moodle?
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Yes
No
Other (please specify)
*9. What changes would most improve the overall design of the course page?
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The analysis from the Survey conducted using the Survey Monkey online questionnaire software revealed
the following: The instructors gave a more critical analysis of the course content than the memebrs of the
IT department when responding to Questions 8 and 9.
For question 8 - What changes would most improve the PowerPoint presentation? One member of the IT
department gave a responses which said As a new user, I believe that the PowerPoint presentation was
simple enough to follow and understand, improvements are not necessary. This is in contrast to the
perspective of the instructor who said 1. More colour coding. For example:of sections for activities vs
explanations. 2. The integrate your knowledge section should also continue the bullet point convention.
The difference in responses is clear, the end user of Moodle definitely has a different perspective to that
of the Moodle administrator. Instructors are better able to assist other instructors with their Moodle
courses because they know how to manipulate course settings. The IT department on the other hand has
the knowledge to address technical issues that arise.
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