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EDID 6505

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

A Paper Presented in Partial Fulfillment


Of the requirements of
EDID 6505 - Systems Approach to Designing Instructional Materials

University: University of the West Indies (UWI) Open Campus


Course Coordinator: Dr. Leroy Hill

EDID 6505

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

EDID 6505

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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Needs Assessment Plan

Background and Context:

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.

(a). Selected Audience:


There are 25 members of faculty at the ABIIT and they are all new to the online learning
environment. They are full time instructors, who all hold either a Bachelors or Masters Degree
in their chosen field. They have been working at ABIIT for varying lengths of time with the
shortest time being 8 months and the longest 12 years. There are 14 female and 11 male faculty
members all between the ages of 28 and 45 years. Although they have no experience teaching in
an online learning environment, they all have basic or intermediate computing skills as well as
the aptitude and excitement to learn new technological skills.

(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.

TABLE 1: OPTIMALS, ACTUALS, CAUSES, FEELINGS AND SOLUTIONS


What do we need to

Why?

From Whom?

know?
Optimals:
(a) What Faculty should
know about using Moodle
to convert class format

To provide the main content Subject matter Experts.


objective of the workshop.

(b) What minimum level of


skill/ comfort with
computers & technology
Faculty should have to
modify course format to
online version

To ensure a common
starting point and map a
common path to the end
point of the workshop

(c) What equipment and


technology are required for
converting the activities to
an online format.

Subject Matter Experts

Subject Matter Experts


To ascertain the correct
resources required for
course conversion

Actuals
(a) What Faculty actually
does know about using
Moodle to convert class
format

To ascertain the starting


point for training re;
Moodle

Members of Faculty

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(b) Faculty level of


skill/comfort with
computers & technology

To ascertain the starting


point for training re use of
computers and technology.

Members of Faculty

(b) What required


equipment and technology
are actually available for
course conversion
Causes and Feelings

To assess whether the


resources available for
course conversion are
adequate

Managers and Equipment


lists/registers

(a) How do Faculty


members feel about the new
policy and converting their
classes using online
technology

To identify perceptions of
Faculty members
Faculty regarding the policy Managers
itself to ascertain the actual
root of problem

(b) What specific software


may be more useful to some
members
Solutions

To identify Facultys needs


regarding types of software
& use of software

Faculty members

(a) What a successful


course conversion would
look like

To identify desired goal

(b) The basic skills Faculty


needs to have to achieve
course conversion using
Moodle

To establish the baseline re


skill of faculty and ensure
that they have that skill to
enable them to use Moodle

Subject Matter Experts,


Managers, Faculty
members, Current and
Prospective students
Faculty members

Desired outcomes in terms


of:

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.

Task Selection worksheet


Criteria for Task Selection
Worksheet

Criticality

Universality

Frequency

40 pts

10 pts

10 pts

TASKS

#1

#2

#3

#4

#5

#6

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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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Develop course activities:


engaging students in online
discussions

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76

Setting Quiz Questions:


Working with the Question
Bank

35

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78

Building and Organizing a


Moodle course

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

1.2 Edit your personal settings


1.2.1 Manage your personal settings
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1.2.2 Click my profile settings


1.2.3 Edit personal and profile settings
1.2.4 Upload a display picture
1.3 Find your Moodle course under My courses
1.3.1 When you first open your new course it will use the default Theme,
1.3.2

Arrange the default number of Sections down the center of the course page, and use
the Collapsed topics format.

1.3.3 Customize the Course settings to your likes and needs.


1.3.4 Click Edit settings, in the Administration block, under Course administration

1.4 Work on your course


1.4.1 Set up work on your course by clicking Turn editing on
1.4.2. Add Resources and Activities to your course
1.4.3 Add or remove Blocks or rearrange items on the course page
1.4.4 Revise changes by clicking Edit (at right)
1.4.5 Open Edit drop-down menu

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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2.3 Add activities to your course


2.4 Set up Blocks
2.5 Make course available to students

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

2.2 Add resources to your course


2.2.1 Add resource by clicking Turn editing on at the top-right of page
2.2.2 Select + add an activity or resource on the page where you want resource to appear.
Activity Chooser will open (NB: resources are located at the bottom of the list)
2.2.3 Select an option and click Add. Settings page opens
2.2.4 Configure settings and click Save at bottom of the page
2.2.5 Add files to a course using Drag and Drop upload
2.2.6 Revise Settings can be by clicking its Edit settings icon ( ) or rename it by clicking its
Edit title icon ( )

2.3 Add activities to your course


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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 ( ).

2.4 Set up Blocks


2.4.1 Click turn editing on to change which blocks show in your course and where they appear
on the main page
2.4.2 Use the Add a block to add a new block, drop-down at the bottom of the right column of
your main course page.
2.4.3 Delete a block, click the Edit settings icon ( ). The Edit settings drop-down menu will
open.
2.4.4 Click the Delete icon (X).
2.4.5 Rearrange blocks by placing your cursor over the Move icon (

) located at the top-right

corner of each block.


2.4.6 Drag the block to a new position.

2.5 Make course available to students

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2.5.1 Select Yes or No On your Moodle course page, in the Quick Settings block, for Course
available?

2.5.2 Click Update Settings


2.5.3 Click Edit Settings In the Settings Block, under Course Administration
2.5.4 Choose Hide or Show at the top of the Edit Course settings page, under General, for
Visibility to Students,

2.5.5 Click Save Changes

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Setting Quiz Questions: Working with the Question Bank


LEVEL ONE
Creating a multiple choice type assessment
1.1 Select the desired question category, then click Create a new question
1.2 Choose the Multiple choice, the adding a question screen will open
1.3 Choose a descriptive name for question
1.4 Enter a passage of text into the Question text field
1.5 Insert images, audio and videos using the HTML editor tool
1.6 Set Default question by entering a numerical value
1.7 Determine if students can only select one answer or multiple answers
1.8 Determine whether to shuffle the answer options
1.9 Write the first answer in the Choice 1 text field.
1.10

Select a grade percentage for this answer- 100%

1.11

Fill in the rest of the response choices in the rest of the form

1.12

Click Save changes to add the question to the category

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

).

4.5 Configure questions according to its type


4.6 Click Create a new question to add a new question. The Choose a question type to add
pop-up window will open
4.7 Select the type of question you want to add then click Next
4.8 Configure the question according to its type when the Adding a Question page opens

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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5.3 Choose a category to export

Converting course activities into online discussion forums


LEVEL ONE
Adding a forum
1.1 Click Turn editing on on your Moodle course page. Editing icons and links will appear.
1.2 Locate the Topic or Weekly section where you will add the forum
1.3 Click +Add an activity or resource at the bottom-right of the Section. The Activity chooser
will open
1.4 Select Forum and then click Add in the Activity chooser. The Adding a new forum page
will open
1.5 Configure settings for the forum
1.6 Click Save and return to course to return to your main course page.

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

Utilize to build learning


design
Apply new
knowledge

Develop and place


resources for Moodle
student platform

Distinguish among tools


necessary for specific task
Synthesize new
knowledge

Navigate Moodle System


Distinguish among tool
necessary for a specific
task

Locate and log on to


moodle

Navigate Computer
Software

Understand the basic


operation of the
computer

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

EDID 6505

SETTING QUIZ QUESTION: WORKING WITH THE QUESTION BANK


Create
assessments

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

Assign questions for


students by
selecting export
Include new
questions

Create and add


description of
of assessment
Navigate to
and turn on
editing
button

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

EDID 6505

Develop Course Activities: Online Discussions

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

Identify topic for


Instruction

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
22
computer
terminology

EDID 6505

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.

Task 2: Setting Quiz Questions: Working with the Question Bank


1. After watching a video about editing a quiz, instructors will be able to add a quiz activity
to their course page.
2. Given access to their Moodle courses, instructors will also be able to add questions to a
question bank and select question to insert into a quiz.
3. Given a document with quiz questions and answer key, instructors will be able to create
quiz categories in the question bank, and insert the questions

Task 3: Develop course activities: online discussion


1. Using given instructions, make the course available online for viewing by participants in three
attempts.
2. After viewing a video, participants will establish a log in for students in five specified steps.
3. After observing a demonstration each participant will create a discussion forum with 90%
accuracy in 10 minutes.
4. Having viewed a video detailing steps for posting to a discussion forum, individual
participants will a post a question to the discussion forum within 20 minutes.

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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.

Edit and save


personal
information

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.

Select and save


course titles/
subtitles on the
page.

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

26

EDID 6505

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?
.

A. Click on the Dashboard


B. Click on Turn Editing on
27

EDID 6505

C. Click on Editing Settings


D. Click on Filters
3. You have decided to change the weekly layout to show the course by topic. Which button
on the screen shown would you click to make those changes?

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

28

EDID 6505

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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EDID 6505

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.

Click on Add an activity or resource then on quiz


Click on Add an activity or resource then assignment
Click on Create question blank then on questions then create new question
Click on Create question blank then on create new question then new

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EDID 6505

Learner / Contextual Analysis


All the instructors who will be attending the workshop (learners) are employed with the ABIIT
and none of them have any experience with teaching in an online environment. However, despite
these similarities there are also key differences among the instructors such as: age, length of
employment with ABIIT, learning style, education level etc. In order to adequately design and
implement the workshop so that the needs of all learners are met, a learner/contextual analysis
was conducted. (See worksheet in Appendix A).
The results indicate that despite the differences in age and educational attainment, all of the
instructors are very motivated and excited to acquire the skills and abilities to transfer their
courses to an online environment. All of the learners are aware that the Board of Directors is
fully supportive of this endeavor and has provided them with all of the resources necessary
(including time off from work to attend the workshop) to ensure their success. They learners are
also fully aware that they will be evaluated and held accountable for implementing the skills
acquired and so they are fully committed to participating in the workshop and believe in its
utility both in and out of the work environment.

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EDID 6505

Instructional Strategies and Lessons

Enabling Objectives
Task 1: Build and organize a new Moodle Course

1. Given a computer, instructors will log into the Moodle system.


2. Instructors will look at their course outlines and determine what
aspects will be included/converted into the online setting

Getting Started:
Building and Organizing
Your Moodle Course

Objectives

3. After viewing a demonstration steps, participants will build a


Moodle course by editing settings and saving information on the
course page in no more than three attempts.
4. After looking at instructional steps, each instructor will upload
resources and add activities on the course page with 90%
accuracy.

Slide 1

Slide 2

You can convert your day-to-day in class activities to an online


setting?
You can engage your students online just as you would face-toface?
You can provide guidance, elicit performance and provide
feedback in an online space?

Did you know?

You can assess students performance and enhance retention and


transfer of knowledge even in an online setting?

Create a concept map of your understanding of


Online learning and the benefits to be derived.
Post it in the discussion forum located on the
course page
2

Slide 4

Slide 3

MOODLE Modular Object-Oriented


Dynamic Learning Environment
originally developed by Martin
Dougiamas, provides a platform for
educators to create online courses, which
students can access as a virtual classroom

How Can
Moodle be
Used?

What is
Moodle?

https://www.youtube.com/watch?v=eATTzWUrK1s

Slide 5

Moodle can be used to offer courses


fully online (no face to face
interaction) or in a blended/ hybrid
modality (online and face-to-face
instruction).

Slide 6

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EDID 6505

Plan
before you
start

Examine your current course outline


What are the learning objectives for
your course
Plan your lessons weekly or by topic,
from the start of term to the end of
term
Formulate the online discussion
questions
Identify resources students will use
Identify Activities students will
participate in

taking your course outlines


content as a road map for your
online course

Organizing
your
Moodle
course is
like

Course
Outline

Slide 8

Slide 7

Graphic
Organizer

Log Into
Moodle

Usernames and Passwords are set up by the IT department

Slide 10

Slide 9

Setting define how your course


will be organized and what
students will see

Change
Course
Settings

Click on your course


Look in the Administrative
block
Click Edit Settings
Verify the course name
Choose course format
Single activity format
Social format
Topics format
Weekly format
Save changes

Change Profile
Settings

Profile define the picture seen by students as well as a description, contact information and
other interests

Click on your course


Look in the Navigation Block
Click Participants
Click on your name
Click the Edit Profile link under user details
You can type a description - here you to enter some text about yourself which will then
be displayed on your profile page for others to view.
You can add or drag and drop a profile picture
Additional names, interests and optional information can also be added
Save changes

10

Slide 12

Slide 11

The Turn Editing On Button is the like the keys


to start the ignition of a car. Without it all the
parts and components are inactive.

Add Resources
to your course

TURN
EDITING ON

A resource is an item that you can use to


support learning, such as a file , link, book,
Folder, Label, Page or URL. Moodle supports a
range of resource types which teachers can add
to their courses. In edit mode, a teacher can
add resources via a drop down menu.
Resources appear as a single link with an icon in
front of it that represents the type of resource.

12

11

Slide 14

Slide 13

33

EDID 6505

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

Scroll down and click File

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

An activity is a general name


for a group of features in a
Moodle course. Usually an
activity is something that a
student will do that interacts
with other students and or
the teacher.
There are 15 different types
of activities in the standard
Moodle that can be found on
the "add an activity" drop
down menu.

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

In a new Moodle course, change the settings in


the course to reflect a weekly format. Add an
assignment activity to the course. Add a
PowerPoint file to the course.

Type the description to display

Set availability dates


Set Submission settings
Set Submission types
Set Grade
Save and Return to course

16

15

Slide 18

Questions

Slide 17

Post your questions to the Q & A


forum on the course page
19

Slide 19

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EDID 6505

Enabling Objectives
Task 2: Setting Quiz Questions: Working with the Question bank

Setting Quiz Questions:


Working with the
Question Bank

After watching a video about editing a quiz, instructors will be able


to add a quiz activity to their course page.

Objectives

Given access to their Moodle courses, instructors will also be able


to add questions to a question bank and select question to insert
into a quiz.
Given a document with quiz questions and answer key, instructors
will be able to create quiz categories in the question bank, and
insert the questions

Slide 2

Slide 1

Why have
online quizzes?

Are you tired


of doing this?

Manually marking quizzes can be a chore. Do you wish there


was an easier way? Well there is, keep viewing this
presentation to find out more.

Collection of quiz questions in a question bank


Saves printing of paper
Ability to order quiz questions and responses
Moodle automatically grades quizzes and posts grades to grade book,
bye-bye manual grading (essays excluded)
Easy review of statistics, highest grade, lowest grade and average
grade
Quizzes can be precisely timed and administered. Equal time allotted
to all students
Specific feedback can be given for each question as well as general
feedback
Quiz layouts can be set to determine how many questions to show per
page
Navigation methods can be Free to allow students to go back and
forward to other quiz questions or sequential only allowing students
to do quiz in the order given.
Set Review options Set limits as to what students can see before,
during and after the quiz

Slide 4

Slide 3

a locked dish pantry. Different questions types to choose from.


Questions are selected for use when its Quiz time, then recycled,
replaced and reused at the next occasion.

What is a
Question
bank?

Slide 5

Moodle Question bank is a database collection


of quiz questions organized by categories or
chapters. New quiz questions can be added.
Questions can be imported and Exported.

A Question
Bank is like

Slide 6

35

EDID 6505

Click the Turn Editing On button


Add an activity or resource option
From the list of activities, click on Quiz
Type the name and description for the quiz

Adding a Quiz
Activity

Change quiz settings

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

Editing the quiz:

https://www.youtube.com/watch?v=dNVTrD5O1qc

Click save and Display

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

Head to the main page of your course


Create a new quiz, called Quiz 1, which should contain 10 quiz questions

Time to
Practice

Change quiz settings

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

You have received a word document with 25


quiz questions and the answer key from
another instructor. They have requested that
you help them enter the quiz questions into
their Moodle course. Using the techniques
learnt in this training seminar, help your fellow
instructor to create quiz categories in the
question bank, and insert the questions and
save them to the corresponding categories in
the question bank

Preview the quiz

Slide 9

Slide 10

QUESTIONS
Post your questions to the Q&A
Forum on the course page

Slide 11

36

EDID 6505

Enabling Objectives

Task 3: Develop course activities: online discussion


Online discussion forums are like sending text messages

Develop course activities:


Engaging students in
Online discussions

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

There are several types of forums

What is a
Forum?

A forum activity enables participants to have asynchronous


discussions i.e. discussions that take place over an extended
period of time.

Slide 3

Types of
Forums

A single simple discussion A single discussion topic which everyone


can reply to
Each person posts one discussion Each student can post exactly
one new discussion topic, which everyone can reply to
Q and A forum students must first post there perspective before
being able to view other students posts.
Standard forum displayed in a blog-like format An open forum
where anyone can start a new discussion at any time, and in which
discussion topics are displayed on one page with Discuss this topic
links
Standard forum for general use and open forum where anyone can
start a new discussion at any time

Slide 4

Online discussions can be engaging if you


Forums can be

Forums have
many uses

A social space for students to get to know each other


For course announcements
For discussing course content or reading material
For continuing online an issues raised in a face-to-face session
For teacher only discussions (using a hidden forum)
A help center where tutors and students can give advice
For extension activities, for example brain teasers for students to
ponder and suggest solution to

Slide 5

Forums dont
have to be
boring

Add pictures for emphasis


Make reference to videos for discussion
Make reference to Newspaper articles of interest
Make reference to online articles and news feeds
Post Audio files of interest for discussion
Include creative animations and story boards
Include Pictographs

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

Click Turn editing on on your Moodle course page. Editing icons


and links will appear.
Locate the Topic or Weekly section where you will add the forum
Click +Add an activity or resource at the bottom-right of the
Section. The Activity chooser will open
Select Forum and then click Add in the Activity chooser. The
Adding a new forum page will open
Configure settings for the forum

Click Add a new discussion topic


For a Question and Answer forum, click Add a new question

Adding a new
topic to the
forum

Enter a subject and a message


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

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

Click post to forum to post your message


Click Continue to return to the Forum page. Discussion topic will be
listed and course members will now be able to see reply

Slide 7

Slide 8

37

EDID 6505

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

Create a new Single Simple Discussion forum question based on


a YouTube video on bicycle safety. Help your peer in choosing the
right kind of video.

Integration
Activity

Help each other to pose questions that discuss the importance of


using safety gear, riding safely in traffic. You can specify the limit
on the amount of words and can even use the feature to display
the word count.

Questions

Slide 9

Convert a text only forum discussion you previously created to a


more engaging forum by including pictures, graphics, or online
articles where necessary.

Slide 10

Post your questions to the Q & A


forum on the course page
11

Slide 11

38

EDID 6505

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?

39

EDID 6505

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
40

EDID 6505

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.

41

EDID 6505

Design Process

Instructional Strategies Tables


Strategy

Location in Lesson

Citation in Readings

Rationale for Use

1. Direct
instruction

See PowerPoint lesson:

Direct instruction is skills-oriented emphasizing the use of

Lecturer states objectives

Develop Course
Activities: Engaging
students in Online
Discussion Slide #8

small-group, face-to-face instruction by teachers and aides and rationale at the


using carefully articulated lessons in which cognitive

beginning of the lesson

skills are broken down into small units, sequenced

ensuring that participants

deliberately, and taught explicitly (Carnine, 2000, pp. 5-6;

stay on task during the

Traub, 1999). Direct instruction allows for teaching to

workshop.

take place in small steps with student practice after each


step, guiding students during initial practice, and ensuring
that all students experienced a high level of successful
practice. (Carnine, D. W., Silbert, E.J. & Tarve, S. G.
(2013)).

See PowerPoint lesson:

Demonstration is the process of teaching through

Participants are able to get

2. Demonstration
Setting Quiz Questions:
42

EDID 6505

Working with the


Question Bank Slide
#8,

examples or experiments allowing students to personally

live examples

relate to the presented information. Demonstrations help

(demonstrations) of the

to raise student interest and reinforce memory retention

various processes that they

because they provide connections between facts and real-

have to learn.

world applications of those facts. (Effective Teaching


Strategies. (n.d))
3. Analogies

See PowerPoint lesson:

Using analogies in the classroom is an effective strategy

Aims in a faster

Getting Started: Building


and Organizing your
Moodle Course Slide
#8, Slide #13

as students tend to find it easier to understand a lesson

assimilation of the subject

when teachers form connections between the new topic

matter to be covered.

and what has already been taught. (Professional Learning


Board, 2016)

Helps participants to make


associations between the
concepts being taught and
real world topics.

4. Videos

See PowerPoint lesson:

Teachers who use instructional video report that their

Participants are able to get

43

EDID 6505

Getting Started: Building


and Organizing your
Moodle Course Slide
#9

students retain more information, understand concepts

a visual representation of

more rapidly and are more enthusiastic about what they

the new materials to be

are learning. With video as one component in a thoughtful

covered.

lesson plan, students often make new connections


between curriculum topics, and discover links between
these topics and the world outside the classroom.
(National Teacher Training Institute, 2016)

5. Graphic
organizers

Videos appeal to the visual


learners and aids in
concretizing new and
challenges concepts.

See PowerPoint lesson:

Advance organizers are appropriate at the beginning of

Can be used as a set

Getting Started: Building


and Organizing your
Moodle Course Slide
#5

the lesson in the advancement of new learning and can be

induction tool to activate

used during the focus, review, and statement of the

prior learning.

objectives portions of the lesson. An advance organizer is


similar to a meeting agenda in which the content is
outlined. Teachers can also refer back to points
established in the advance organizer throughout the
lesson. (Instructional Strategy Lessons for Educators

44

EDID 6505

Secondary Education. (2014, p. 4))


6.
See PowerPoint lesson:
Summarizing/Note
taking
Getting Started: Building
and Organizing your
Moodle Course Slide
#14

Note taking is an essential tool in many information-

Allows for a greater

transmission situations. It allows students to gather

retention of concepts taught

information from lectures, books, or any other situation

during workshop.

that they will later have to memorize or use in order to


successfully complete their academic program. Storage

Caters for the linguistic


learners.

methods vary from copy-regurgitate strategies, which


have proven to be effective from a scholastic point of
view, to more complex reformulation-interpretation
strategies. (Boch, 2005).

7. Group
collaboration

See PowerPoint lesson:

Collaboration allows students to actively participate in the

Fosters team spirit and

Develop Course
Activities: Engaging
students in Online
Discussion Slide #9

learning process by talking with each other and listening

oneness in the group

to other points of view. Collaboration establishes a

setting.

personal connection between students and the topic of


study and it helps students think in a less personally
biased way. Teachers may employ collaboration to assess

45

EDID 6505

student's abilities to work as a team, leadership skills, or


presentation abilities. (Effective Teaching Strategies.
(n.d))
8. Concept map

9. Discussions

See PowerPoint lesson:

One of the powerful uses of concept maps is not only as a

Helps to show linkages and

Getting Started: Building


and Organizing your
Moodle Course Slide
#3

learning tool but also as an evaluation tool, thus

the relationship amongst

encouraging students to use meaningful-mode learning

concepts being taught to

patterns (Mintzes et al., 2000; Novak, 1990)

learners

See PowerPoint lesson:

Engaging students in discussion deepens their learning

Allows for sharing of ideas

Develop Course
Activities: Engaging
students in Online
Discussion Slide #5

and motivation by propelling them to develop their own

amongst participants during

views and hear their own voices. A good environment for

the sessions.

interaction is the first step in encouraging students to


talk. (Merlot Pedagogy, 2016)

10. Discovery
based learning

See PowerPoint lesson:

Bicknell-Holmes and Hoffman (2000) describe the three

Very student-centered in

Getting Started: Building


and Organizing your
Moodle Course Slide
#17

main attributes of discovery learning as 1) exploring and

nature

problem solving to create, integrate, and generalize

Fosters problem-solving

knowledge, 2) student driven, interest-based activities in

46

EDID 6505

which the student determines the sequence and frequency,

and critical thinking skills

and 3) activities to encourage integration of new


knowledge into the learners existing knowledge base.

11. Reflections

See PowerPoint lesson:

Reflection involves linking a current experience to

Allows participants to

Develop Course
Activities: Engaging
students in Online
Discussion Slide #2

previous learning (a process called scaffolding).

reflect on concepts taught

Reflection also involves drawing forth cognitive and


emotional information from several sources: visual,
auditory, kinesthetic, and tactile. To reflect, we must act
upon and process the information, synthesizing and
evaluating the data. In the end, reflecting also means
applying what we've learned to contexts beyond the
original situations in which we learned something. (Costa
& Kallick (2008)).

12. Activating
Prior knowledge

See PowerPoint lesson:

This strategy helps participants to make the connections to Makes the assimilation of

Getting Started: Building


and Organizing your
Moodle Course Slide
#3

the new information that they will be presented with.

new content quicker and

According to Marzano (2004), What students already

47

EDID 6505

know about the content is one of the strongest indicators

easier.

of how well they will learn new information relative to the


Increases the participants
content (p. 1).
interest and motivation
towards the new topic to be
taught.

48

EDID 6505

Research and Information Sources


The Garrison Consultancy team lead Nyeisha George-Minott who is actively employed in
Information Technology at the Antigua and Barbuda Institute of Technology(ABIIT), guided our
direction as to the steps that we would take in charting this course forward. She was a primary
source of information since she facilitates five training courses in Moodle; three hybrid and two
online. She became our subject matter expert providing the necessary clarity as team members
researched and put together information for this project. According to George-Minott, the
general trend in teaching Moodle is hybrid. This means that most instructors teach the course
face to face allowing students to upload a structured course online as part of their assessment.
The online teaching is structured in a similar manner where students are required to upload a
structured course onto a Moodle platform as the course major project and assessment while
course contents are delivered using Moodle (N, George-Minott, personal communication April
15th, 2016). Moodle training is often sought after and accessed by teachers wishing to take faceto- face courses online or blend their course.
According to Ausubel (1960), the analysis of the needs of the learner is of paramount
importance before any form of instructional design or remediation can occur. Consequently, the
members of the Garrisons Consultancy Firm began by obtaining primary information from the
participants and various members of the ABIIT through the implementation of a needs
assessment. This process provided primary data from participants and also other experts within
the ABIIT. Upon completion of this exercise it was evident that despite the disparity that existed
among the participants in respect to the differences in age, academic qualifications, work
experience and little or no familiarity with the use of online forums, all members of the ABIIT,
were in agreement with and viewed the transference of their face to face courses to an online

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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.

What did not work


The drop box where the project was lodged gave me no end of trouble. I could not access the
group document and other items placed there as I would have liked. Everyone else seemed to be
accessing the document with no trouble.
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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.

Helen Weekes- Thomas

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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Instructional Strategy Lessons for Educators Secondary Education. (2014). Organizers:


Advanced Organizers, Graphic Organizers. Retrieved from https://www.ecu.edu/cseduc/TQP/upload/ISLES-S-Organizers-Declarative-Aug2014.pdf
Jonassen, D. H. et. al. (1999). Task Analysis Methods for Instructional Design. United States:
Lawrence Erlbaum Associates Publishers
Jonassen, D. H., Tessmer, M., & Hannum, W. H. (1999). Task analysis methods for instructional
design. Retrieved from http://www.personal.psu.edu/wxh139/Task.htm
Marzano, R.J. (2004). Building background knowledge for academic achievement: Research on
what works in schools. Alexandria, VA: ASCD.
Merlot Pedagogy (2016). Teaching Strategies. Retrieved from
http://pedagogy.merlot.org/TeachingStrategies.html
Mintzes, J. J., Wandersee, J. H., & Novak, J. D. (2000). Assessing science understanding: A
human constructivist view. San Diego: Academic Press.
National Teacher Training Institute. (2016). Why Use Video in the Classroom? Retrieved from
http://www.thirteen.org/edonline/ntti/resources/video1.html
Novak, J. D. (1990). Concept maps and vee diagrams: Two metacognitive tools for science and
mathematics education. Instructional Science, 19, 29-52.
Professional Learning Board (2016). How do we use analogies in the classroom. Retrieved from
https://k12teacherstaffdevelopment.com/tlb/how-do-we-use-analogies-in-the-classroom/
Strategies for the Social Studies Classroom. (n.d) Role Play/Simulation. Retrieved from
http://otis.coe.uky.edu/ccsso/cssapmodules/sbp/sbp/Role%20PlaySimulation.html
UMass Amherst (2016). Information Technology. A guide to building a course in Moodle.
Retrieved from: https://www.it.umass.edu/support/moodle/a-guide-building-a-newcourse-moodle
UMass Amherst (2016). Information Technology. Make Your Moodle Course available to
students. Retrieved from https://www.it.umass.edu/support/moodle/make-your-moodlecourse-available-students
UMass Amherst (2016). Information Technology. Use the Moodle question bank. Retrieved
from https://www.it.umass.edu/support/moodle/use-moodle-question-bank
UMass Amherst (2016). Information Technology. Add a forum activity in Moodle. Retrieved
from https://www.it.umass.edu/support/moodle/add-a-forum-activity-moodle

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Appendices

Appendix A: Contextual analysis


Learner and Contextual Analysis Worksheet

-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

All instructors are full time with no other job responsibilities

-2 -1 +1 +2

All instructors have a Bachelors or Masters degree

-2 -1 +1 +2

Most instructors have basic computer skills

-2 -1 +1 +2

No instructors have any prior experience or training in teaching online -2 -1 +1 +2


Goal Setting:
Most instructors believe that teaching online is important

-2 -1 +1 +2

Most Instructors know that Moodle is a useful ICT tool

-2 -1 +1 +2

Most instructors plan to use additional software in their classes

-2 -1 +1 +2

Some instructors dont see training in ICT as necessary and believe

-2 -1 +1 +2

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that its use in some subject areas may not be as important


Perceived utility:
Instructors see this workshop as a way of increasing their competency in-2 -1 +1 +2
Instructors agree with the use of ICT and Moodle to enhance the teaching
-2 -1 +1 +2
and learning experience
Perceived Accountability:
Instructors know that the Board of Directors wants to see all courses

-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

Immediate Environment Factors


Social Support:
The ABIIT Board of Directors is supportive of training and encourages -2 -1 +1 +2
upgrading of skills for instructors at every level

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

questionnaire evaluating online and face to face courses separately


Learning Culture:

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No instructors have any difficulty in attending workshops because of time-2 -1 +1 +2


constraints

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

Learner task perception:


Some instructors may not feel competent in handling some tasks as they -2 -1 +1 +2
are not acquainted with the ICT software.

Immediate Environment Factors

Sensory conditions:
Training room can adequately accommodate 25 instructors

-2 -1 +1 +2

Training room is quiet and away from regular scheduled classes

-2 -1 +1 +2

Training room is fully air conditioned and well lit

-2 -1 +1 +2

All required equipment and resources are available

-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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Seating cannot be rearranged as computer desks are in stationary positions


-2 -1 +1 +2
Comfortable cushioned computer chairs with adjustable height and back -2 -1 +1 +2
settings are available for all instructors
Instructors who have difficulty seeing will be seated at the front

-2 -1 +1 +2

Instructor role perception:


Trainer is a renowned subject matter expert

-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

Rewards & Values:


Instructors are given a certificate of completion at the end of the

-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

address questions and concerns


Peer discussion on design techniques may be helpful

-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

Transfer coping strategy:


The task of acquiring the requisite skills is simple enough for most

-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

Immediate Environment Factors

Transfer Opportunities:
Skills and concepts learnt at the workshop will be used to significantly

-2 -1 +1 +2

enhance the Course offerings of the ABIIT.

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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

based on the instructor evaluations

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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Appendix B Screen Shot of Moodle Pilot Course

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Appendix C: Survey Questionnaire hosed on Survey Monkey


After viewing the files and activities on Topic 1 - Getting Started:
Building and Organizing Your Moodle Course on the Moodle Training course Page, answer the following questions to help
us determine your feeling on the quality and content presented.
1. Were you able to better understand the use of Moodle?
Yes
No

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)

3. How would you rate the quality of PowerPoint Presentation?


Very high quality
High quality
Neither high nor low quality
Low quality
Very low quality

4. Did the idea of a concept map help in understanding the use of Moodle?

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Yes
No
Other (please specify)

5. How engaging is the design?


Extremely engaging
Very engaging
Moderately engaging
Slightly engaging
Not at all engaging

6. Was the media content relevant to the context being taught?


Yes
No

7. Would you feel confident to use Moodle after viewing Topic 1?


Yes
No

*8. What changes would most improve the PowerPoint presentation?

*9. What changes would most improve the overall design of the course page?

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Appendix D Analysis of Survey responses

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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