Book Image

Moodle 3 E-Learning Course Development - Fourth Edition

By : Susan Smith Nash, William Rice
Book Image

Moodle 3 E-Learning Course Development - Fourth Edition

By: Susan Smith Nash, William Rice

Overview of this book

Moodle is a learning platform or Course Management System (CMS) that is easy to install and use, but the real challenge is in developing a learning process that leverages its power and maps the learning objectives to content and assessments for an integrated and effective course. Moodle 3 E-Learning Course Development guides you through meeting that challenge in a practical way. This latest edition will show you how to add static learning material, assessments, and social features such as forum-based instructional strategy, a chat module, and forums to your courses so that students reach their learning potential. Whether you want to support traditional class teaching or lecturing, or provide complete online and distance e-learning courses, this book will prove to be a powerful resource throughout your use of Moodle. You’ll learn how to create and integrate third-party plugins and widgets in your Moodle app, implement site permissions and user accounts, and ensure the security of content and test papers. Further on, you’ll implement PHP scripts that will help you create customized UIs for your app. You’ll also understand how to create your first Moodle VR e-learning app using the latest VR learning experience that Moodle 3 has to offer. By the end of this book, you will have explored the decisions, design considerations, and thought processes that go into developing a successful course.
Table of Contents (21 chapters)
Title Page
Dedication
Packt Upsell
Contributors
Preface
Index

Learning objectives


The learning objectives you select should clearly and concisely express the performative outcomes of your course. Keep in mind that effective learning objectives use action verbs that tie to Bloom's Taxonomy, and they result in actions that are measurable and tie directly to the course unit or the entire course.

Here's a process for writing learning objectives:

  1. Identify what you want the student to be able to do
  2. Identify the level of knowledge on Bloom's Taxonomy
  3. Select a verb that ties to a measurable, observable action
  4. Add criteria to refine the outcome so that it has qualitative or quantitative specifics

Keep in mind that some authors have critiqued the over-adherence to Bloom's Taxonomy, especially the levels of learning. Even if you have issues with Bloom's Taxonomy, it's a useful tool because it helps you ensure that you are focusing on clear, measurable outcomes and the activities that help provide evidence of learning.

Let's review Bloom's Taxonomy. As you may remember...