Finish Moodle Project
See the Moodle Project Guidelines.
Your total project is worth 100 points. There are four minimum requirements.
You've already completed an assessment activity, one of the minimum requirements, and so that was worth 25 points.
The rest is worth 75 points.
You'll need to include an anonymous exit survey at the end of your course so that students can leave feedback. Select the 'Add an activity' popup in the last week of your class and choose the Feedback activity. Call it 'Exit Survey' or something similar. Ask at least 2 questions like 'what did you like about this unit (or lesson)' and 'what are some suggestions you have for improving it'.
Also you need to incorporate multimedia in your course. Unless you are using a game or flash activity (or java or html5), I would recommend creating a screencast (or more than one). You might for example make a screencast to use at the very beginning of your course, that introduces the lesson to students, shows them what to do, and/or perhaps describes a scenario or problem for them to work on. I recommend the http://www.screencast-o-matic.com/ site for quickly making a screencast in your browser and directly uploading it to youtube (requires registering for a youtube account, if you don't already have a google or gmail account). See this page for more options on making and using video screencasts: http://holton-distance-education-tools.wikispaces.com/Video
**Please do not upload word documents or powerpoints to your moodle course. Everything should be viewable in the browser and shouldn't requiring downloading and installing other software. You can convert powerpoints to flash at slideshare.net or google docs. You can just paste from word into a moodle page or use google docs and share a document.
Your course should be for students to take completely online - no teachers there to help them, nothing that requires expensive software or technology they don't have access to. It should be clear when visiting your course space what the student has to do.
Your course needs to be constructivist, not traditional instruction. It shouldn't be 'read or watch this, then this, then this' like a recipe. Students should see why they are learning this topic, how is it useful. The easiest way to do this is to open with some problem or scenario or other grounding activity. There should also be something that students do (besides just reading or watching something). For example contribute to a blog or wiki as part of working on a problem or responding to a scenario. In the videos for week 10, I spell out several specific constructivist learning activities that you might use:
- use of a scenario or problem
- link to or embed a simulation or game
- have students create something in a blog post or collaborate on something in the wiki
- discuss a problem in a discussion forum
- create a library of cases or contrasting cases for students to explore, using one of the moodle activities such as the wiki or glossary or database
- link to some outside 'web 2.0' type tool for students to use, such as ning.com (for creating professional communities), or diigo (social bookmarking), or twitter or facebook. See more examples of web 2.0 tools here: http://holton-distance-education-tools.wikispaces.com/Web+2.0+Tools
- you don't have to stay 'in the moodle box' for your course :)
- have students generate cases
Regarding that last one, a general strategy of making instruction more constructivist is to think how you would teach something, and then turn it on its head - have students do the teaching (to each other or as a service to the community). For example in my foundations course for the MEd students, there was no good up to date textbook about educational technology, and so we all collaborated on a wiki and contributed short articles and chapters to in effect make our own textbook. Another idea, say for example you want to teach some math concept - you could have students create a tutorial or lesson or tutor younger students about the concept, or write a story or create a game about that concept.