A flexible model for LMS course design

Recently I have been working with a number of faculty at Unitec NZ to develop courses in the LMSs we have (Moodle and Blackboard). Alongside the adaptation of existing courses and activities, often staff will be at a loss as to what they really want to include in an LMS course.

It was suggested that faculty, alongside considerations of how they will adapt specific activities using the ICTELT model and framework, draw up a mindmap that identifies the main functionality and design of the LMS course they wish to use. However, some faculty found this a challenge, so I have developed the following mindmap 'model'. It is flexible and users of it are encouraged to change it to suit their purposes. You will need to go to the Mindomo site where the map is hosted to view it properly.

Although the central starting point of the mindmap is labelled "course" it could just as easily be a Community of Practice, a department, or a support unit that wishes to improve their communication. Users, therfore, should change or omit any of the elements that are irrelevant to them.

Any feedback that you might have on what I have missed out, or suggestions for improvement would be very much appreciated.

Presentation at MoodleMoot Conference October 11, 2008

Where do I Start? Integration of ICTELT into blended curricula

From: hazelowendmc, 6 minutes ago

Where do I Start? Integration of ICTELT into blended curricula

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Abstract:"The potential of information communication technology (ICT) to enhance learning is under-utilised even though there are numerous process models and frameworks have been developed to assist in the design and / or adaptation of curricula. Issues with many existing design models are complex and range from the pragmatic, such as resource requirements, skills and ‘ownership’ of a project, to models being mechanical, inflexible, hierarchical and / or impenetrable.

This session starts by exploring the learning and teaching value ICT can add to curricula, and then describes a process model and framework that I have adapted from existing examples. The accessible, scaffolded approach described is appropriate for very small teams or individuals working with few resources to develop resources ideal for instructors interested in blended learning and/or distance approaches.

The pedagogical underpinnings of a design process are outlined, in which practitioners identify a teaching and learning problem and assess whether ICT could enhance learners’ experience of new or existing programmes, modules, units, sessions, or learning objects. Guiding questions are posed to help support the process, and an iterative practice is encouraged whereby a design is developed, piloted, evaluated, revisited, modified and re-evaluated over time, with recognition that the practitioner’s experience, skills and attitudes are likely to shift.

The practical application of the model and framework is illustrated through an example developed for use in Moodle at UnitecNZ.

The model and framework have yet to be piloted and MoodleMoot will offer a hands-on opportunity for participants to experiment and evaluate the tools in this session by identifying a resource or session that they would like to adapt. Then, working collaboratively, in Moodle they will work through the first part of the process model by completing the framework. Feedback and comments will be gladly accepted."

Associated site: http://efest2008collaboratingbydesign.pbwiki.com/

Owen, H. (2008, October 8-10). Where do I Start? Integration of ICTELT into blended curricula. Paper presented at the MoodleMoot NZ 08, Eastern Institute of Technology, Hawkes Bay, New Zealand.


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