For the purpose of this faculty workshop series, I will use a variety of assessments, as listed below. Because the goal of the training is to help instructors learn how to create a Moodle site, participants will be given ample opportunities to practice and design a real site with content.  The workshops will be an active-learning environment. While there will be formal instruction, some of the instruction will be in pairs, working together to discuss design goals for their site, types of assessments they’ll give students and how Moodle can facilitate their teaching. Time for hands-on work will give participants the chance to practice what they are learning. There will be a checklist of items we’ll cover so the participants can keep track of their progress. They will be responsible for completing the required assessment for each terminal objective which will range from quizzes to performance-based assessment.

To determine the best way to measure their learning, I relied on the ASSURE model with the standards and goals determined by utilizing Backward Design. (Heinich, Molenda, Russel, and Smaldino, 2013) Using Backward Design, I structure the instruction to get them to an advanced beginner level of competence. (Wiggins & McTighe, 2013)

    • (A) Each participant will complete a survey of their experience with Moodle. These surveys will be used to determine their starting points in the training.
    • (S) Participants are given the competencies for each objective and rubrics to guide their learning.
    • (S) (U) Specific modules or tasks will be assigned to introduce and reinforce those skills to bring them to the expected level. Modules will consist of guided instruction, self-paced instruction with written directions, and pair problem-solving tasks. The participants must perform the task or skill in order to get credit for that section.
    • (R) Participants will be given as much time as needed to practice and reinforce the skill/knowledge. Each task or skill has an active learning component.  Some skills take more time to learn and practice.
  • (E) Workshop facilitator asks for feedback from participants as to the level of difficulty, pacing of instruction, the usefulness of documentation and use that information to revise the training.

Specific examples of assessments:

    • Quizzes – Several matching quizzes will be given to help learners assess their understanding of Moodle Quiz types.
    • Match the Moodle Workshop Activity to its purpose (ex., Create a Workshop with the appropriate settings and timing for group or individual peer assessment)
    • Role Plays – Learn the Grading System (demonstration of a “live” Moodle site using the Gradebook, then role-playing using scenario-based grading to determine appropriate weighting and grading strategies) with a partner acting as a student. Each learner will receive feedback from these partners regarding the delivery of grades.
    • Think, Pair, Share – There are many different ways for professors to use Moodle in their instruction. In the face-to-face portion of this workshop, learners will be asked to consider what types of content and design format they think will be the most effective for their class and then share answers and explanations with a partner. This will make learners thoughtfully consider selecting an appropriate design and providing the rationale behind the choice after discussing with a peer.
  • Scenario-Based Problem. Determine the correct format of a Forum Activity. The faculty member assigns a 10-page reading to their class and uploads the .pdf to Moodle. They require students to post a synopsis of the reading to the Forum and respond to 2 of their peer’s synopsis. They don’t want the students to be able to read anyone else’s synopsis until their’s is posted. There are multiple Forum formats, but only one that will allow the best results. Which one will you use?

Instructional (2013) Backward Design Model (Wiggins & McTighe) Retrieved from