Portfolio Project

 

EDUC 765: Trends and Issues in Instructional Design

 

By: Kelly M. Dempsey

Updated  10/12/2018

Project Proposal – Module 2

Project Title

Improving Faculty Adoption of the Moodle LMS at Colgate University

Sponsoring Organization

Colgate University, a private liberal arts university with 2800 students and 300 teaching faculty.

Project Description

Getting faculty to use the Colgate-sponsored LMS, Moodle can be a struggle. The latest data from the Fall 2018 report shows about 60% of our faculty use Moodle but we would like to increase the usage. It’s important that faculty adopt our learning management system for several reasons and students want all their classes to be visible on Moodle. (In a 2015 ECAR study, 56% of college students said they wished instructors would use an LMS.) For Colgate faculty, however, adopting the LMS has been easier said than done. Some of the common challenges that deter them from LMS adoption are lack of time, resistance to adopting new technologies, lack of training opportunities, and lack of support.

Aim

  • Use system logs and database queries to identify which faculty are not using Moodle.
  • Survey faculty that are not using Moodle about their reasons why not.
  • Offer instruction that will increase adoption of Moodle.

Target Audience

The target audience is Colgate University teaching faculty who are new to using Moodle or need a refresher.

 

Delivery Options

Instruction will be delivered in small group face-to-face workshops which will allow a personalized learning experience. Plenty of time for individual practice will be included. Self-paced, online tutorials will be offered after the workshop that are sequenced from the basics to more advanced topics .

Front-End Analysis: Instructional Need – Module 3

Instructional Need

The Moodle Learning Management System is a mainstay of Colgate’s academic infrastructure but our adoption rate is 25% lower than other universities where 85% of faculty confirm use of the LMS (Brooks, 2015). Supporting faculty in their use of the LMS is important, with faculty development ranked as the number one key issue in teaching and learning in 2017 (Educause Learning Initiative, 2017). The instructional need is increasing the adoption rate of Moodle. This project will address this need by analyzing faculty usage of Moodle via data gathered directly by the use of system logs and database queries, noting the significant gaps in LMS usage, then using this data to aid the design and implementation of a more effective program to increase adoption.

 

[Expectation: Expand on your proposal’s Problem Identification and Aim to prove that there is a problem and the problem can be solved via an instructional intervention vs. a policy change or other solution. Use Rossett’s (1999) [see textbook p. 29] four opportunities to describe your situation (new product, existing performance problem, employee growth, strategy development).]

Front-End Analysis: Learner Characteristics – Module 3

Learner Analysis

Primary Audience

  • Colgate Faculty

Secondary Audience

  • Possibly some administrative assistants who help faculty with Moodle

General Learner Characteristics

  • Adults between the ages of 35-60
  • Education level – PhD
  • Mixture of novice and veteran teachers

Entry Characteristics

  • Mixture of expert and novice computer users
  • Most are/have been negative about using Moodle
  • Lack confidence and embarrassed they don’t know how to use Moodle

Contextual Analysis

Orienting Context

  • Under pressure from colleagues, department chair and students to learn Moodle, the goal is to at the very least get a basic Moodle site up with syllabus, some content and communication to students.
  • The instruction is needed to achieve the goal of learning Moodle quickly before classes begin.
  • The learner needs to understand the concepts and how to use the basic tools in Moodle in order to get their courses up and running. They are being pressured by their peers, department chair and students.
  • The learners may be afraid of using Moodle because they think it may be too difficult or it may replace the classroom lecture.

Instructional Context

  • Workshop sessions will be scheduled during the weeks leading up to the fall and spring semesters. This will allow for more participants to attend
  • The lighting in the computer lab will be adjusted to the learner’s preference. When the projector is being used for instruction, the lights will be dimmed.
  • The computer lab door will be closed to prevent outside noise
  • The computer lab is temperature controlled (located in the library)
  • There are comfortable seats for 12 participants
  • There will be boxed lunches available for participants.
  • Each participant will have a Mac workstation to use during instruction.
  • Transportation not necessary as the workshop will be on campus within walking distance from academic buildings.

Technology Inventory

  • Each learner will have a Mac workstation in the lab while they participate in the hands-on sessions. They also have a Colgate-issued computer in their offices to continue practicing what they’ve learned in the workshop.

Transfer Context

  • Learners will be encouraged to begin using their Moodle course immediately after the workshop.
  • The semester start will be shortly after the workshop which will give the learners opportunity to get their Moodle courses up and running.
  • Learners will be offered additional deskside coaching as a follow up if needed and directed to contact the Help Desk for immediate answers to their questions

Instructional Impact Based Upon Learner Characteristics  – Module 4

Application of Learning Theories

The instruction is being developed for adult learners, (faculty who have reached the PhD level of education), but who are still motivated to improve their teaching-related tasks and knowledge. In particular, adult learners:

  • need to know the benefits of learning (why they have to learn something);
  • like to learn experientially
  • approach learning as problem-solving
  • learn better where they can see the immediate value and application of content
  • prefer to study at a time, place and pace convenient for them

(Ghirardini, Beatrice. E-Learning Methodologies (2011) Retrieved 9/14/2018 from http://www.fao.org/docrep/015/i2516e/i2516e.pdf  

 

These characteristics inform the instructional strategies that I use with my faculty learners:

 

  • Motivate my faculty learners
    • I will allow my faculty learners some freedom to navigate through the workshop as they prefer a sense of control over their learning.
    • I will present real-life scenarios and and provide immediate feedback.
  • Highlight their prior knowledge and experience
    • Faculty like to relate to their own experiences. I will try to incorporate this prior knowledge and experience while designing the workshop. This will make it easier to orient them towards this new thing they have to learn. I will respect and value their experience.
  • Focus on relevancy
    • Faculty want to learn about things that are relevant and related to their own experience. I will design the workshop for them to include contextual learning.
  • Allow for problem solving
    • Faculty will want to be active participants instead of passive listeners in the workshop. They prefer learning that is exploratory and promotes discovery.
    • They will need to apply the newly acquired knowledge practically in their new Moodle courses.

Impact of a Diverse Audience on Instruction

I will try to be sensitive when communicating with diverse audiences in the following ways:

 

  • Eliminate figurative language such as, “Let’s hit this one out of the park,” and other comments I may use without realizing these kinds of phrases may confuse faculty from other cultures.
  • Keep the presentation of my workshop straightforward and brief.
  • Ask questions and rephrase comments. I will check in with my learners, particularly if I have multicultural faculty.

Goal/Task/Performance Analysis – Module 5

Goal Analysis – Using Mager’s 5 Steps

Step One: GOAL: Instructors are able to effectively use the Moodle LMS for teaching, assessing and communicating with students.

Step Two: GOAL IS ACHIEVED IF: after completing the training instructors should be able to do the following:

  • Structure their course based on the “topics” format or “Weekly” format.
  • Access and edit the settings of their course
  • Add content and edit content
  • Add activities and resources
  • Create and deliver assignments
  • Create and deliver quizzes
  • Communicate with students with the tools available
  • Assess students with the gradebook
  • Foster communication using the discussion forums
  • Use Moodle mobile app to interact with Moodle
  • Take attendance
  • Track student progress
  • Reuse content from previous semesters
  • Add participants to a course

Step Three: Sort the list in Step 2

  • Structure their course based on the “topics” format or “Weekly” format.
  • Access and edit the settings of their course
  • Add content and edit content
  • Add activities and resources
  • Create and deliver assignments
  • Create and deliver quizzes
  • Manage student grades with the gradebook
  • Track student progress
  • Add participants to a course
  • Foster communication using the discussion forums
  • Take attendance
  • Reuse content from previous semesters
  • Use Moodle mobile app to interact with Moodle

Step Four: Write a complete statement to describe each item on the final list

  • Instructors will be able to structure their course based on the “topics” format or “Weekly” format. and understand the difference.
  • Instructors will be able to access and edit the settings of their course in order to customize their course based on the way they teach and to align with the course syllabus.
  • Instructors will be able to add instructional content such as readings, videos, URLs, etc and edit their content.
  • Instructors will be able to add activities and resources and understand all the choices available.
  • Instructors will be able to create and deliver assignments and set due dates, use rubrics and how they integrate with the gradebook.
  • Instructors will be able to create and deliver quizzes and edit the settings to provide feedback and timing.
  • Instructors will be able to manage student grades with the gradebook and know how to release grades to student.
  • Instructors will be able to track student progress and know the various reports available to do so.
  • Instructors will be able to add participants to a course whether they are colleagues or students
  • Instructors will be able to foster communication using the discussion forums
  • Instructors will be able to take attendance using the tool available and integrate it with the gradebook.
  • Instructors will be able to reuse content from previous semesters in order to efficiently set up their course
  • Instructors will be able to use Moodle mobile app to interact with Moodle if they want 24/7 access.

Step Five: Final Goal

Test the statements with the question, “If someone achieved or demonstrated each of the above, would I be willing to say he or she has achieved the goal? When you can answer “yes,” the analysis is finished. (Mager, 1984, pp.73-74).

Task Analysis Method

I will use the Procedural Analysis method where procedures are clearly defined and each step is taught in a sequential fashion. Learning how to use Moodle will require starting at the basics and working through a sequence of skills. Procedures can also be complex, with many decision points that the learner must make. (i.e. “How should I use Moodle to assess learning, a Quiz or an Assignment?”) Regardless of the complexity of the procedure, a procedural analysis breaks down the mental steps that the learner must go through so that the task can be successfully achieved.

Task Analysis


Faculty need to learn how to effectively teach using the Moodle LMS in order to present their course materials and activities online. Student want to be able to see all of their courses in Moodle in order to keep organized. Learning how to use Moodle as an instructor is broken down in the steps below:

Instructional Objectives – Module 5

Project (Instructional) Goal

 

The goal of the Moodle training is for instructors to know how to effectively use Moodle for teaching,  assessing and communicating with students. Through the mastery of the skills required to use Moodle for delivering instruction, the teaching and learning process will be improved.

 

Terminal Objectives and Enabling Objectives

By the end of the training, instructors will…

Terminal Objective: Instructors new to Moodle or anyone who would like a refresher course will use the LMS to create content items to present a variety of learning activities to enhance student learning.

  • Enabling Objectives:
    • Instructors will understand the Basics of navigation  (understand-cognitive)
    • Instructors will understand how to use Course tools   (understand-cognitive)
    • Instructors will understand Procedures necessary to create new course content
    • Instructors will understand how to Navigate the LMS  (understand-cognitive)
    • Instructors will understand how to Upload files  (understand-cognitive)
    • Instructors will understand how to Create course content  (understand-cognitive)
    • Instructors will understand how to Add text  (understand-cognitive)
    • Instructors will understand how to Add multimedia  (understand-cognitive)
    • Instructors will understand how to Organize content in meaningful ways ( (understand-cognitive/synthesis)

Terminal Objective: Learners will use the available assessment tools in Moodle to deliver authentic assessments to evaluate student knowledge in a variety of meaningful ways.

  • Enabling Objectives:
    • Instructors will understand how to Create, configure, and deploy individual and group assignments (understand-cognitive)
    • Instructors will understand how to Collect student submissions to manage grades and feedback (understand-cognitive)
    • Instructors will understand how to Create auto-graded Quizzes (understand-cognitive)
    • Instructors will understand how to Use a Plagiarism Checker (understand-cognitive)

 

Terminal Objective: Learners will use the LMS to record data, calculate grades, and monitor student progress.

  • Enabling Objectives:
    • Instructors will understand how to Collect student submissions (understand-cognitive)
    • Instructors will understand how to Record data (understand-cognitive)
    • Instructors will understand how to Calculate grades automatically (understand-cognitive)
    • Instructors will understand how to Monitor student progress (understand-cognitive)
    • Instructors will understand how to Drop the lowest grade (understand-cognitive)
    • Instructors will understand how to Display percentages or letter grades (understand-cognitive)
    • Instructors will understand how to Use a weighted grading system (understand-cognitive)
    • Instructors will understand how to Manage students’ grades for assignments, quizzes, and discussion posts (understand-cognitive/synthesis)
    • Instructors will understand how to Create manual grade columns for special projects, participation, or attendance.  (understand-cognitive)

 

Terminal Objective: To build a successful community, students need the tools to interact and have conversations. Moodle offers five communication tools for self-reflection, collaboration, and communication. Instructors will use Moodle to effectively utilize collaboration tools to increase student engagement by providing a means to share and create knowledge.

  • Enabling Objectives:
    • Instructors will understand how to Utilize the discussion board to facilitate conversation (understand-cognitive/synthesis)
    • Instructors will understand how to Assign blogs for students to share their learning (understand-cognitive/synthesis)
    • Instructors will understand how to Utilize journals for student to instructor sharing (understand-cognitive/synthesis)
    • Instructors will understand how to Assign wikis for student collaboration (understand-cognitive/synthesis)
    • Instructors will understand how to Use groups to provide rich assignments  (understand-cognitive/synthesis)
    • Instructors will understand how to Evaluate students in authentic ways where students can share and create knowledge (understand-cognitive/synthesis)