1. monash.edu Making the most of Moodle - Designing for learning Barbara Macfarlan, Education Designer Assoc/Prof Ros Gleadow, Co-ordinator

2. Rationale  Unit enhancement: Constructive alignment Formative assessment and feedback Pre-class activities Active learning  SCI2010 Scientific practice and communication Ready for review Course had been added to over many years Volunteered to go first

3. Unit enhancement in practice  Alignment – learning outcomes to assessment and class activities  Formative assessment work aligned to in-class work, timely feedback  Pre-class – Choice, forums, video introductions to topic  Active learning - Group discussion, project work, problem solving, voting systems, guest speakers

4. Designing for learning creates an “…environment and conditions within which the students find themselves motivated and enabled to learn.” Laurillard, 2012, p.66 Designing for learning Laurillard, D. (2012). Teaching as a design science: building pedagogical patterns for learning and teaching. NY. Routledge.

5. Before What do I have to do? Where are the assessments?

6. ■ Organisation / Structure ■ Aesthetic design ■ Design consistency and functionality ■ Content is sequenced and structured Can be applied to any online teaching and learning context to create an inviting and engaging learning environment that is based on sound pedagogic principles. Learning design principles

7. ■ Headings ■ Write introductions ■ Create a context ■ Write clear instructions “Whatever medium is used for a text, its meaning is revealed through its structure” (Laurillard, 2012, p.112) Organisation / Structure

8. ■ Visually appealing ■ Clean and uncluttered ■ Consider page layout ■ Use images and icons to guide the learner Aesthetic design Sign post learning activity

9. Standardise your format and write clear instructions ■ Be consistent ■ Logical learning pathway ■ Instructions for the learner – How to do an activity – How to move to the next section – Is this part completed? Design consistency and functionality

10. Contextualise the learning ■ Write introductions ■ Engage the learner – Choice ■ Learning activities – Forum, RSS feeds ■ Reflection – Weekly or topic questions for reflection ■ Check understanding – Weekly Quizzes Content is sequenced and structured

11. How does this work in practice?

12. Week 5: Can we avoid self deception? Choice: Pre-class activity

13. 113 responses Response to the Choice activity

14. Learning materials for this topic

15. Pseudoscience 1 Introduction Learning activities Reflection Moodle book

16. Activity blocks Activity varietyRSS feeds Library

17. Student responses to layout Moodle page layout and how it was used was great. I wish all my subjects used it that effectively. (Student feedback, May 2015) The wealth of information was separated clearly and easy to understand. It made the task … much less daunting... (Student feedback, May 2015)

18. Student responses to layout …. I like the science alerts [RSS feeds]… (Student feedback, May 2015)

19. Student responses to What’s on links I didn't really like it, sorry. The "What’s on this week" link was the most useful part of the design, because it allowed you to see a summary of everything on that week. (Student feedback, May 2015) I liked the link to ‘what's on this week' … easy to find the assignment/tutorial/ lecture resources …very inviting with the colours…” (Student feedback, May 2015)

20. PowerPoint slides encourage consumption “it’s very difficult to quickly acquire the meat of a lecture without spending a full hour listening to the recording” -Student feedback 2014

21. Student responses Lecture attendance (anecdotally) is up

22. Clear design shifts the focus to learning Less of “What are we supposed to know from this lecture?” More of “Just wanted to clarify one of the examples given … in the lectures.” Your lectures were always a highlight of my Wednesdays! (Student email, May 2015)

23. Acknowledgements Funding Faculty of Science School of Biological Sciences Better Teaching, Better Learning The SCI2010 team Melissa Honeydew & Ash Hibbert See their presentation: Making the most of Moodle: Quizzes Tuesday 15.30-17.00 in Theatre S5

24. Questions

25. Contact details Barbara Macfarlan barb.macfarlan@monash.edu @barbmac_eales Assoc/Prof Ros Gleadow Ros.Gleadow@monash.edu @rosgleadow