Wileygroup Edid6505-Instructionalproject

Running head: EDID 6505 GROUP ISD PROJECT (ONLINE)
Group Instructional Project

Title: Technological Teaching: Moodle Training
By:
Kara Lord | 406003336
Makeisha Bahadur | 00706847
Rhonda Hamilton | 315201096
A paper presented in partial fulfillment of the requirements of EDID 6505

Systems Approach to Designing Instructional Materials.
Trimester I
Academic Year: 2016/2017
UNIVERSITY of the WEST INDIES

Cave Hill | Open Campus
MSc. Instructional Design and Technology
E-Tutor:
Dr. LeRoy Hill
Course Coordinator: Dr. LeRoy Hill

Due Date:
20th December, 2016
EDID 6505 GROUP ISD PROJECT (ONLINE)

2
Table of Contents
1.0. Executive Summary
.. 4
2.0. Needs Assessment
.. 5-9
2.1. Topic
2.2. Target Audience
2.3. Format
2.3.1. Optimals
2.3.2. Actuals
2.3.3. Feelings
2.3.4. Causes
2.3.5. Solutions
2.4. Workshop Outline
3.0. Performance Objectives &
.. 9-15
Task Analysis
3.1. Terminal Objective
3.2. Enabling Objectives
3.3. Task Analysis
3.3.1. Referent Situation
3.3.2. Task Inventory
3.4. Prerequisite Analysis
3.5. Procedural Analysis
3.6. Contextual Analysis
4.0. Performance Assessment
.. 16-28

3
4.1. Learner Analysis

4.2. Learner Analysis
4.3. Performance Rubrics
4.4. Assessment Questions
5.0. Instructional Strategies
.. 29-35
5.1. Structure
5.2. Problem
5.3. Activation Strategies
5.4. Demonstration Strategies
5.5. Application Strategies
5.6. Integration Strategies
6.0. Review of Process
6.1. Pilot Feedback
. 35-40
6.2. Design Process

6.3. Instructional Strategies Table
6.4. Research & Information Sources
7.0. Reflective Writing
......... 40-43
References
. 44-46
Appendices
. 47

4
1.0. Executive Summary
The need for lecturers to increase the use of technology in teaching at the University of Guyana
was determined as a result of a needs assessment conducted to determine how to integrate
modern methods to engage and reach more students. The use of these methods needs to be
endorsed by the academic members of faculty to be successfully integrated into everyday
teaching in the todays classroom. In order to achieve this, a two day workshop has been
designed to specifically target 15 full time lecturers within the Faculty of Education and
Humanities. A Needs Assessment was conducted to determine optimals, actuals, feelings and
solutions to the problem, followed by a task and procedural analysis for the task: Plan, design
and upload at least two (2) interactive lessons per course. Blooms taxonomy of learning was
used to ensure participants learned new information and skills and were able to perform these
functions and apply new skills to their curriculum.
Workshop activities were designed to engage learners and maximize the use of the online
learning environment utilising various instructional strategies that draw from Merrills First
Principles of Instruction through the use of activation strategies such as pre-assessment,
advanced organisers, graphic organizers and case studies. Instructional strategies for the
demonstration principle, application and integration principles were also included and
assessment rubrics to evaluate the transfer of knowledge that should be applied to be effectively
used in the classroom.

5
2.0. Needs Assessment
2.1. Selected Audience

The target audience for the purposes of this workshop 15 full time lecturers within the
Faculty of Education and Humanities; specifically focusing on employees within the education
related department (i.e. Foundation & Education Management and Curriculum and Instruction).
While the faculty consists of a total of 52 full time staff, the audience was selected based on the
lecturers who currently incorporate the use of moodle in their teaching regimen. It should be
noted that all participants are trained teachers ranging from nursery to secondary with
specializations in areas such as administration, curriculum development, assessment and
evaluation.
As a result, there is a high expectancy that these trained professionals who range in ages
from 38 to 65 years would have both an individual and combined knowledge pool which allows
them to set a precedence for the highest standards of the teaching and learning practice; this
should then be an example to the wider university teaching community. The audience
collectively is responsible for teaching teachers in the nursery, primary and secondary levels at
the Bachelors level. A total of 9 lecturers teach at the undergraduate level only, 13 teach at both
the undergraduate and postgraduate level while 2 lectures only at the postgraduate and graduate
level.
It is also thoughtful to note, that each member of the target audience all have
(approximately) at least 5 (5) years and at most forty five (45) years of experience in the
Education sector. Finally, all participants present exceptionally qualified backgrounds with no
less than a Masters Degree in their field of experience/expertise while four others also possess
certification at the Doctoral level.

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2.2. Topic of Instruction

The topic to be covered is the effective and efficient use of moodle. This learning management
software has been made available to lecturers for use by the University three (3) years ago and
while some lecturers university wide have started to place their courses online (in whole or in
part) the software has not been utilized effectively. The topic will therefore provide training
sessions which will focus on the effective use of moodle. Since participants have already been
introduced to the system shortly after its launching, the training will not address basic features
such as how to sign in or update a profile. Instead, it will specifically address creating and
posting instructional material for students, setting assessments for student submission and the use
of interactive forums for student engagement.
2.3. Formats
The workshop session is completely online/virtual in nature, participants will be able to access
the learning modules through the workshop website page. The page will allow participants to
explore instructional material which has been prepared for them on the three main instructional
areas to be covered. The format of instruction will take both the synchronous and asynchronous
in nature; as participants will be exposed to material to be covered at their own pace,followed by
activities which will allow for question and answer as well as to collaborate with colleagues and
demonstrate learning. Demonstration plays a large role in the instructional design which will
reach out to both the visual and auditory learners; while forum interaction will allow for a more
cooperative and interactive approach.
2.3.1 Optimals
Ideally, after successful completion of the workshop, all participants should be able to:

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Display interest and willingness to use the moodle platform to promote student learning
by signing up and launching all of their courses online;
Demonstrate their ability to use the moodle platform by:
Posting at least two (2) lessons for each of their courses
Creating at least 1 type of assessment for each of their courses
Use least 1 forum discussion per course
2.3.2 Actuals
Currently, it is evident that some or all of the participants:
-
Can log into moodle using their staff login details with minimal margin of error (100%)
Use the moodle platform to contact their students (13.3%)
Can post a file/document on moodle (40%)
Are aware of all of the features which aid with instruction directly (26.6%)
Have used moodle to assess and/or evaluate their students in a formative or summative
manner (13.3%)
2.3.3 Feelings
During the needs assessment phase, participants identified the following considerations:
-
The use of moodle is new and therefore causes feelings of anxiety and apprehension, it
can be a bit confusing and takes time for a proper orientation to be completed. (66.6%)
Learning is continuous on the moodle platform, it has been difficult for the students who
have not received training in the use of moodle and thus causes some frustration for the
lecturers when seeking to use the software advantageously. (46.6%)
Learning the moodle software is unnecessary as it takes away from the usual face to face
method of teaching which has been successfully employed for many years. (26.6%)

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2.3.4. Causes
There are a number of factors which perceivably contribute to the inadequate use of the moodle
platform; these are summated as follows:
-
Lack of knowledge circulated on the beneficial use of the software which prevents
lecturers from appreciating the potential intangible rewards for their time and effort;
Lack of adequate infrastructure, facilities and support to encourage the use of the
software (for example, poor/limited internet access);
Lack of continual training opportunities for new lecturers to be introduced and continuing
lecturers to develop their skills;
The responsibility of creating and updating moodle for each course was a daunting task
which has been added to the workload without consideration for current situational
factors or incentives.
2.3.5. Solutions
Based on the results of this needs analysis, the proposed solutions are as follows:
1. Practical training (periodical but consistent workshops - biannually)
2. Infrastructural development (improved internet connectivity)
3. Staff recognition and incentive for satisfactory performance (using moodle)
4. Monitoring and evaluation system (to continually appraise the process and offer support
where necessary)
2.4. Workshop Outline

Item
Description
Introduction & Focuses on recalling previous

Welcome information, reviewing pre-
Duration
9am-11:30am (2.5
hrs)
Category
Instruction and
pre-assessment

9
requisite learning materials,

building an appreciation for
the use of moodle and rapport
among the participants
Lunch Lunch
Session 1 Covers the item with the

highest priority based on task
analysis; i.e. creating,
developing and posting
instructions materials.
Participants are directed to
the quiz section after this
session.
End of Day 1 End of Day 1
Lunch (11:35am12:35pm)
12:40pm4:00pm (3hr Instruction and

20 mins)
assessment
End of Day 1
Session 2 Addresses the use of tests and 9am-11:30am (2.5

assessments, particularly
hrs)
offers step by step demos on
how to prepare and post
quizzes, different types of
tests, and assignments.
session.
Lunch Lunch
Session 3 Highlights in an interactive

and practical manner, the use
of chats and forums to
stimulate learning.
session.
Break Break
Lunch
Lunch (11:35am12:35pm)
End of Day 1
Instruction and
assessment
Lunch
12:40pm2:00pm (1hr Instruction and

20 mins)
assessment
Break (2:00pm2:10pm)
Break

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Wrap up & Closing session offers a

2:15pm-4:15pm (2hrs) Recap and post
Review summary of everything which
assessment
has been covered throughout
the workshop and includes a
reflective session using forum
discussions.
End of End of workshop
workshop
End of workshop
End of
workshop
3.0. Performance Objectives and Task Analysis
3.1. Terminal Objective: After attending the workshop and in accordance with the facultys
requirements for using moodle, participants will efficiently and effectively use moodle and its
tools to design and build all of their courses online.
3.2. Enabling objectives: After attending the first session of the workshop, participant will:
Appropriately assess the importance of using LMS such as moodle in the delivery of
online courses (Affective: valuing)
Create and/or update individual moodle profiles. (Psychomotor)
Correctly configure moodle settings to enhance security and privacy of course page.
(Cognitive: Comprehension & Synthesis)
Add files and documents to their online course pages without error. (Psychomotor)
Insert images, slide presentations, videos and links to external websites in course page.
(Psychomotor)

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After attending session two, participants will:

Create and correctly add at least 3 moodle blocks to courses main page. (Cognitive
(knowledge, comprehension, application and psychomotor domains)
Download and use the moodle plugin quickmail at a 100% usage rate to easily contact
students and manage emails. (Cognitive: Knowledge, comprehension and application)
Create at least 10 questions for student quizzes using moodles question builder.
(Psychomotor)
Create at least one moodle activity such as discussion forums for use per course.
(Psychomotor)
Plan, design and correctly upload at least two (2) interactive lessons per course using
moodle. (Cognitive: Synthesis; Psychomotor)
Monitor and organize students grades using moodles online gradebook (Psychomotor;
Affective: Valuing & Organisation).
3.3. Task Analysis

3.3.1. Referent Situation: The participants within the online workshop will learn how to use the
features of the Moodle platform in an effective and efficient manner. The skills learned will be
utilized by participants who are expected to plan and design interactive online courses that must
be done through Moodle.
Participants are currently expected to use Moodle to deliver courses offered by the faculty which
involves effectively using moodle features such as adding moodle blocks to courses main page,
using the moodle plugin quickmail to easily contact students, creating quiz questions using

12
moodles question builder, creating discussion forums and generally plan, design and upload
interactive lessons using moodle.
3.3.2. Task Inventory:

Plan, design, upload two interactive lessons via moodle
Download and use moodles quickmail plugin
Create quiz questions using moodles quiz builder
Create course discussion forums
Add moodle blocks to course page
Monitor and organize students grades using moodles online gradebook
Criticality
Universality
Frequency
Standardization
Difficulty
Total
40 pts
10 pts
10 pts
10 pts
30 pts
100 pts
TASKS
#1
#2
#3
#4
#5
#6
1. Plan, design and

upload at least two
(2) interactive
lessons per course
40
15
76
1st
2. Download and
use moodles
quickmail plugin
30
45
6th
3. Create quiz
questions using
moodles question
builder.
30
10
61
4th
4. Create course
discussion forums
35
10
69
2nd
5. Add moodle
blocks to course
25
15
58
5th
Criteria for Task

Selection
Worksheet
Notes
#7
Priority
#8

13
page.
6. Monitor &
organise student
grades using
moodle grade book.
35
3.4. Prerequisite Analysis
10
69
2nd

14
3.5 Procedural Analysis

Task # 1:
Plan, design and upload two (2) interactive lessons per course
Steps
Operation
1.
Develop Student learning outcomes (SLOs) for lesson

Tailor SLOs to meet student needs and learning context
Use SLO template and develop outcomes for each course
2.
Select appropriate technological tools

Use the moodle assessment toolkit checklist to identify existing
technological tools available
Review and select technological tools that support your learning
outcomes
Select discussion forum as one of your technological tools
3.
Add your course & choose moodle course layout and customize page
Log into your moodle account
Go to Settings>Site Administration>Courses>Add/edit courses
Choose the category where you would like to place your course
Enter course settings and then click the save button
Add participants and tutors to the course
Select course layout
To select your course layout go to Administration > Course
administration > Edit settings.
Choose the weekly format
Click the save button
4.
Build
lesson
your lesson in moodle beginning with the lesson shell, then the full
Ensure that you are logged into the course page you created
Be sure to turn the editing button on
Choose the week for which you are building the lesson
Click on the button add activity or resource.
In the activity chooser, select lesson and click add
On the Adding a new Lesson page, click Expand all at the upper
right to display all the available page sections
In the General section, give the lesson a Name.
Click the button appearance to modify how you would like the lesson
to be seen by your participants. For example: Select whether you want to

15
display a Progress bar at the bottom of the lesson pages, showing the
percentage of the course that the user has completed.
Click on the availability button and select the period in which the
lesson will be available for.
Complete modifying the other page sections where necessary.
Customize your page by adding Moodle blocks
Click turn editing on again. Remember this button can be found at the
top right of the administrator page.
Click on the blocks panel which could be found on the left side of the
page.
Click add block
Select from the drop down menu the block (s) you wish to add
For this task choose the Moodle quickmail block
After adding the Moodle quickmail block your page should refresh
automatically.
Locate the block you added on the page and make any changes you
wish.
Continue adding other blocks such as activities: quiz, discussion forums
etc.
Save and exit.
Monitor students progress using Moodles Gradebook
Turn editing button on.
Click on the gradebook settings tab found at the top of the page
Edit your preference on how you wish to see the grades appear
Click save and exit.

16
4.0. Assessment
As we develop the relevant assessment tools and assessment items for this unit and the overall
workshop, the designers are guided by Blooms Taxonomy of learning domains in order to
determine the most appropriate assessments for the level of learning of the participants. The
Knowledge, Comprehension and Application levels of the cognitive domain are featured in the
Instructional Unit - Plan, design and upload interactive lessons using moodle, as illustrated in
Figure 1.
Figure 1- Blooms Domains of Learning

17
Learner analysis
The learners for the purposes of this workshop are fifteen full time lecturers within the
Faculty of Education and Humanities; specifically focussing on lecturers within the education
related department with extensive experience in curriculum development, at the University of
Guyana. There are 13 females and 2 males and are members of the Department of Foundation
and Education Management and/or Curriculum and Instruction. Each of them carry at least two
courses per semester.
The learners are those lecturers who currently incorporate the use of moodle in their teaching but
may not necessarily use it consistently or effectively to maximise its benefits to the students.
All participants are trained teachers with specializations in areas such as administration,
curriculum development, assessment and evaluation.
All participants present exceptionally qualified backgrounds with minimum of a Masters Degree
in their field of expertise while four others also possess certification at the Doctoral level.
This unit will focus on teaching the concepts required for effectively designing and building
lessons in moodle that integrate exciting and engaging multimedia that appeals to various types
of learners. While general learning orientations can be considered as visual, auditory, and
tactile/kinesthetic, it is greatly appreciated that the learners in this context are not only adult
learners who carry differences and similarities for consideration. It is important to note that adult
learners are expected to engage in self-directed learner and possess the capacity and motivation
for independent thinking and need for development, particularly with regard to matters that
influence their careers or personal lives.
Evidently, while the participants have mainly been conducting their teaching sessions to appeal
primarily to the visual learner, considerations have been made to incorporate an instructional

18
approach which reaches out to the varying needs of the participants; these include but are not
limited to active, intuitive, visual, verbal and sequential learners. It is important to note that
emphasis for the development of instructional strategies and assessments have been based on
these key types of learners.
By presenting the instruction in an online format, the cognitive domain and subdomains of
knowledge and comprehension will be activated. The inclusion of online demonstrations
followed by exercises will activate application and the online group collaboration and reflective
writing are expected to activate affective skills which will increase perceived value of the
moodle platform and its benefits to students and teachers.
Contextual analysis
Prior knowledge
Participants in this workshop have successfully completed session one, which covered the basics
of using moodle. They are interested in and are willing to apply the use of moodle to their entire
curriculum and therefore exhibit an open attitude toward applying the skills they learn in session
two.
Orienting context
The participants selected for this workshop have demonstrated their competence in the basic use
moodle and have been continuously using the LMS to provide a more robust learning experience
to their students. This group is considered to have a moderate level of competence using online
and self-directed study and the format selected is synchronous online learning.
Instructional context

19
The online course will be conducted in a synchronous format over a two day period. The
presentation of concepts for knowledge and comprehension will take the form of an
asynchronous format and students will participate in group discussion forums where they reflect
on their experience with other participants.
Transfer context
All information provided in the online course will be transferrable to planning and designing all
lessons. The main guidelines are universal and the learning can be easily transferred to varying
subject areas for all types of students.
Implications for Instructional Design
Online instruction works best for disciplined, self-directed learners who demonstrate willingness
to learn in this format. The learners selected for this session are all comfortable learning in this
manner and have the opportunity to request assistance using an online Live Chat Help feature
if they require assistance. Learners can use the computer lab facilities which provide high speed
internet, ergonomic seating, appropriate and sufficient lighting, personal audio equipment
(headphones) and new computers with all the required software installed for ease of use.
Performance rubric
Performance Rubric
TASKS
1-Poor
2-Average
3- Good
4- Excellent
Plan, design and

upload at least
two (2)
interactive
lessons per
course using
moodle
Unable to plan,
design and
upload one
interactive
lesson per course
Plan, design and

upload only one
interactive
lessons per
course with ease
and fair level of
competence
Plan, design and

upload more
than two
interactive
lessons per
course with ease
and moderate
level of
Plan, design and

upload more
than two
interactive
lessons per
course with ease
and high level
competence

20
competence
Create and add
moodle blocks to
courses main
page
Exhibits inability
to create and add
a moodle block
to the courses
main page
Exhibits Fair
ability to create
and add one
moodle block to
the courses
main page
Exhibits
Competence at
creating and
adding a moodle
blocks to the
courses main
page
Highly
competent at
creating and
adding a moodle
blocks to the
courses main
page
Track students
progress through
using moodles
gradebook
Unable to track
students
progress using
moodles
gradebook
Fair ability to
track students
progress using
moodles
gradebook
Competently
tracks students
progress through
moodles
gradebook
Highly
competent at
tracking
students
progress through
moodles
gradebook
Create at least
one moodle
activity such as
discussion
forums for use
per course.
Unable to create
at least one
moodle activity
such as
discussion
forums for use
per course.
Fair ability to
create at least
one moodle
activity such as
discussion
forums for use
per course.
Competent at
creating more
than one moodle
activity
Highly
competent at
creating
numerous
moodle activities
Download and
use the moodle
plugin quickmail
to easily contact
students
Unable to
adequately
contact students
using the plugin
quickmail
Fair ability to
download and
use the moodle
plugin quickmail
to easily contact
students
Competent
ability to
download and
use the moodle
plugin quickmail
to easily contact
students
Highly
competent
ability to
download and
use the moodle
plugin quickmail
to easily contact
students
Create questions
for quizzes for
students using
moodles
question builder
Unable to
sufficiently
create questions
for quizzes for
students using
moodles
question builder
Fairly able to
sufficiently
create questions
for quizzes for
students using
moodles
question builder
Competent at
sufficiently
creating
questions for
quizzes for
students using
moodles
question builder
Highly
competent at
sufficiently
creating
questions for
quizzes for
students using
moodles
question builder

21
Assessment questions
There are various types of assessments incorporated into this programme to ensure that
participants understand what is being taught and can effectively demonstrate these abilities at the
end of the session. As an Advance organizer, a pre-test will be administered to all participants to
assess their level of competence using moodle. These questions will address topics covered in
session one but will also assist in understanding individual competence.
With online instruction, it is easier to customise a learning path for an individual learner
based on how they respond to these pre-test questions. The pre-test answers will be instantly
collated by the course software and used to adjust the emphasis of certain topics delivered in the
online format. For example, a learner who struggles to answer questions on Creating a Moodle
profile will be presented with more in depth questions and demonstrations on this topic in their
version of the lesson. Another student who struggles with answering questions on Uploading
files and course documents will be presented with more in depth content and questions in that
subject area and so on. Each learner, by way of the results of the pre-test, will experience a
customised lesson that is geared toward building their individual competences.
Other assessments throughout the course will be presented to the learners after a major
concept is presented, demonstrated and requires assessing. Learners must be able to pass 85% of
these questions in order to move on the the next topic, ensuring that the procedures for tasks are
learned sequentially. Learners who fail to move forward in two attempts, will be further assisted
by an online facilitator, who will pinpoint the specific challenge and work through it one on one.
At the end of the unit, there will be a summary assessment that will include questions from all
key topics covered in the unit. And at the end of the course, the pre-test will be presented once
again to provide a comparison of learners growth.

22
Pre-test Multiple choice assessment:

1. The Moodle LMS serves which of the following major functions for instructors?
a) A personalised learning environment to manage online learning
b) A platform to spy on students
c) A platform to play online game
d) A learning environment to build websites
2. Which of the following browsers do not support Moodle 3.1?

a) Google Chrome 30.0
b) Mozilla Firefox 25.0
c) Microsoft Internet explorer 1
d) Apple Safari 6
3. Which of the following is not a step required for setting up a Moodle Front page?
a) Setting a site name
b) Setting maximum courses
c) Adding users
d) Setting front page roles
4. What is the correct order of steps to upload files?

a) Drag and drop file, add resource or activity, view files, create alias
b) Create alias, drag and drop file, add resource or activity, view files
c) Drag and drop file, create alias, add resource or activity, view files
d) View files, drag and drop file, create alias, add resource or activity

23
5. When importing a Powerpoint presentation into Moodle, which of the following is best to
include?
a) Slide numbers
b) Text boxes filled with graphics
c) Text only
d) Watermarks and text over graphics
Sample Assessment questions for the unit:

There will be a combination of Multiple choice, true/false, online practical tasks, brief case study
questions and group collaboration to test the knowledge, comprehension and application
competence of learners, after each major topic in this unit is taught.
Assessment Questions Task #1 - Plan, design and upload at least two (2) interactive lessons
1. Which of the following is NOT a step for setting up lesson?

a) Giving your lesson a name
b) Adding an activity or resource
c) Setting up an e-commerce store
d) Setting up the progress bar
2. Circle true or false next to the appropriate statements:

a) Choose Display menu when you want to show a list of the content page titles in the
Lesson to the student - True/False

24
b) A 'Click here to view' link will be displayed in a block called 'Linked media' on each
page of the lesson when media has been linked in the lesson - True/False
c) you cannot set the default number of selection boxes available when you add or edit a
question or content page - True/False
d) It is impossible to set a start date and end date for your lesson - True/False
e) There is no option for students to review lessons after they have been viewed True/False
f) The administrator can change the lesson's default settings and decide which lesson
features to display to teachers in courses, and which features are 'Advanced' - True/False
3. Using the instructions provided below, log in to your moodle account and build a lesson
entitled, Integrating Technology into the classroom setting.
Step 1: When you have set up your lesson with the Lesson settings, click "Save and display" and
you will be taken to the screen in the screenshot below.
Step 2: If you click "Save and return to course" instead, then click the "update" icon next to the
lesson on the page and click "edit" in Administration >Lesson Administration

25
Step 3: If you have some questions in the following formats, import them to use in your lesson
by clicking the Import questions link.
Step 4: Add the following:

-
Cluster
Content page
Page title
Page contents
Step 5: Content

26
Here the teacher writes the words they want the student to click on to get to the next part of the
lesson.
These words will appear to the student as a button.
The teacher can check the box to have the buttons appear horizontally, or uncheck it
for them to appear centered vertically.
Step 6: Add a question page
From this link you can choose from a variety of question types which will then be
added as pages to your lesson:

27
(Note: These question types are not the same as the Quiz Question types and are in no
way connected with quiz questions.)
The format of question pages is similar to content pages outlined in Section 2.4
above.
A typical question page could include:
Title - the name the student sees at the top of the question page.
Page contents - the actual question
Step 7: Moving the lesson forward

Once you have added your first content or question page, you will reach the next screen which
displays your page title/type/jumps (ie where the responses take the student to) and actions you
can take next:

28
The Actions icons allow you to move (if you have more than one), edit, preview or
delete your pages.
The drop down allows you to create another page of your choice:
Step 8: Ending your lesson
To bring the lesson to a close, select the "End of Lesson" option from the Jump menu
on any relevant pages.
The student will then see a generic message with a direction back to the main course
page or to view their grades.

29
5.0. Instructional Strategies and Lesson
5.1 Structure
The two (2) day workshop which caters to 15 participants was designed in a systematic
process which considers the use of Merrills First principles of instruction. It is important to note
that for the purposes of the workshop, it was deemed appropriate to have all participants in one
location (Computer Lab, CIT Building) on campus where activities could be completed in a
synchronous manner. However, time considerations had to be made as learners tend to work at a
different pace which suggests that some participants may progress at an advanced rate in
comparison with others, particularly the few who have more experience at using moodle are at an
advantage. As a result, the workshop modules have been designed with built in features to ensure
that every participant is an active member of the sessions.
Additionally, the moodle platform was selected at the delivery mood for this workshop as
it the benefits of exposure to the LMS has been considered with the anticipation that participants
would gradually become more comfortable with its use. It is important to note that the workshop
activities are primarily self monitored using a check box after successful completion; this feature
has been set to particular activity requirements to ensure that each participant completes the task
as requested by the e-learning system.

30
5.2. Problem
The instructional strategies have been developed based on Merrills First principles
which is an empirically supported model used to articulate how learning takes place. Each
principle is supported by practical learning strategies which will promote and facilitate
successful completion.
The problem for the purposes of this module of instruction is the lack of use as well as
the inefficient and ineffective use of the moodle platform to facilitate and supplement face to
face instruction by the participants. The notion of this engagement being problem oriented is
more appropriate since participants are all adult learners who learn best in a problem oriented
rather than content oriented manner. Therefore, it has been anticipated that these learners will
bring knowledge and experience to the learning situation and can use this context to be self
directed and practice position self efficacy.
5.3. Activation Strategies
Pre-assessment - the pre-assessment is not only used to gauge learning by comparing data at the
beginning and ending of the instructional period. In this context, it is also used as a means of

31
awakening previous knowledge which is expected from participants. This serves to allow
participants to think about what they believe they know and act as a means of providing clarity
throughout the module when new information is acquired or conflicting information is resolved.
The constructivist approach supports the use of questioning to engage students (active learning)
and promote recall.
Graphic & Advanced organizers these organizers have been used in two forms; participants
have been asked through the use of an introductory forum activity to consider the benefits of
using moodle, these benefits must be categorized the differences and similarities of these benefits
as they apply to the students and teachers. Additionally, the use of organizers has also been
applied to facilitate structure within the content by offering a handy guide for participants.
Case study - this useful instructional tool was employed to review the use of moodle in Higher
Education, consider its applicability, contributions, pitfalls and practicality; the purpose here is to
allow participants to have a realistic sense of how moodle is being used outside of the local
context in order to appreciate its pros and cons. This activity is geared towards a cognitive,

32
processed based approach which is designed to allow the participants to acquire and process
information in a systematic and relatable manner.
5.4. Demonstration Strategies
Instructional modules the practical instructional modules was in large a significant aspect of
the training workshop, these were provided in the form of step by step instructional videos which
benefits the use of learners who show preferences for all learning styles. Indeed, it is applicable
to passive and active learners, visual and auditory learners and is quite convenient even for the
kinesthetic learner who would like to pause, attempt and resume. In this manner, while the
sessions are being conducted at the same time and in the same venue, participants still have the
freedom to learn at their own pace
Peer tutoring the use of peer support in the forum activities was employed which encouraged
participants not only to post their responses in the forums based on the activity but also to review
the submissions of other participants (with the requirement of at least 2 for successful
completion) and provide feedback. Peer support is critical in demonstrating knowledge and
learning in a practical and relatable manner. Oftentimes, learning occurs through the explanation
and contribution of others.
Interactive Live chat - this support feature was initially proposed to ensure that the workshop
remained strictly online, in this regard, facilitators present at the workshop would avail
themselves throughout to answer any questions via this mechanism to assist any participants who
were having difficulties or required support. This mechanism provides feedback and encourages
guided practice.
5.5. Application Strategies

33
Practice in tandem with the moodle training workshop module, an additional module was made
available in order to allow participants to use this as a medium solely for practice. Here
participants are given teacher instead of student access which allows them to manipulate and
interact with the user interface in an effort to use the knowledge which has been gathered
throughout the training workshop. Therefore, participants are able to apply and demonstrate their
knowledge by creating and building the module, posting forums, lessons and activities as well as
developing quizzes and assessments.
Demonstration - 15 participants randomly delegated to 3 groups (5 participants each) where each

group member demonstrates their learning by posting on the moodle practice module, producing
a screenshot and posting to the groups forum for Session 2 learning cafe. This instructional
strategy encourages cooperative and collaborative learning where each member of the team is
valued and contributes. Participants are asked to delegate tasks and activities to ensure that posts
are unique, they reflect on this process, assess their strengths and challenges and offer support
and encouragement to each other. This activity culminates using the group portfolio forum in the

34
Assessments module of the course where each group highlights and shares their successes and
learning experiences.
5.6. Integration Strategies
Reflection the review aspect of the workshop provides a summation of the activities learned
through the program. This allows participants to recap, reinforces learning and provides an
opportunity for review, consideration for application and practicality. As a result, this section has
also been set up as a forum instead of a lesson where participants wrap up the training session by
reflecting on what was useful, what can be applied while realistically considering the strengths
and pitfalls within the practical implemented use of moodle.
Creation in order to fulfill the terminal objective of the program, participants are expected to
apply their learning by creating and developing all of their courses using moodle. As a result,
each participant is ensured staff access to the use of moodle, allowed access to the practice site
and provided with a date for completion of expectations, their courses will then be assessed
based on the rubric outlined (See appendix). This activity seeks to ensure that participants have
not only learned and applied their knowledge but ensures that these efforts to develop and

35
encourage the use of moodle are implemented and facilitated for continued growth and
development.
6.0. Review of Process
6.1. Data and Feedback from Using Materials with Pilot Users
Although we were unable to pilot the workshop as we had hoped to, group members used
the instructional materials to test how well the material would teach the concepts that we set out
to achieve. Initially we had planned to present the online session using two authoring tools:
1) Presentation in Articulate
2) Demonstration in Moodle
Upon reviewing this strategy and after our group presentation via our Blackboard
Collaborate session, we decided to simplify the process for both the designers and the learners,
by using only Moodle as the teaching tool. The use of both was becoming too complex and also,
highly technical, so we chose to go with the simpler format.
Another change we made, arose from initially discussing the use of a screencast-type of
video presentation tool to teach the steps required to plan a lesson in Moodle. After reviewing
this option, we again decided to simplify the process by using Moodle to demonstrate this lesson.
These two decisions were made due to the fact that learners are not yet advanced in the use of
numerous online learning tools used in a combined manner. Additionally, as designers, the time
constraints had to be taken into consideration, along with our own level of expertise. As a result,
we felt that the use of Moodle alone, would sufficiently meet our goals, maintain quality and
consistency, and present learners with a simpler format that they could relate to.

36
6.2. Design Process

The instructional design process is often a thorough application of a series of steps which serves
as a road map in guiding the instructional process. This process provides a framework for
thoroughly planning, developing, and adapting instruction, based on learner needs and content
requirements. (Sweetin, 2015, p. 4)
The application of the ISD process within this project began with carefully examining the current
needs of the client for which a needs assessment was conducted. The needs assessment provided
appropriate data which were used to charter the solutions penned. Some of the data that informed
the needs assessment were extracted from a survey conducted which unearthed optimals,
participants actual state, their feelings and the causes for the gap. Our application of this
assessment enabled us to understand that there was a lack of knowledge circulated on the
beneficial use of the Moodle which prevented lecturers from using the software to their
advantage while improving the teaching and learning process.
We therefore agreed that tackling the issue from a training standpoint was the most suitable
solution which could not have been identified if a proper needs assessment was not conducted.
As our design process progressed, our approach to constructing our learning materials and
employing learning strategies was first based on identifying our terminal objective and the
necessary enabling objectives. These objectives were developed through the incorporation of
Blooms taxonomy of learning. Further our instructional strategies approach was guided by
Merrills First Principles of instruction, since we felt that the principles outlined were critical in
assuring achievement of our terminal objectives. Although we used the ISD process as our
blueprint, we oftentimes encountered areas of uncertainty. This was due primarily to our limited
knowledge on designing an instructional unit. We also hit a major road block when our attempt

37
at using two LMS proved to be quite a technical challenge. In addition, when trying to use
moodle as the final LMS for the workshop, we realized that we needed a web host that is
compatible with the moodle platform, when perused, there were domains that were unavailable
or too costly to obtain in the short time frame we worked with. Another challenge was
condensing the steps of each learning task into manageable bits given moodles comprehensive
procedure for carrying out the various moodle application steps. Noting these dynamics, if we
were to redo the project or start a new one, we would minimize load of the main task and extend
the workshop to at least a week rather than two (2) days. Another aspect would be for us to
thoroughly assess the pros and cons of the LMS we intend to use, placing more emphasis on the
technical components.
In the end our design process facilitated the development of an online workshop geared to assist
participants in efficiently and effectively using moodle and its tools to design and build courses
online.
6.3. Instructional Strategies Tables

Instructional Strategies Table
Strategy
Pre-assessment
Location in Lesson Citation in Readings
Rationale for Use
Before instruction
Bruner, 1966; Slavin, To constructively encourage
begins
2015
recall of prerequisite knowledge
Graphic
Introduction
Graphic Organizers
To organize and assist in the
Organizers
(Introduction &
in Texts (Hawk,
encoding and processing of
welcome learning
information

38
cafe)
McLoed, Jonassen)
Advanced
Introduction
Ausubel, 1960
Organizers
(Teaching tools)
To further explore, understand

information and appreciate
value
Instructional
Session 1, 2, & 3
Modules
Reflection & Review
Ally, 2004
To provide step by step, learner

friendly and convenient
demonstrations
Case Study
Session 2 (Learning
Morrison,Ross,
To encourage practical and
cafe activity)
Kemp, 1994
critical thinking while

considering applicability
Review
Reflection & Review
Ally, 2004
section (Forum
To encourage summation
which facilitates better recall
activity)
Peer Tutoring
Session 1, 2, & 3
Eison, 2010; Slavin,
To provide a collaborative
(Learning cafes and
2015
learning environment (Social
gaff space)
Live Chat
Practice
Throughout program
learning)
Moore, 1989;
To provide a feedback and
Rourke et al., 2001;
support mechanism which
Thiessen, 2001
ensures learning
Sessions 1, 2, & 3
Eison, 2010; Slavin,
To encourage the development
(via practice module)
2015
of skills and application of

39
knowledge for memory and
implementation
Demonstration
Assessment Section
Driscoll, 2005
To encourage group
participation and collective
learning, a community of
support
Reflection
Creation
Reflection & Review
Driscoll, 2005
To allow participants to process,
section (Forum
and give meaning to what has
activity)
been accomplished
Assessment Section
Slavin, 2015
To assess learning and

encourage implemented use
6.4. Research and Information Sources

To aid in the completion of this project, research played a pivotal role in guiding the selection of
content for each step in the design process. Our first research activity led us to review Moodles
website for learning tools on building a course on Moodle. This source of information was quite
comprehensive and required us to spend lots of time with each resource in order to build a
workshop with tasks that are easy to follow and appropriate for our various types of learners.
Choosing Moodles website as one of our information sources was necessary in order for us to
gain first hand knowledge on how the components of the platform work. Other sources of
information utilized were Merrills First Principles of instruction and Blooms taxonomy of
learning domains. Our reference to these sources allowed us to carefully apply accepted

40
standards in developing our performance objectives and instructional strategies to realistically

meet the needs of our learners.
7.0. Reflective Writing

7.1. Kara Lord
I can say with a high degree of certainty that I have grown to appreciate the intricacies of
the systems approach to designing instructional material. It has been an interesting learning
experience for me as I can consider in retrospect how much I have taken my duty as an educator
to provide theory based and practical instruction which allows for considerations of the needs,
the learner, the process, and context. While I have paid some attention to tailoring instruction to
the type of learners, many other factors have escaped me.
Generally speaking, the team worked well together, this was a pleasant learning
experience because of the personalities of my colleagues, we were all able to take responsibility,
make collective decisions, and collaborate towards the completion of this project. Unfortunately,
the loss of one team member early on in the course was difficult as it meant the load had to be
shared differently, -1 group member means more work for the remaining few.
However, we remained positive and optimistic which proved to be helpful for us as a
team. Unfortunately, one of our biggest setbacks was not being able to actually pilot of program;
this is a significant pitfall that we regret as a team. Our failure in this regard in my opinion
stemmed from three (3) main issues, workload, time constraints/mismanagement, and
preparation (or lack thereof). While we were able to create the program using the moodle
platform, we encountered difficulties in publishing our work as this requires the use of a host site
or domain name. Perhaps with more time, pre-requisite knowledge or experienced assistance we
would have been able to pull off this technical activity.

41
It should be noted that, efforts were made to have the module created and prepared on the
University of Guyana moodle platform, however, the technical/software department cited
differences in their priorities especially during this end of year season (n.b. Software services
was only asked to create the new module page, not populate, edit or organize content). As a
result, the support I had hoped for had not been extended. In future, the following steps must be
considered in order to successfully execute such a project: plan, prepare, organize, manage and
monitor.
Altogether, while this has been one of my more cordial and pleasant working experiences
in groups, it has not been without stressors and disappointments along the way. I believe that I
am much more comfortable working individually; clearly, this is convenient and hassle free as I
can plan and pace myself as I see fit. However, in this context, working in a group was a
gratifying experience for me, I was not only able to share the load but I have learned from my
colleagues the value or social support, the importance of teamwork and the virtues to success.
For me, it is not always about getting it right but about learning from our mistakes and my
colleagues have helped me to do so graciously.
7.2. Makeisha Bahadur

Working with this group and designing this instructional unit has definitely been challenging and
rewarding at the same time. Personally it has been challenging for me because I have had to
unlearn a process in my mind that was adopted from training on the job with corporate
consultants. In the corporate world, the emphasis is always on how much the training would cost,
therefore the time consuming and meticulous process put forward by Morrison, Ross and Kemp
in the MRK model, has not been used effectively in my experience. A thorough needs
assessment requires time and cooperation from the client and subject matter experts that one

42
would rely on to gather initial information on optimals, actuals, feelings and solutions. In my
experience, this first step, which is so critical, is usually rushed through and clients tend to be
prescriptive about their needs.
With respect to the things that worked, I believe our group was very cohesive and collaborative,
discussing each persons interpretation of the project and which one to tweak and move forward
with. The challenges experienced had more to do with timing our meet ups and working through
difficult schedules. Each person contributed with great effort and stated their challenges and
solutions up front. One of the challenges was that we did not have enough time to do a proper
pilot and this was simply because our group was small and we did not have sufficient time.
In terms of doing things differently, I believe that we had a very good formula and we had a
good topic which everyone contributed as needed, but if perhaps we had one more person to ease
the workload, it would have been completed a bit more thoroughly and to our satisfaction.
This group was truly an enjoyable experience and each person brought a unique perspective and
skill level to it. Some of us were able to look at the project holistically while others were able to
tweak sections under each heading. If an area was difficult for one person, another person would
provide a solution and assist. There was definitely a mature level of collaboration and cohesive
support from this group.
7.3. Rhonda Hamilton
Approaching this project was definitely a challenging experience but at the same I was able to
learn from my peers and the process itself became a more clearer when compared to my
individual project.
As a group our constant discussions, brainstorming and sharing our ideas proved to be a good
recipe in keeping us with a plan of action on getting our tasks completed. We were also able to

43
resolve uncertainties and benefitted from past learning experiences, in relation to our exposure to
using moodle as an administrator. We utilized our strengths very well and where there were
weaknesses, we sought help from the course facilitator and through research.
Although our group was short on the number of members needed to complete this project our
perseverance kept us steady and allowed us to work collaboratively and in support of each other.
During our planning and implementation attempt, we discovered that some of the tasks we
undertook were somewhat gigantic and became a bit overwhelming given our thin time frame.
We became preoccupied with covering all of the design steps which hindered us from thoroughly
weighing the technical details the LMS we opted for.
To mitigate some of these challenges, what we could have done differently, is to consult other
sources that applied similar training using the moodle platform for guidance. We could have also
re-worked our number one task, thus making it more manageable in relation the preparation of
our strategies and lessons. Despite these limitations, our groups focused determination to give of
our best and to help each other in the process made each task better to bear. I applaud my
colleagues unwavering support and appreciated each of their valuable contributions.

44
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Appendices

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Running head: EDID 6505 GROUP ISD PROJECT (ONLINE)

Group Instructional Project

A paper presented in partial fulfillment of the requirements of EDID 6505

UNIVERSITY of the WEST INDIES

Dr. LeRoy Hill

Course Coordinator: Dr. LeRoy Hill

20th December, 2016

EDID 6505 GROUP ISD PROJECT (ONLINE)

1.0. Executive Summary

2.0. Needs Assessment

EDID 6505 GROUP ISD PROJECT (ONLINE)

4.1. Learner Analysis

6.2. Design Process

EDID 6505 GROUP ISD PROJECT (ONLINE)

1.0. Executive Summary

EDID 6505 GROUP ISD PROJECT (ONLINE)

2.0. Needs Assessment

2.1. Selected Audience

EDID 6505 GROUP ISD PROJECT (ONLINE)

2.2. Topic of Instruction

EDID 6505 GROUP ISD PROJECT (ONLINE)

Demonstrate their ability to use the moodle platform by:

Posting at least two (2) lessons for each of their courses

Creating at least 1 type of assessment for each of their courses

Use least 1 forum discussion per course

Use the moodle platform to contact their students (13.3%)

Can post a file/document on moodle (40%)

EDID 6505 GROUP ISD PROJECT (ONLINE)

2.4. Workshop Outline

Introduction & Focuses on recalling previous

EDID 6505 GROUP ISD PROJECT (ONLINE)

requisite learning materials,

Session 1 Covers the item with the

12:40pm4:00pm (3hr Instruction and

Session 2 Addresses the use of tests and 9am-11:30am (2.5

Session 3 Highlights in an interactive

12:40pm2:00pm (1hr Instruction and

EDID 6505 GROUP ISD PROJECT (ONLINE)

Wrap up & Closing session offers a

3.0. Performance Objectives and Task Analysis

EDID 6505 GROUP ISD PROJECT (ONLINE)

After attending session two, participants will:

3.3. Task Analysis

EDID 6505 GROUP ISD PROJECT (ONLINE)

3.3.2. Task Inventory:

1. Plan, design and

Criteria for Task

EDID 6505 GROUP ISD PROJECT (ONLINE)

3.4. Prerequisite Analysis

EDID 6505 GROUP ISD PROJECT (ONLINE)

3.5 Procedural Analysis

Develop Student learning outcomes (SLOs) for lesson

Select appropriate technological tools

EDID 6505 GROUP ISD PROJECT (ONLINE)

EDID 6505 GROUP ISD PROJECT (ONLINE)

Figure 1- Blooms Domains of Learning

EDID 6505 GROUP ISD PROJECT (ONLINE)

EDID 6505 GROUP ISD PROJECT (ONLINE)

EDID 6505 GROUP ISD PROJECT (ONLINE)

Plan, design and

Plan, design and

Plan, design and

Plan, design and