1. The four major categories of LMS/CMS functionality:
· Distribution of course management information
· Student-instructor and student-student communications
· Student interaction with course resources
· Online testing and grading
2. The LMS software that I currently use is Moodle. Moodle is structured to accommodate almost any file format and is great for posting resources and maintaining a database of user statistics. I use it solely to provide training and support to the Intern Site Coaches in our area. I find it to be a very user friendly and versatile means of distributing instructive information.
As an administrator, I am able to update and upload information at any time and post news that the end user can access immediately upon logging in. I haven’t used this system to build a course with multiple assignments and syllabus, however I know that the system is more than capable of perpetuating this. I do have a section designated for resources such as links to external sites and supplementary content.
As for communicating with registrants, it is for the most part asynchronous. I have a section available where users can email me directly as well a forum for ongoing discussions. I have not established a means of synchronous communication because the Site Coaches complete the training modules on their own time. Setting up a live chat forum is an option in Moodle that I haven’t yet had the need to utilize.
Interaction with content within Moodle is what makes it so special. Your layout and content as a course creator is entirely up to you. There are few limitations and almost endless possibilities for those who are technically inclined. I have implemented multimedia components such as Flash videos and provide case of multiple-choice scenarios along with individualized feedback for each possible response. Moodle merely provides the tools to construct an online course, the layout and content are entirely up to you as the developer.
Moodle can be configured so that tests and quizzes within your course are graded automatically. Grades are computed and accessed via an online grade book. As an instructor, you can view details such as when a test was taken, what questions were missed, what percentage of the class missed a particular question, how long it took an individual to complete an online task, etc. Detailed reports can be generated containing such information, which can serve as useful feedback for an instructor when making revisions and updates for future courses.
3. Elearning has many advantages over learning in a typical classroom environment. As an instructor, you are able to reach a far broader audience and manage data derived from each student much more efficiently. Resources can be made accessible to students at all times and students can even track their progress in a course or even a particular assignment. An elearning environment is convenient for both teachers and students, efficient as it saves time and money, and effective. Best of all, everything is archived automatically, so there is no discrepancy over grading.
Committing to e learning is understandably a tough move for a veteran teacher to make. It goes against the traditional way of thinking and may pose a steep learning curve for teachers that aren’t comfortable with computers. Even though I prefer developing course material from a computer and have vast experience with web design, I am fairly new to the elearning arena. Unlike most, my most difficult task lies in obtaining a better understanding of pedagogy and applying it to my technological expertise.
My approach to course development will most likely be from the perspective of a student. I have little experience in teaching, so I would be sure to retrieve plenty of feedback from users to reference as my course evolves. I will be sure that my lessons are rich in media to maintain the viewers interest along with links to recommended sources to promote further research. I will also keep detailed reports and conduct analysis to determine the effectiveness of my instruction.
I believe that it is better to build a basic course and expand upon it as you go, than to overdevelop a site and have to retrofit it later. It is important to know the resources you have at your disposal and to implement them as you see appropriate for the course. Too complex of a site can pose to be more of a distraction than an advantage. Working on a college campus, there are a plethora of resources available. I would not only advise faculty to look into what software is available, but also the workshops offered to familiarize them with these applications.
There are a number of ways to go about acquiring technology skills and developing new teaching methods. I have found that reaching out to fellow faculty and staff with experience where you are lacking is a quick way to acquire support. Once you begin to grasp the basic concepts and functionalities of your LMS, you can expand on your knowledge with online resources such as forums and tutorials. I’m never afraid to challenge myself and experiment. I prefer to research and evaluate similar courses, then recreate and adapt the components that I am fond of to my needs.
Just as planning is essential in the design and development of a strong web site, planning is critical for an effective elearning course. I first look at the end user ask what it is that I am trying to achieve. A well-structured layout should be easy to follow and accessible. Nobody likes having to remember a series of links in order to access one file. Ideally, you should be able to access anything in the course with only a few clicks of the mouse. Resources should be grouped according to the topic and should be selected with the end user in mind. I try to predict what they will and will not know coming into the course and monitor the test results to adjust the content.
4. One-way communication can be described as an announcement or a message in which you do not anticipate an immediate reply. Posts within an elearning course are a typical form of one-way communication. This may include news, resources, documents, instructions etc.
Two-way communication is when a massage is sent and a reply is expected. These would be areas within an elearning course where students correspond with each other and or the teacher. Some examples of these could be emails, forums, blogs, and interactive forms.
Some examples of tools used in Moodle that are classified under one-way communication include resources and external links, news and updates, course instructions and syllabus, and calendar. Even though you could receive a reply or inquiry pertaining to any one of these, they don’t prompt an immediate response from the reader. They simply serve as information for the user.
Two-way communication, on the other hand, induces a response from its reader. Some examples of two-way communication in Moodle might include email requests, discussion rooms or forums, and forms designed to request information. Even though these aren’t forms of synchronous communication, they involve communication between more than one party at one point or another. I prefer the use of forums because they are open to anyone to provide input and are categorized by subject. You could post a question in a forum and get multiple responses. This is great for elearning because it allows for an asynchronous conversation between multiple people that is documented and can be searched by keyword.
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