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Moodle 3 E-Learning Course Development

Moodle 3 E-Learning Course Development

By : Susan Smith Nash, William Rice
5 (3)
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Moodle 3 E-Learning Course Development

Moodle 3 E-Learning Course Development

5 (3)
By: Susan Smith Nash, William Rice

Overview of this book

Moodle is a learning platform or Course Management System (CMS) that is easy to install and use, but the real challenge is in developing a learning process that leverages its power and maps the learning objectives to content and assessments for an integrated and effective course. Moodle 3 E-Learning Course Development guides you through meeting that challenge in a practical way. This latest edition will show you how to add static learning material, assessments, and social features such as forum-based instructional strategy, a chat module, and forums to your courses so that students reach their learning potential. Whether you want to support traditional class teaching or lecturing, or provide complete online and distance e-learning courses, this book will prove to be a powerful resource throughout your use of Moodle. You’ll learn how to create and integrate third-party plugins and widgets in your Moodle app, implement site permissions and user accounts, and ensure the security of content and test papers. Further on, you’ll implement PHP scripts that will help you create customized UIs for your app. You’ll also understand how to create your first Moodle VR e-learning app using the latest VR learning experience that Moodle 3 has to offer. By the end of this book, you will have explored the decisions, design considerations, and thought processes that go into developing a successful course.
Table of Contents (16 chapters)
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Identifying course goals and learning objectives


The learning objectives for the course are the measurable outcomes that you would like your students to be able to accomplish at the end of the course. Course goals and learning objectives are often used interchangeably. They are measurable, and there should not be more than five or six for your entire course. Then, for each chapter or unit, you'll have unit learning goals, and they will tie to your overall course goals/learning objectives.

How do you actually frame learning objectives on the course and the unit level? How do you ensure that you frame them so that they're measurable and also at the correct cognitive level?

Bloom's Taxonomy is the standard used for writing learning objectives, particularly in the cognitive domain. Bloom's Taxonomy is used to classify educational learning objectives into levels of complexity and specificity. First developed in 1948 by Benjamin Bloom, and later modified, the tool provides a framework for selecting...

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