This document discusses e-learning and blended learning. It defines e-learning as learning facilitated through technology, typically available online through web formats and hyperlinks. Blended learning combines online and in-person learning, allowing students to access materials, collaborate online, and complete assignments. Moodle is introduced as a course management system that allows teachers to create online courses, manage student information, and track grades. The document provides guidance on starting small when designing online courses, testing activities before implementing them fully, and considering different course designs like introductory, skills-based, theory, and capstone courses. It suggests which Moodle tools are best suited to different course types.

1. For the University
Teacher and Student

2. In your opinion,
what is e-Learning?

3. E-Learning
 Learning which is facilitated and
supported through technology
 Typically available in WEB format
 Hyperlinks / Hypermedia

4. OL
Blended Learning Distance Learning
TEACHER - LED STUDENT - LED
Modes of Online Learning

5. What is Blended Learning like?
 Students are given the opportunity to
do school work online
 Access materials, resources
 Collaborate with classmates
 Discuss with teachers or classmates
 Do assignments individually
 Take exams
 Get feedback
 Share files

6. What is Blended Learning like?
 Teachers are given the opportunity to
 Design the course structure
 Link materials, resources
 Collaborate and discuss with students
 Give assignments
 Create exams
 Give feedback
 Share files

7. What is the classroom for?
 Classroom becomes a place for further
clarification, discussion, questioning,
analysis

8. Moodle
 Software for producing Internet-based
courses and websites
 Course Management System
 Create online courses
 Manage the content of your course

9. What comprises a course

10. Moodle
 Learning Management
 Access to information about students in the
course
 Group students
 Access calendar, set schedules
 Apply scales (or grades) to learner activities
 Track grades, scores, user access logs

11. Walkthrough

12. With Moodle, you add a new
set of tools to your existing
instructional toolbox

13. List 5 favorite tools from
Moodle

14. Putting it all together
what did you observe?

15. YOU NEED TO PROVIDE THESE
OPPORTUNITIES
 Students are given the opportunity to
do school work online
 Access materials, resources
 Collaborate with classmates
 Discuss with teachers or classmates
 Do assignments individually
 Take exams
 Get feedback
 Share files

16. Moodle stuff are only great if
they are designed to be well
integrated in a course

17. Design Issues
 The learning activity
 can the task be achieved or facilitated using
online means?
 Resources
 what media, documents, references will
support the learning activity?
 Grouping strategy
 do students learn in group or individually?

18. At DLSC, each of you are experts.
But experts also must learn how to
teach novice students.

19. Sometimes, teaching is natural for
us, sometimes it requires training.
In e-Learning - much training and
careful preparation is required.

20. What makes a web-based
LEARNING ENVIRONMENT
different from a Website?

21. You set GOALS and provide
FEEDBACK
what must the student learn?
What must the student do to exhibit
learning?
What are performance measures or criteria
for feedback?

22. Mistake
Teachers create big courses
immediately once they learn
how to use Moodle

23. How do you begin designing?
 Start small
 Design one activity in line with your
lesson objectives
 Make this an alternative activity for your
class to do

24. How do you begin designing?
TRY OUT
 Write a course introduction
 Write instructions for chat session
 Write instructions for one assignment
 Create one forum
 Design one survey
 Design one quiz

25. How do you begin designing?
 Experiment with a colleague
 Never release your online activity
without testing it out

26. How do you begin designing?
 Try and experiment one or two activities
 See how your class reacts
 How long did they take to complete the activity?
 Was it too easy? Too hard?
 If it was successful, great. Move to try
another.
 If it wasn’t successful, revise it for the next
time. Try another.

27. Familiarity with Tools
 Once you have gained familiarity with
what tools works and doesn’t work, you
can design bigger activities
 Collaborative work
 Blogging
 Wikis
 Term-long projects
 Independent learning modules

28. Features Frenzy
 You do not need to use all the features
of Moodle
 You may find a few that work well for
you.

29. Course Design
 Plan plan plan
 Instructional Design is KEY
 Structure the course
 Topics
 Activities
 Resources

30. Can all types of courses go for
e-learning?

31. Course Design Patterns
 In Higher Ed, patterns can fall under:
 Introductory Courses
 Skills Development Courses
 Theory / Discussion Course
 Capstone Course

32. Introductory Course
 What works
 Big classes
 Groups, Forums, Glossaries, Databases
 Student preparation / review
 Resources, Quizzes
 Grouping
 Chats, Wikis
 Combine these tools to create an
effective learning environment.

33. Example
 Each week or topic should have lecture
notes, a glossary, a quiz or quizzes, and
a forum.
 At the beginning of the course, post the
course glossary, the course forum, and
your syllabus.
 At the end of the course, post the final-
project forum.

34. Skills Development Course
 What works
 Step-by-Step Demonstrations
 Practice activities
 Forums for Help
 Tutorials
 Forums for sharing techniques
 E-Portfolios
 Journals for Self Check

35. Theory / Discussion Course
 What works
 Readings
 Journal Blogs, Summary Wikis
 Debates
 Choice, Forums

36. Capstone Course (Research)
 What works
 Schedules, Deliverables, Reminders
 File Drafts
 Database of References
 Chats to clear ideas, thoughts, ask questions
 Wikis for expressing discoveries, realizations,
insights
 Wikis for sharing Research Paper abstracts and
chapters
 Reflection Blogs

37. Thank You! 
kiran.budhrani@delasalle.ph