Moodle Knowledge Base - Course management

Checklist for Moodle Course

Checklist before your course goes live to learners:

1. Make sure the course is not hidden on Moodle. Check the how-to if you want to know how to check whether the course is available.

2. Navigate between instructor view and student view to make sure the course looks the way you want the learners to see it. To view your Moodle course the way students see it, go into your User Profile pull-down menu > “Switch role to…” and click on the “Student” button. 

3. Add any additional instructors, TAs, or other users who may need access to your course. Check the how-to if you want to know how to enroll new users.

4. Update dates on Activities, especially if you have migrated content from a previous course. 

5. Contact learners and let them know that they can access course resources via Moodle. 

Checklist for Overview:

1. Course includes Welcome and Getting Started content.

2. Course provides an overall orientation or overview, as well as module-level overviews to make course content, activities, assignments, due dates, interactions, and assessments, predictable and easy to navigate/find.

3. Course provides access to technical help.

4. Course information states whether the course is fully online, blended, face-to-face, or web- enhanced.

5. Course provides appropriate guidelines for successful participation regarding technical requirements (e.g., browser version, mobile, publisher resources, secure content, pop-ups, browser issues, microphone, webcam).

   1. Suggestion for accessing Moodle content

   2. Suggestion for accessing SCORM content (if any)

6. Course objectives/outcomes are clearly defined, measurable, and aligned to learning activities and assessments.

   1. Tips to define measurable learning outcomes, e.g., constructive alignment, backward design principle https://tlc.ontariotechu.ca/teaching/course-design/backwards-design.php

   2. Course provides contact information for instructor, department, and program.

Checklist for Layout Design:

1. A logical, consistent, and uncluttered layout is established. The course is easy to navigate (consistent colour scheme and icon layout, related content organized together, self-evident titles).

2. There is enough contrast between text and background for the content to be easily viewed.

3. Tool for Web Content Accessibility Guidelines (WCAG) https://color.review/

4. Instructions are provided and well written.

5. Course is free of grammatical and spelling errors.

6. Text is formatted with titles, headings, and other styles to enhance readability and improve the structure of the document.

7. Avoid flashing and blinking text.

8. A sans-serif font with a standard size of at least 12 point is used.

9. When possible, information is displayed in a linear format instead of as a table.

Checklist for Content and activities:

1. Course offers access to a variety of engaging resources to present content, support learning and collaboration, and facilitate regular and substantive interaction with the instructor.

   1. 1. Tips and tutorial to create different activities on Moodle https://www.macpfd.ca/modalities/social-media-edtech

2. Course provides activities for learners to develop higher-order thinking and problem- solving skills, such as critical reflection and analysis.

   1. 1. Tips for reflection and feedback design

         1. 1. 1. https://ltl.healthsci.mcmaster.ca/digital-strategies/reflection/

3. Course provides activities that emulate real world applications of the discipline, such as experiential learning, case studies, and problem-based activities.

   1. 1. Introduction of different pedagogical approaches

      2. Experiential learning

      3. Case studies

      4. Problem-based learning

4. Where available, Open Educational Resources, free, or low-cost materials are used.

5. Course materials and resources include copyright and licensing status, clearly stating permission to share where applicable.

6. Text content is available in an easily accessed format, preferably HTML. All text content is readable by assistive technology, including a PDF or any text contained in an image.

   1. 1. PDF file name should be consistent to the hyperlink name

7. A text equivalent for every non-text element is provided (“alt” tags, captions, transcripts, etc.), and audio description is provided for video-only content.

   1. 1. MacVideo (https://www.macvideo.ca/), YouTube video for transcription

8. Text, graphics, and images are understandable when viewed without colour. Text should be used as a primary method for delivering information.

9. Hyperlink text is descriptive and makes sense when out of context (avoid using "click here").

   1. 1. Why not “click here” https://studiobrandup.com/why-you-shouldnt-use-click-here/#:~:text=A%20link's%20primary%20purpose%20is,Poor%20accessibility

10. Regular and substantive instructor-to-learner expectations, and predictable/scheduled interactions and feedback, are present, appropriate for the course length and structure, and are easy to find.

11. Expectations for all course interactions are clearly stated and modeled in all course interaction/communication channels.

    1. 1. Design of course overview block: https://www.macpfd.ca/modalities/social-media-edtech/how-to-edit-the-course-overview-block

12. Learners have an opportunity to get to know the instructor.

    1. 1. Course information edit: https://www.macpfd.ca/modalities/social-media-edtech/how-to-edit-course-information-name-image-teacher

13. Course offers opportunities for learner-to-learner interaction and constructive collaboration.

    1. 1. Design of interaction: https://ltl.healthsci.mcmaster.ca/digital-strategies/interaction/

       2. Design of collaboration: https://ltl.healthsci.mcmaster.ca/digital-strategies/collaboration/

 Checklist for assessment & feedback:

1. Course assessment details are clear and detailed.

2. Course includes frequent, appropriate, and authentic methods to assess the learners’ mastery of content.

   1. 1. Methods of assessments https://ltl.healthsci.mcmaster.ca/digital-strategies/assessment/

3. Criteria for the assessment of a graded assignment are clearly articulated.

   1. 1. Rubric design for assessment https://ltl.healthsci.mcmaster.ca/digital-strategies/assessment/

4. Course provides opportunities for learners to review their performance and assess their own learning throughout the course (via pre-tests, self-tests with feedback, reflective assignments, peer assessment, etc.).

   1. 1. Quiz design for different assessment needs: https://www.macpfd.ca/modalities/social-media-edtech/how-to-design-quizzes-for-different-assessment-needs

5. Course includes the opportunity for learners to provide descriptive feedback on their experience in the online course, the course design, content, user experience, and technology.

   1. 1. Evaluation and feedback design https://ltl.healthsci.mcmaster.ca/digital-strategies/evaluation/

      2. Collect feedback on QUEST: https://www.macpfd.ca/modalities/social-media-edtech/how-to-collect-feedback-for-your-course-with-questionnaire-and-feedback

How to make your Moodle course available to students?

How to enroll users?

How to add and manage sections for your course?

How to edit course information (name, image, teacher)?

How to edit the course overview block?

How to facilitate learners' self-monitoring with Moodle block?