Monday, June 07, 2010

Tutor talk: content delivery in Moodle

In this part of Tutor talk, I discuss the reasons behind the content delivery system for my Moodle course. It is an extension of my stated inclination towards simple designs that deliver more for less. It is simply a “package” form, and the reasoning behind it can be summarized in the following points:

Topic blocks with content
  1. In order to eliminate any student confusion and simplify the download process, all material for a particular topic is "packaged" into a zip file before uploading under its relevant label.
  2. Packages contain diverse learning material such as study guides, lecture slides, discussion tutorials, and practical exercises.
  3. How topic packages are used is clearly defined to students under the heading "How to study for this course" on the front of the course page.
  4. In order not to lock-in students to any particular platform or application, all material included in a package is first converted to the Portable Document Format (PDF).
  5. Packages are updated when necessary and a note of the new upload date is placed next to the updated package. Older packages are removed when newer ones are uploaded.
  6. Solutions for a topic's practical exercises are unhidden once all classes have finished in-class practice for that topic. This is in order that students are able to access standardized exercise solutions to reflect upon regardless of their performance in class.
In all, you will notice that this content strategy produces a strong effect and clear impact on the page layout. The course page looks "cleaner" with a much lesser number of links under each topic.
Within a "first-time" course delivery situation, this may not result in much of a difference, as content is usually added gradually while the course progresses. But once the page is drawn into use for future semesters, the bulk of ready-made material could not be shown fully to students without causing overwhelm and confusion; psychological barriers to learning.
In contrast, with this model, there would be no need to hide material away from future semesters' students, with the exception of exercise solutions. The path of learning is neither confusing nor ambiguous to students, and those who wish can therefore take learning at their own pace by reaching to more content where and when they need.
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