I thought I was pretty good at learning management systems - I work in Canvas everyday, I have used Blackboard and Moodle and some others. But I found it challenging to learn to design in Moodle while developing content all within a two-week period! One of my biggest shortcomings is not taking the time to access the help and learn from the beginning how to use software to facilitate quickly becoming at least proficient. So when I did do that, things were easier.
I found Moodle's structure limiting (probably mostly because of my inexperience with it), so I changed some design to fit the LMS, which I prefer not to do - the LMS should not drive the learning! But that probably is not real world. But what it did make me do was be even more thoughtful about whether the sequencing and presentation would facilitate learning.
I solved some problems by using alternatives. For example, I wanted to used a partially worked example for one unit, but did not have time to figure out how to do that, so used a simple example, asking students to think about what they would do. i also would have like to include a rubric with the first discussion assignment, and will probably do that later, but did not have time for this assignment.
The most rewarding was that, as I adapted, I really had to work hard at making sure the alignment was there, and that will make my larger course even better. I found that looking at content from different perspectives is a really good thing. In fact, we do that routinely as we develop college courses. Another designer reviews it even before it goes to a formal Online Committee Review. The short checklist was very helpful and I will use that in the future.
I found Moodle's structure limiting (probably mostly because of my inexperience with it), so I changed some design to fit the LMS, which I prefer not to do - the LMS should not drive the learning! But that probably is not real world. But what it did make me do was be even more thoughtful about whether the sequencing and presentation would facilitate learning.
I solved some problems by using alternatives. For example, I wanted to used a partially worked example for one unit, but did not have time to figure out how to do that, so used a simple example, asking students to think about what they would do. i also would have like to include a rubric with the first discussion assignment, and will probably do that later, but did not have time for this assignment.
The most rewarding was that, as I adapted, I really had to work hard at making sure the alignment was there, and that will make my larger course even better. I found that looking at content from different perspectives is a really good thing. In fact, we do that routinely as we develop college courses. Another designer reviews it even before it goes to a formal Online Committee Review. The short checklist was very helpful and I will use that in the future.
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