Designing a Moodle course with the CADMOS learning design tool

Katsamani, Maria; Retalis, Symeon; Boloudakis, Michail

doi:10.1080/09523987.2012.745771

Cited by 29 publications

(25 citation statements)

References 4 publications

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“…The use of CADMOS enabled trainees to make iterations of and refinements to their UoL designs in order for them to be well structured on a Moodle platform. Various studies have shown that the CADMOS tool adds value to the LD process (Katsamani et al, ), since it is appealing to novice designers because it offers guidance regarding the design process, allows the practitioner to design learning activities from different perspectives and in different layers, and enables teachers to see a preview of their designs as Moodle‐based UoLs before they are exported as Moodle course files. …”

Section: The Cadmos‐enabled Teacher Training Process For Moodle‐basedmentioning

confidence: 99%

Training Νovice teachers to design moodle‐based units of learning using a CADMOS‐enabled learning design sprint

Boloudakis¹,

Retalis²,

Psaromiligkos³

2018

Brit J Educational Tech

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Numerous research publications have mentioned the need to prepare teachers to design and enact technologically enhanced learning experiences for students, thus increasing their academic performance and their engagement when learning. This paper addresses the crucial issue of how to train pre‐service and novice teachers effectively to become good designers of Moodle‐based units of learning (UoLs), and to improve their critical thinking skills when engaging in peer‐review sessions. A teacher training professional development approach for teachers that requires trainees to elicit, depict, reflect on, share design ideas, and co‐create small UoLs in a Moodle learning management system is proposed. The training process follows the phases of the Think–Pair–Share learning strategy, and makes use of the features of the CADMOS graphic learning design editor that allows designers to see a preview of their unit of learning in Moodle. The findings of an evaluation study with 28 trainees showed that the proposed approach was easy to follow, and led to the creation of good‐quality, re‐usable designs for Moodle‐based UoLs and enhanced trainees’ design thinking skills. Transformations in the way in which the newly minted learning designers thought, acted, and reflected were observed.

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Section: The Cadmos‐enabled Teacher Training Process For Moodle‐basedmentioning

confidence: 99%

Training Νovice teachers to design moodle‐based units of learning using a CADMOS‐enabled learning design sprint

Boloudakis¹,

Retalis²,

Psaromiligkos³

2018

Brit J Educational Tech

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“…The usability of OpenGLM and its usefulness in creating representations of the design of courses were evaluated with a sample of 21 instructors, with favourable responses (Neumann & Oberhuemer 2009). CADMOS has been evaluated by nonexpert teachers in an MSc programme (Katsamani & Retalis 2012), and it was found that the tool had a friendly interface and was simple to use. They also valued the guidance offered during the learning design process and the implementation of learning designs in Moodle.…”

Section: Research In Learning Technologymentioning

confidence: 99%

Learning design Rashomon II: exploring one lesson through multiple tools

Prieto

Dimitriadis

Craft³

et al. 2013

Research in Learning Technology

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An increasing number of tools are available to support the learning design process at different levels and from different perspectives. However, this variety can make it difficult for researchers and teachers to assess the tool that is best suited to their objectives and contexts as learning designers. Several of the tools are presented elsewhere in this issue. In this article, the aforementioned tools are used as lenses to view the same learning design narrative Á an inquiry-based learning lesson on healthy eating aimed at secondary-school students Á from different perspectives, in a manner inspired by the plot structure of Kurosawa's film ''Rashomon''. In modelling the lesson on five tools, we uncovered similarities and differences in relation to the challenges posed by modelling a particular learning scenario, the ease of implementation of the computer-interpretable products' output by the tools and their different target audiences and pedagogical specialities. This comparative analysis thus illustrates some of the current underlying issues and challenges in the field of Learning Design.

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“…By another way, when those standardized tools take the operationalization step into account, it is always about one targeted LMS (e.g. CADMOS [10] generates scripts to only deploy scenarios on Moodle). Some of those standardized tools are relying on a pattern approach as a compromised solution for the lack of EMLs' expressivity.…”

Section: From Learning Design To Learning Systemsmentioning

confidence: 99%

Rethinking Learning Design for Learning Technologies: A Formalized Vision to Operationalize Pattern-Based Scenarios

Tadjine

Oubahssi

Piau-Toffolon

et al. 2016

2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT)

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To cite this version:Zeyneb Tadjine Abstract-The operationalization of learning scenarios on learning management systems (LMS) is more than a technology-related question. Different research issues around instructional design are to be addressed in order to provide pedagogical expressiveness of the different elements within a learning scenario, while it respects sufficiently the structure to describe it. In this work, we examine existing pattern-based approaches for learning design, and we provide a pattern's formalism for learning designs that enables their deployment automatically on the chosen LMS. We have adopted a methodology elaborated on the basis of a case study on which we have executed a process of learning scenario's operationalization. One of the results was to prove the usefulness of a pattern's formalism to design learning scenarios. We have considered the structural, constraints and content aspects of a learning scenario from both human and computational point of view. The formalism described in this paper is part of a process based on ontologies and semantic web principles, offering a support for teachers-designers to produce deployable learning scenarios without having to master the target platforms.

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Designing a Moodle course with the CADMOS learning design tool

Cited by 29 publications

References 4 publications

Training Νovice teachers to design moodle‐based units of learning using a CADMOS‐enabled learning design sprint

Training Νovice teachers to design moodle‐based units of learning using a CADMOS‐enabled learning design sprint

Learning design Rashomon II: exploring one lesson through multiple tools

Rethinking Learning Design for Learning Technologies: A Formalized Vision to Operationalize Pattern-Based Scenarios

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