| Anchor | ||||
|---|---|---|---|---|
|
...
We do know, however, that study at UCL does increasingly make use of online tools and environments, such as Moodle. Students may be familiar with the concepts of online learning and others might be less so. Engaging students who are enrolled on distance, blended or even only just a little bit of online learning can also be in employment, face high commitment demands of work, life and family in addition to their study. Some of your students may need support, they may need guidance and motivation to access and use online resources, to interact and exchange information online and to engage in knowledge-building tasks.
The guidance provided is necessarily general and obviously there will need to be differences in approach for small classes and large classes. Provision of class materials (notes, slides, recordings) are appreciated by students whatever the cohort size. However the use of Moodle for activities may need more thought if you have a very large cohort. For instance, unless you are part of a large teaching team you may not be able to respond to every student query but you could consider asking them to answer each other’s questions, or you could split the students into groups to discuss a topic and ask them to summarise the discussion for the rest of the cohort. A quiz, if carefully designed, can be an effective way of providing formative feedback for large groups and can also be used for summative (credit-bearing) assessments.
The most important thing is to ensure your course is well structured, have clear direction and is consistent. This will help to ensure it provides everything a student needs to do well in their studies.
Baseline use of Moodle
Because Moodle can be so varied in it's usage within courses, we have defined a minimum benchmark for academics to align towards, called the Baseline - this should be helpful when designing and updating courses throughout the years:
...