QUIZ 1.

1. Asynchronous learning can be carried out even when the student or teachers is offline while
synchronous learning happens in Realtime e.g. webinars, forum, etc.
2. RA 10650 is also known as Open Distance Learning Act.
3. Plan and implemented methods to validate course content, instructional design, and overall
systems. Seek and address insights to improve the course. __establish patterns of course
activities_
4. YouTube allows users to share originally created videos with a creative common attribution
license. Which of the following is the best way to attribute the video you have just watched?
____________________________
5. The use of game-based mechanics, aesthetics and game thinking to engage learners.
Garmification
6. The following are examples of micro-learning EXCEPT __________________________
7. The following are the benefits of online learning EXCEPT sense of isolation due to degree of
interpersonal communication.
8. The Republic Act seeks to protect all forms of information, be it private, personal or sensitive.
RA 10173 or Data Privacy Act of 2012
9. At the start of the course, provide a set of rules for communications behavior in order to reduce
the occurrence of misunderstanding or confusion. __establishing online etiquette______
10. Under RA 10650, TESDA shall provide support to higher education institutions and post-
secondary schools in developing and providing high quality programs and offerings in ODL
education. The support shall include the following EXCEPT provision of ICTs for TVET
qualifications.
11. Design the online course in such a way that enables to develop a plan of study that will address
the required of the course. __________________
12. The following are examples of OERs EXCEPT 25.99 Masterclass
13. This republic Act intends to protect and secure the exclusive rights of scientist, inventors, artists,
and other gifted citizens to their intellectual property and creations. RA 8293 or Intellectual
Property Code of the Philippines.
14. The facilitator must review submissions and respond within a reasonable period of time. This
will enable students to monitor and plan their course activities and if necessary, take corrective
action. Providing feedback to learner inquiry
15. Define the methods by which the facilitator will accept study input, feedback, assignments and
communications. Safe and secure environment for course-related activities
LESSON 5: Internet Technologies for
E-Learning
TOPIC 1: E-Learning Technologies
In this topic, we will look into the different e-learning technologies. According to Kapp
(2003), choosing the correct software for the correct needs leads to successful e-
learning implementations where the software must satisfy the needs of the online
learner, trainer, and administrative individuals who keep the learner records.

Furthermore, there are five types of e-learning software used alone or in combination:

1. Programming Languages
2. Authoring Packages
3. Learning Management Systems
4. Content Management Systems
5. Learning Content Management Systems

Programming Languages
One of the most common programming language used in online learning is HTML or Hyper Text
Mark Up Language. Basically, HTML is a computer language devised to allow website creation
(Shannon, 2012).

Official logo of latest HTML version

One can make an online lesson with HTML but there will be lack of interactive elements in the
lessons. Learning sites make use of programming languages along with Java, JavaScript,
PEARL, or CGI to increase interaction of learner and software.

However, programming languages may be difficult for an instructor since these requires
programming knowledge. But programming languages compared to other systems provide a
wide range of customization and flexibility depending on the learner needs.

Authoring Packages
These are packages designed for instructors who do not have programming experience. These are
visually oriented packages where the software performs the coding. What the instructor will do is
place information in the programs such as text, images, and the like with a mouse. This is similar
to WYSIWIG or What You See Is What You Get programs.

An example of authoring package is Macromedia Dreamweaver mostly used in building

websites.

Macromedia Dreamweaver

However, take note that there are many disadvantages to using authoring packages since they do
not have the ability to have real-time interaction with the learners as well as performance
tracking of progress of students.

Learning Management Systems

A Learning Management System, or LMS, is a "software-based platform that
facilitates the management, delivery, and measurement of an organization’s corporate
e-learning programs (Powell, 2019). It is also designed to track the performance of a
multitude of learners (Kapp, 2003). There are various LMS such as Moodle, Blackboard,
e-College, WebCT, and many others to choose from. Most of these e-learning platforms
have the capability to track and store user performance along with built in assessment
systems inside the LMS.

moodle.org
An LMS example would be Moodle. It is a "learning platform designed to provide
educators, administrators and learners with a single robust, secure and integrated
system to create personalised learning environments" (Moodle, n.d.).

Registration in courses is also enabled in an LMS, much like an online school itself. The
learners can check their progress, check grades, turn in assignments, discuss in
forums, talk with other students, and other features depending on the LMS.

Content Management System

A Content Management System, or CMS, is a 'software that helps users create,
manage, and modify content on a website without the need for specialized technical
knowledge' (Kinsta, 2020). A CMS helps the instructors in cataloging, tracking, and
manipulating content used in the online courses.

A CMS is much like a database of content where keywords are assigned and search
capabilities are present so that the instructor can easily find what she/he is looking for
(Kapp, 2003). These are effective in handling a large number of instructors who focus
on developing courses and reusing content across courses.

wordpress.org

A famous CMS would be WordPress in which one can write the content in an interface
that looks like Microsoft Word.

Photo from Kinsta:

Learning Content Management System
A Learning Content Management System, or LCMS, is a system that combines several
types of e-learning software (Kapp, 2003). An LCMS is able to track users, author
content, and store and retrieve content when needed.

An LCMS can be cost effective when implemented correctly. However, there should be
proper training and instruction to administrators and instructors to be able to carry out
an LCMS effectively.

talentlms.com

An example would be TalentLMS, a cloud-based learning platform for creating online

courses and sharing with remote teams (TalentLMS, n.d.).

TOPIC 2: E-Learning Software Characteristics

According to Kapp (2003), there are five characteristics that should be satisfied by e-
Learning software. Each of these characteristics is critical for the success of the
software:

1. Maintainability

The software must be able to be maintained in the long run. Features such as adding
users and deleting old ones, adding content, reusing quizzes, and other similar features
must be maintainable by the instructors and system administrators. In general, the
administrators should be comfortable in the content and software to ensure and sustain
the functionality and quality of the system.

2. Compatibility

The software must be compatible with the current technologies and hardware of its
users and administrators. Using an outdated version may not be compatible anymore.
Using outdated systems like Flash may prove unhelpful once it is not supported
anymore by modern day browsers.

As a guide, you can ask the following questions:

 Do we need to move content from one Learning Management System to another?

 Are we creating content to be placed into many learning management systems?
 Are we going to use the authoring package that comes with the LCMS we purchased?
  Do we need to find employees who can quickly create courses using this software?

3. Usability

This is where user-friendliness comes in. The system should be easy to navigate. It
must have clear instructions and designed so that the users will be able to understand
the interface clearly.

The best way for e-learning software is for it to be simple and straightforward.

4. Modularity

Modularity makes use of knowledge objects which are small pieces of instructional
content. These information can be reused from one course to another through the
integrated system. Through this reusability feature, the learning system can easily be
more efficient by saving time by not repeating content again and again.

5. Accessibility

Accessibility considers that the e-learning software caters to all people as much as
possible by adding visual aids (for example) such as video subtitles and captions.
Widgets can also be installed such as screen readers which reads the words on the
web page -- helpful for the visually impaired.

Accessibility is important as much as removing these technical and physical obstacles

that may cause issues to your course.

References:

Kinsta. (2020, April 13). What Is a Content Management System (CMS)? Retrieved
from Kinsta: https://kinsta.com/knowledgebase/content-management-system/

Moodle. (n.d.). About Moodle. Retrieved from Moodle:

https://docs.moodle.org/38/en/About_Moodle

Powell, M. (2019). What is a Learning Management System? (2019 Update). Retrieved

from docebo: https://www.docebo.com/blog/what-is-learning-management-system/

Shannon, R. (2012, August 21). What is HTML? Retrieved from yourhtmlsource.com:

https://www.yourhtmlsource.com/starthere/whatishtml.html

TOPIC 3: Considerations for Choosing eLearning

Technologies
With the rise of online classrooms nowadays, one of the primary go-to technologies is video
conferencing through Zoom, Google Meet, or similar platforms. It would be ideal to see and hear
the students in real-time just like in a classroom, however, there are issues to using solely this
approach in the current situation.

According to Stanford (2020), he posited that bandwidth and immediacy are the main issues in
relying purely on video conferencing as an online teaching tool.

First, bandwidth is an issue for learners who do not have access to fast, new computers and
reliable internet access. This may also present a divide among learners who can afford and those
who do not which may leave out many learners to the full experience of the lessons.

Second and last, immediacy refers to real time responses from trainer to learner. However, online
learning should be geared so that learners have more flexibility by accessing it their own time
and pace - which may be its advantage to traditional face-to-face classroom. Taking this
opportunity will better the way the lessons are being taught in today's situation.

The instructional technologies are divided into four categories or zones in which we will look
into the advantages and disadvantages of each section. Then we consider these for our teachings
to make it more flexible and accessible to our learners.

The Bandwidth Immediacy Matrix by Daniel Stanford

TOPIC 3: Considerations for Choosing eLearning

Technologies
Low Immediace, Low Bandwidth

In this section, we look into the green zone at the lower left of the matrix.

With low immediacy and low bandwidth, the technologies fall under common readings
with text and images. These kinds of assignments are easily shared to everyone in an
organized manner in which the online course can be easily calibrated for everyone. This
can be done in foundational lessons which require typical studying and understanding of
topics.

E-mails, as well as discussion boards, also belong to this section because of their low
demand for bandwidth.
These tools are also commonly practiced in blended learning by means of file sharing of
lesson handouts, email correspondences, and forums for a long time already. That is
why these techniques are tried and tested. However, this may lack interactivity and
engagement compared to other approaches.

High Immediacy, Low Bandwidth

In this section, we look at the blue zone at the lower-right of the matrix.

Collaborative documents involve the use of Google Docs, Sheets, Slide, and as well as
the whole Google Suite including Google Drive. Almost all of the content can be shared
and worked by everyone involved. Most common are Microsoft Office 365 and its
OneDrive features as well where documents are easily edited similar to Google's
features too.

Through this, students are able to collaborate in real-time to write and edit or work with
each other simultaneously or even at their own pace depending on the needs.

Additionally, group chat and messaging are applications that can be utilized for
educational purposes. Using applications like Messenger or Google Hangouts may help
trainers and students communicate with each other without the formalities of setting up
a Zoom call too.

Low Immediacy, High Bandwidth

In this section, we look into the yellow zone at the upper left of the matrix.

These technologies are commonly practiced in universities where professors record

their lectures or demonstrate online by doing screencasts (where Powerpoint slides are
also shown as well as the teacher's voiceover). This is very similar to emulating a
classroom experience unlike just reading pure text and visuals.

However, this will require the trainer's experience in editing videos which may pose a
challenge too. This also falls under high bandwidth since trainers will need to upload
and the learners to download the videos which will take up a lot of internet data. The
video conferencing tool Zoom can also record slide narration, but a better option that is
free is Screencast-o-Matic.

Combining audio and video greatly helps in understanding concepts and lessons
especially when demonstrating hands-on activities too. This may prove useful to trainers
when visuals or text are not enough to deliver the lessons successfully.
High Immediacy, High Bandwidth

In this section, we look into the red zone at the upper right of the matrix.

These are tools exclusive to having high bandwidth and high immediacy. Best examples would
be Zoom and Skype which provide real-time interactions as well as a stable internet connection
too.

Videoconferencing may be an effective way to engage with students much like a real
classroom but without the physical proximity. These are useful in online office hours to
feel more connected and avoid miscommunication through messaging.

However as mentioned in the early part of the lesson, this is very inflexible and
unrealistic given the situations of most of the learners. Relying on this too much may
leave out learners in the course itself.

References:

Stanford, D. (2020, March 16). Videoconferencing Alternatives: How Low-Bandwidth

Teaching Will Save Us All. Retrieved from iddblog:
https://www.iddblog.org/videoconferencing-alternatives-how-low-bandwidth-teaching-
will-save-us-all/
LESSON 6: Different eLearning
Platforms

Introduction
According to Piotrowski (2009), eLearning platforms is a computer system that provides
integrated support for the creation, organization, delivery, communication, collaboration,
and assessment activities and resources for educational implementation. This definition
differentiates an eLearning platform from other educational computer platforms through
its integrated content creation, resource organization and delivery and participant
communication, collaboration, and assessment features.

Following this definition, any web-based platform can be used as an eLearning platform
as long as it allows the participants to perform the above-mentioned activities.

TOPIC 1: Different eLearning Platforms

For Burns (2014), institutions have four options when choosing an eLearning platform to
employ. These are:

 Learning Management Systems (LMS);

 Social Media and Peer-to-Peer Platforms;
 Online Meeting/ Conference Applications; and
 Two Way Audi-Video Communication Applications.

Learning Management Systems

As discussed in the previous lesson, a Learning Management System is a web-based platform
that provides education providers and learners a common area for education implementation.
Watch this video to know more about the benefits of using an LMS.

https://www.youtube.com/watch?v=ezbJwaLmOeM&feature=youtu.be

Common examples of an LMS are:

 Moodle;
 Blackboard; and
 Canvas.
Social Media and Peer-to-Peer Platforms
These are Facebook-like platforms used in the context of education and training. Some
institutions prefer to use this over LMS for the following reasons:

 Cost (Free)
 Less bandwidth extensive
 Serves as an online classroom
 Familiar and easy to use

An example of this is Edmodo. Watch this video to know more about this eLearning
platform:

https://youtu.be/yO3yGhh70gw

Online Meeting and Conferencing Applications

These online platforms provide institutions the opportunity to virtually simulate
face-to-face discussions and lectures as web conferencing platforms allow users
to share presentations, show videos/ images, and interact via audio-video or text
communication.

LESSON 8: Providing Learner Support

Services in Online Learning
Introduction
Jumping from traditional face-to-face education to a virtual distance online education is
a lot harder than it looks. Compared to traditional education where everything is tangible
and fixed– from the brick-and-mortar classroom, fixed schedule classes, and the
physical presence of the peers and teachers, online education has more freedom and
independence.

Without the regular face-to-face interactions with their peers and teachers, learners tend
to feel more isolated and alienated from the learning environment and the experience
itself. To address challenges, you as an eLearning facilitator must devise a plan on how
you can provide assistance and support to your learners.

In the Philippines, the provision of support to students is required by the law. In section
11 of RA 10650 or the Open Distance Law of 2014, it is stated that any student enrolled
in ODL programs under this Act shall have access to all privileges, opportunities, and
entitlements that a student similarly situated under the conventional system of
instruction may have access to, including the availment of scholarships, grants-in-aid,
and loans from the government or government-administered funding sources.

Furthermore, schools engaged in Open Distance Learning program shall provide the
following

1. Provide clear admission policies and procedures for applicants;

2. Maintain faculty-student dialogue and interactivity through virtual classrooms linked
electronically or through established learning centers, or both, whichever may be
feasible, to ensure greater knowledge sharing, access to counseling and other support
services;
3. Provide for an efficient and reliable communication system, feedback mechanism,
especially on learners’ academic progress, and multimedia support;
4. Show evidence of regular monitoring of learners’ progress; and
5. Provide a wide range of relevant, updated, and accessible learning resources that are
easily accessible to students.

In this lesson, you will be learning different learner support mechanisms and
technologies you can utilize in establishing your learner support system.

Scaffolding as a Conceptual Framework in Learner

Support Services
There are three central functions of learner support services for distance education
environment according to Tait (2000) as cited by Brindley and Paul (2004):

 Cognitive support facilitates learning through the mediation of the standard and
uniform elements of course materials and learning resources for individual students (i.e
counseling, coaching, assessment, etc.);
 Affective services provide an environment which supports students, creates
communities and enhances self-esteem (i.e study groups, tutor based groups, etc); and
 Systemic support services establish administrative processes and information
management systems that are effective, transparent, and student-friendly (i.e. how to
register, how to track individual progress, etc)

These said functions according to Tait is essential to create “...an environment where students
feel at home, where they feel valued, and which they find manageable”.

In order to provide this type of support, there are three interrelated elements according
to Thorpe (2002) as cited in Ludwig-Harman & Dunlap (2003):

 Identity: The learner has the opportunity to interact with learner support services
personnel on a one-to-one basis
 Individualization: The interaction that the learner has with learner support services
personnel is individualized, based on the specific needs and goals of the learner
 Interpersonal interaction: The interaction is mutual and reciprocal, with learning and
performance as goals rather than simply information delivery.
According to Stacey & Dunlap, these elements can be achieved through the practice
of scaffolding.

Through scaffolding, learners are provided with more structure during the early stages
of the learning activity. As the learners go through the learning activities, the
responsibility is gradually turned over to them as they “internalize and master the skills
needed to engage in higher cognitive functioning” (Stacey & Dunlap, 2003; Palincsar,
1986; Rosenshine and Meister, 1992).

In using scaffolding as a conceptual framework in learner support services, here are

some of the important characteristics (Greenfield, 1984; McLoughlin and Mitchell, 2000;
Wood et al., 1976) you may want to consider in determining the support services you
distance students need (as stated in Stacey & Dunlap, 2003):

 Provides Structure
 Functions as a tool
 Extends the range of the learner
 Allows the learner to accomplish a task that would otherwise not be possible
 Helps to ensure the learner’s success
 Motivates the learner
 Reduces learner frustration
 Is used, when needed, to help the learner, and can be removed when the learner can
take on more responsibility

Support Systems
Isolation and alienation has been a challenge of many distance education systems – not
only distance but also time and opportunity isolate learners not only from their teachers
but also from their fellow students (Robertshaw, 2000).

According to Robertshaw, suitably prepared course materials can reduce the effects of
isolation but oftentimes, it is only through interaction with others that the full
understanding occurs. To facilitate interaction, different types of support groups is
essential, which may or may not include a teacher.

Here are some of the support groups identified by Robertshaw (2000):

1. Tutor-based: Student-centered sessions wherein the tutor identifies the difficulties of

each student and addresses them individually.
2. Self-Help Groups: Some students may need more opportunities, other than the formal
group sessions, to discuss with others. In these cases, self-help groups may be
organized – a group where the students can have discussions by themselves.

In another paper written by Kumari (2018), he mentioned another type of support

service which you may use as part of your learner support system:
  Counseling Support – This kind of support includes advising and helping the learners
when they face problems while studying. According to Kumari, this support has the
following objectives:

o To make use of available information about a student to solve his problems.

o Mutual understanding is developed between the counsellors and the learners.
o Learners are helped to work out a plan for solving their difficulties.
o The learners are helped so that they may know their interests, abilities, aptitudes,
and opportunities.
o The learners are encouraged to develop special abilities and positive attitude
among themselves.
o The learners are also assisted in planning for educational and vocational fields.
The learners are also helped to sustain their motivation in the continuation of
their study.

These are just some of the support systems you can use as your reference in tailoring a
learner support system that is best suitable to your students and the learning
environment.

LESSON 9: Technical Support

Mechanisms and Technology Plan
Introduction
Technical support is essential for both the trainers and the students. For the teachers technical
support is required to ensure that the trainers have the capability and resources to conduct
technology-integrated classes while for students, technical support is needed to ensure that they
have the knowledge and skills required for them to accomplish their curriculum requirements.

According to Mokhar et al (2007) as cited by Nawaz and Kundi (2010), ICT support covers
resolving hardware problems, implementing software installations and helping users in common
applications of ICTs in eTeaching, eLearning and eEducation.

In a report conducted by Gray et al. on successful eLearning projects, they found out that the
success of the project was often dependent on the skills and quality of technical support provided
to end-users (Gray et al., 2003; Nawaz and Kundi; 2010). Similarly, researchers Zhao & Bryant
emphasized on the need to get technical and human resource support for continuous technology
integration after the training (Nawaz and Kundi, 2010; Zhao & Bryant, 2006).This includes
technical infrastructure manned by a technical support team with technical talent such web and
LMS administrators, and other IT specialists.

Technology Plan and Infrastructure System

As defined in TESDA Circular no 103 and 104 s. 2019, Technology Plan and
Infrastructure Support System is defined as the technological infrastructure and
maintenance system of the course. It also includes the description of eLearning
delivery modes, learning resources, and activities, assessment and grading
system, student support. More importantly, it describes how learning resources and
technology are utilized to support the learners as they undergo eLearning.

Technology Plan and Infrastructure Support System includes the following information:

LESSON 1: Preparing a Study Guide

Introduction
Now that you have learned about the technologies you can utilize in delivering online
learning, we will now proceed to the development of your study guide.

Study guides are used to organize and integrate the learning resources and learning
activities to provide learning scaffolds for learners to develop a deep understanding of
specific topics. (Source: UPOU Faculty Portal).

It is used more specifically to help students navigate your module by providing the
following:

 A commentary/annotation on module topics and learning resources, highlighting key

concepts and the relationships among them;
 A reference to essential as well as supplementary reading materials and other types of
media;
 Study questions for students to reflect on while they read/study each learning resource;
and
 Learning activities for students to develop a deeper understanding of each topic and
learning resource.

Thus, the study guide helps your students to focus on and integrate what they should
be learning about each topic and from each learning resource, and use their study time
productively. More generally, the study guide helps them avoid information overload and
it helps them develop independent study skills. (Source: UPOU Portal)

LESSON 2: Conducting Orientation to

eLearning
Introduction
Aside from making sure that the eLearning platform and the facilitator is ready for
program implementation, it is also important that eLearning participants are provided
with relevant information on how sessions are going to be conducted. Orientations
provide learners with the opportunity to familiarize the learning management system
(LMS) and available services and to set their expections properly (Taylor, J., Dunn, M.
and Winn, S., 2015).

TOPIC 1: Questions to Answer during the Orientation

As an eLearning facilitator, you should always remember that many are still not familiar
with eLearning. For this reason, proper orientation should be provided before sessions
start to avoid hindered participation of eLearning participants by minimizing learner
anxiety and promoting positive attitude and interaction. Answers to the following
questions should be presented and discussed during the orientation:

1. Training and Assessment Arrangements

 How will the training be conducted, will it be done full online, blended online or blended
offline?
 If blended online/offline, what activities are included in the face-to-face sessions and in
sessions on the online/offline LMS?
 If blended, where will face-to-face sessions be conducted?
 How will online activities be conducted, will they be done synchronous or asynchronous?
 When will the program start and end?
 Is there any pre-requisite before learners can participate in the program?
 How will the assessment be conducted?
 Where will the assessment be conducted?

2. Technical Arrangements

 What eLearning platform will be used?

 How can the learners get started with the course?
 Will the learners be required to register an account to the LMS?
 Will the learners be provided with account credentials enrolled to the course?
 How will the learners navigate inside the LMS?
 What are the LMS activities and resources used in the course?
 How will the learners access resources and activities?
 How will the learners post to discussions and submit assignments?
 How will the learners see their grades, instructor feedback and grading rubrics?

3. Learner Support System

 If the learner encounter technical problems or difficulty, what should he/she do?
 Is there a person the learner can contact for assistance?
 What are good practices that can help learners participate in the eLearning program
more effectively?
  What are the competencies required so learners can participate in the eLearning
program more effectively?
 Is there an FAQ page where learners can easily refer to when experiencing technical
difficulties?

4. Roles, Rights and Responsibilties

 What are the roles of the learners?

 What are the roles of the eLearning facilitators?
 Is there a Code of Conduct the learners should observe?
 What are the rights of the students while undergoing the training program?

TOPIC 2: Ways to Conduct Orientation to eLearning

In order to effectively relay the important information during the orientation, you should
also look into how it will be delivered. The study conducted by Scagnoli (2001) showed
three main strategies in conducting orientations for online programs – face-to-face,
online, and combined/ blended.

METHODS ADVANTAGES DISADVANTAGES

Face-to-Face  Provides learners with face-to-  Requires the traditional logistics
face facilitated hands-on and cost of conducting face-to-
training on the eLearning face orientation (venue, loding,
platform and other technologies food).
to be used.

 Provides eLearning facilitators

and technical support staff with
immediate feedback on how
familiar the learners are with
the technologies to be used.

 Highly interactive and better

promotes learner engagement
and peer-to-peer interaction.

Online  Can be taken by learners  May require synchronous

remotely. technical support.

 Highly focused on the  Learners may not be that

familiarization of the eLearning prepared to access the
platform. eLearning platform and relevant
technologies.
 Provided learners with the first-
 hand experience of the
eLearning platform and other
technologies to be used.

 Can be embedded inside the

courses to require student
participation.

 Diminishes logistical costs of

face-to-face orientation.

Combined  Harmonizes the benefits of both  Requires the traditional logistics

online and face-to-face and cost of conducting face-to-
methods. face orientation (venue, lodging,
food).
 Learners can be provided with
materials online and they can  Face-to-face sessions require
ask their issues and concerns time and other financial
during the face-to-face resources from learners and
sessions. educational institutions.

LESSON 3: eLearning Engagements

and Netiquette
Introduction
Network Etiquette or netiquette refers to the proper way of how we should communicate
in an online environment. To further understand this concept, watch this video on the
dos and don'ts of online netiquette.

https://youtu.be/80uRE972uQ0

TOPIC 1: Netiquette Guidelines for Online

Classrooms
https://youtu.be/M6Sh6Hdsf0I

TOPIC 2: Netiquette for Virtual Meetings and

Conferences
https://youtu.be/UX3lsK0SKfM

FORUM: eLearning Engagements and

Netiquette
Add a new discussion topic to answer the following questions:

1. What is the importance of netiquette in eLearning?

2. As an eLearning facilitator, what should you do to keep learners from going against proper
netiquette?

ADD A NEW DISCUSSION TOPIC

While some of these platforms may be available inside the LMS, institutions who want to get
online quickly sometimes opt to use web conferencing applications such as Skype, Zoom,
Google Meet, and Microsoft Teams.

However, using this type of platforms pose challenges on:

 The ability of trainers to conduct engaging online lectures/ demonstrations;

 The capacity of learners to engage and participate in online discussions; and
 The capability of the platform to meet certain learning objectives.

Two Way Audio/Video Communication Platforms

This is the use of communication platforms (also used in web conferencing) in conducting virtual
one-on-one training/ mentoring. Doing this increases the personal presence of the trainer/
facilitator and provides both learners and trainers the chance to focus on weak points of
learning.
Examples of platforms you can use for this are:

 Skype;
 Google Meet;
 Facebook Messenger; and
 Viber Messenger.

TOPIC 2: Choosing the Right eLearning Platform

The SECTIONS model by Bates and Poole (2004) is one of the best models used in
decision-making in using technology for teaching and learning.
The SECTIONS model has been widely used across various educational technology
innovations and platforms. It has been used by teachers to make decisions in the area
of digital learning.

According to William (2019) in his book Teaching in a Digital Age, the SECTIONS
model can be generally applied across various circumstances such as:

 wide variety of learning contexts;

 decisions at a strategic, institution-wide, and tactical instructional level;
 equal attention to educational and operational issues;
 differences across media and technologies;
 it is easily understandable, practical, and cost-effective; and
 it can accommodate new developments in technology.

Now let's take a closer look at the SECTIONS Model

Photo from stephanycastilla.com

The SECTIONS model stands for:

1. Students
2. Ease of use
3. Costs
4. Teaching
5. Interactivity
6. Organizational issues
7. Novelty
8. Speed

In this lesson, we are going to look carefully into each criterion of the SECTIONS model
so that we will be able to apply this in our teaching.
Students

For the Students criteria of the SECTIONS model, this includes concerns on
accessibility and the various differences of how students learn.

Consider their demographics

As a teacher, one must take note of the demographics of the learners. Approaches to
learning should vary from one course to another to accommodate various learner
differences. It is also helpful that courses are developed to accommodate a diver set of
learners as well as include elements that cater to the different learning styles of
students.

Is it accessible?
When we talk about access, we look at the technology available for the students. It does
not matter how great the course has been made, or how much interactive elements and
games are included, but if the students are not able to access in the first place, it may
be discriminating against some of the students.

For example, video streaming may be an ideal way to emulate the classroom lecture
experience but consider the bandwidth that the learners are able to if they have internet
access at all and such considerations. Although students nowadays have their own
smartphones, it is important to consider that mobile data is a commodity and not
affordable to all at a daily basis.

Questions to consider
These are a list of questions that are critical to know your students' needs. These can provide
context about the teacher's decisions in her/his use of media/technology.
The following are adopted from William's Teaching in a Digital Age (2019).

1. What is the mandate or policy of your institution, department, or program with

respect to access? How will students who do not have access to a chosen
technology be supported?
2. What are the likely demographics of the students you will be teaching? How
appropriate is the technology you are thinking of using for these students?
3. If your students are to be taught at least partly off-campus, to which technologies
are they likely to have convenient and regular access at home or work?
4. If students are to be taught at least partly on campus, what is – or should be –
your or your department’s policy with regard to students’ access to devices in
class?
5. What digital skills do you expect your students to have before they start the
program?
6. If students are expected to provide their own access to technology, will you be
able to provide unique teaching experiences that will justify the purchase or use
of such technology?
7. What prior approaches to learning are the students likely to bring to your
program? How suitable are such prior approaches to learning likely to be to the
way you need to teach the course? How could technology be used to cater for
student differences in learning?

Ease of Use

In this criteria, we look into how the technology we will be using from the point of view of
learner and teacher is easy to use.

The best way to determine if the technology can be used in an education setting is that
if the learner does not have to spend so much time learning how to use the technology
themselves.
Are the learners computer literate?
It is important to know if learners are able to easily use technology with computers or
smartphones. Online learning will require a basic set of literacy skills such as reading
and writing, using some software, navigating the internet, and use mobile devices.
These are skills that must be required for students to be able to get the most out of the
online class.

What's best is to conduct calibration of these literacies to the learners and as well as
provide an orientation with the new digital education system.

Is the interface user-friendly?

When we that an interface is user-friendly, it means that the design of the program
should be easy to navigate and understand.

The technology must have a familiar interface that learners will easily be able to
smoothly navigate throughout. Or if not, there are tutorials on their first time on a site for
example, or guides along the way so that the learner will not be overwhelmed by the
learning platform.

Is the technology reliable?

It is critical to note how reliable the technology we are using. Various technical problems
and glitches may arise with the software you will be using. At best practice, the platform
should be tried and tested and used widely by a lot of people already.

It will also be risky to use very new technologies such as virtual reality without the
technical expertise or guidance of a professional. Despite the exciting opportunities that
new technology may offer, it is always still advisable to use reliable, tried and tested
technology that have already been free of bugs and glitches and supported by the
creators or has an active community.
Cost

In this criteria, we look into how we should consider the cost of using the educational
media and technologies in online/blended learning.

Let's look at the various expenses that will be incurred in using technology for teaching.

1. Production costs - These include the management and development of the learning
management system as well as the cost of the staff such as an instructional designer,
multimedia staff, specialist staff, and web administrators.

2. Time - These include the time of the teacher in developing the materials, including
planning the course designed for online learning. Remember that cost is not only money
but also various resources used.

3. Copyright - This is with the case of purchasing third party materials. If developers are
not present, this is an ideal way to save time and resources.

4. Maintenance costs - These include costs in maintaining the system. Remember that
after developing the system and creating courses, it does not end there. Issues will arise
such as bugs, registration, and the like which will need the attention of an active
administrator to provide a solution to these issues.

5. Overhead costs - These include infrastructure costs like the license of an LMS and
similar programs.
Teaching ang media selection

Remember, there is a difference with how we teach to the media we use. It is important
to use the best media possible to deliver course content well.

This is why it is also essential to work closely with instructional designers and media
professionals as much as possible since they can help in deciding which media is best
intended to deliver the best pedagogical education,

According to Mayer (2009), there are 12 principles of multimedia design that can help in
identifying how learners cognitively process multimedia.

1. Coherence - Keeping it simple in media.

2. Signaling - Highlight important cues and information.
3. Avoid redundancy - Do not repeat content if it has already been included.
4. Spatial contiguity - Words and pictures should be near not far from each other.
5. Temporal contiguity - Present words and pictures simultaneously not successively.
6. Segmenting - Do not put long information or long videos. Keep it short and paced well.
7. Pre-training - Discuss main concepts before going into specifics.
8. Modality - Graphics and narration are better than animation and on-screen text.
Reinforce media well.
9. Multimedia - Words and pictures are better than words only.
10. Personalization - Make it conversational. Multimedia is made with a human voice
compared to a formal style of a textbook.
11. Voice - Narration should be friendly and human and not machine-like.
12. No image - There is no difference when a speaker's image is shown to the screen.
Interaction

Interaction is important to maintain active learning and studying.

Let's look at the different ways learners interact when studying according to Moore
(1989):

Interaction with learning materials

This is the interaction when students work on a media without the instructor or
classmates, such as interacting the LMS, a video, or reading content. This method can
be reflective since this focuses on self-learning with its own pacing and process.

Assessments in digital format also become interaction when the books for example
contain activities such as formative assessments. This is a minimal way to provide
interaction through the learning materials while still keeping it essential and active.

Interaction between students and teacher

These kinds of interactions are essential to develop human connection in educational
settings. Teachers provide synthesis and pose questions for students to think about.
This is important in the academic setting where conversations are essential in
discussing topics.

On another hand, the presence of discussion forums in digital spaces may replicate
face-to-face interactions between teacher and learner.

Interaction between student to student

In online learning, these kinds of interactions may prove useful in working together on a
group for a group project. It can also be helpful when working together such as sharing
notes for assessments and talking about the concepts to gain better understanding.
Organizational issues

In this criteria, we look at the different issues that organizations may face. Commonly
these are how institutions structure teaching activities, how instructional and technology
services are already in place, or the support for media and technology use that the
institution provides (Bates, 2019).

Does the institution already have professional support for

media and technology?
This is one of the main questions the institution must ask themselves. Simply having
one IT staff to administer the whole system may prove to be difficult and burdensome
for the IT staff since most e-learning platforms require the use of the different staff
discussed in the previous topics. These include instructional designers, media
designers, and support staff to maintain the system.

There will be a need to reorganize and restructure not just the courses but the way
teaching is delivered and technology is used to be able to effectively and efficiently
utilize these for education.

Why are professionals important?

These professionals mentioned have expertise in media for teaching and learning.
Since teachers are mostly trained for face-to-face and traditional classroom setups, it
will be hard for them to shift to become multimedia staff immediately or an all-in-one
since this will put the toll in the efficient use of resources.

 Remember professionals understand technology to be used. They can

help in developing better products faster compared to adjusting the whole
organization.
 Working in collaboration is an essential aspect in utilizing technologies
since one professional will be interdependent upon other staff,
  Instructional designers and media developers are familiar with the budget
for the production, resources, as well as making well use of time in
creating content.

This does not mean that teachers will be unhelpful. But rather, having professionals will
surely benefit the betterment of online learning.

Networking

According to Bates (2019), the main question in this criteria to consider in selecting
media is:

 How important is it to enable learners to network beyond a course, with others such as
subject specialists, professionals in the field, and relevant people in the community?
 Can the course, or student learning, benefit from such external connections?

If there is a positive answer to this, the use of social media and blogs will prove useful to
the media use.

Social media can help the application of networking in course design. It can supplement
standard learning technologies well through an LMS.

Since an LMS is a closed system where teachers and learners are only present, there is
no interaction with the outside world such as current events. Using social media to
supplement in discussing lessons may prove useful in improving courses.
Security and Privacy

In this section, we look into the important issue of handling privacy and security in education in
the digital age.

How secure is the platform?

As much as possible, any information and output that learners submit in a digital platform should
be kept safe and only be viewable by the teachers or in some cases, fellow students. These are
private information along with their personal data collection that may be put in jeopardy when
various attackers are in action.

There is a need to create a controlled environment to manage privacy and security. That is why
there is a large edge with LMS compared to using mere social media groups as learning
platforms.

Bates (2019) posted these questions for the institution and teachers to consider when talking
about security:

1. What student information am I obliged to keep private and secure? What are my institution’s
policies on this?

2. What is the risk that by using a particular technology my institution’s policies

concerning privacy could easily be breached? Who in my institution could advise me on this?

3. What areas of teaching and learning, if any, need I keep behind closed doors, available only to
students registered in my course? Which technologies will best allow me to do this?
LESSON 7: eLearning Modalities and
TVET
Introduction
For the purpose of this training, we will tackle the three eLearning modes as indicated in
the TESDA Implementing Guidelines for the Implementation of eLearning Programs.
These are online, blended, and blended offline.

We will also discuss how these modalities can be employed in facilitating Competency-
Based Training (CBT).

TOPIC 2: Managing CBT in eLearning

This flowchart shows how you can utilize eLearning in facilitating competency-based
training. This lesson will revolve around this flowchart to concretize the concept of
eLearning and facilitating technical vocational education and training sessions.

Conducting Online CBT

In this modality, training is primarily conducted through internet-based platforms. According to
Bates (2008), the term online learning is also used to determine blended learning where the
majority but not all of the components are delivered through the internet.
Looking back at the flowchart previously shown, we can see that learning activities starting from
the self-introduction up to the post-test can be done online. However, proper planning and
preparation should be observed to ensure the quality of training provision.

Conducting Blended CBT

The blended learning modality refers to the combination of online and face-to-face learning.
According to Bates (2008), this modality may take the following forms:

 full classroom load with online activities done beyond school hours;
 one or more class sessions are done online while others are done face-to-face;
 conducting online and face-to-face sessions for a set of straight weeks; and
 face-to-face sessions are conducted in the evening or on weekends while the class days
are dedicated to online sessions.
Above is an example of how blended CBT can be done. Several learning activities are conducted
online and some are conducted face-to-face.

Conducting Blended Offline CBT

Similar to blended, this modality makes use of both face-to-face and distance learning
methodologies. However, in blended offline delivery, non-wired remote learning methodologies
such as digitized CBLMs, offline LMS (push technology), printed manuals, workbooks, and other
reference materials are employed.
In this diagram, the online learning components were replaced with non-wired remote
learning methodologies. This modality is ideal for areas wherein learners have limited to
no access to the internet and other ICT.

Using the TOP Courses for Blended Learning

Currently, the TESDA Online Program (TOP) has eight (8) full qualifications:

 Beauty Care Services (Nail Care) NC II

 Computer Systems Servicing NC II
 Cookery NC II
 Food and Beverage Services NC II
 Food Processing NC II
 Front Office Services NC II
 Housekeeping NC II
  Massage Therapy NC II

These eLearning materials can be utilized in any eLearning mode you see fit in your
respective institutions.

LESSON 5: Managing Courses

Introduction
In a learning management system, a course is an area where you can add
activities (quizzes, assignments and discussion fora) and resources (documents,
presentations, videos and images) for the learners to complete.

The contents of a course and its over-all look may vary per subject or per institution.
Likewise, the roles of an eLearning facilitator in managing courses depends on
institutional policies set in place.

As an eLearning facilitator, you may be required to create new courses. Different LMS
may have different procedures for adding new courses.

Typically, only those with users with Administrator, Manager or Course Creator access
can create new courses. In addition, after the course has been created, the user who
created the course automatically becomes the Teacher.

Here is how you can create a course in Moodle:

TOPIC 2: Performing Course Backup and Restore

Performing course backup or exporting courses pertains to the process of saving a
copy of a course or parts of a course. This can be used to secure a copy of the course
content and user data for safekeeping or easily transfer a course from one platform to
another.

Meanwhile, restoring or importing courses makes it easy to duplicate a course or to

merge an element of one course into another using a course backup.

Performing Course Backup in Moodle

To backup a course in Moodle:

1. Go into the course.

2. Click the Backup link either in the gear menu or the Administration block
(depending upon the theme).
 3. Select activities, blocks, filters and other items as required then click the Next
button. Users with appropriate permissions, such as administrators and
managers, can choose whether to include users, anonymize user information, or
include user role assignments, groups, groupings, user files, comments, user
completion details, course logs and grade history in the backup.
4. Select/deselect specific items to include in the backup, then click the Next button.
5. If desired, select specific types of activity to be backed up by clicking the link
'Show type options'
6. Check that everything is as required, using the Previous button if necessary,
otherwise click the 'Perform backup' button
7. Click the Continue button.
8. You can download the course backup to be saved offline.

To restore courses:

1. Go to Site administration > Courses > Restore a course.

2. Upload the backup file or choose a file in the course backup area or user private
backup area and click Restore
3. Check that everything is as required then click the Continue button
4. Choose whether the course should be restored as a new course or into an
existing course then click the Continue button
5. Select activities, blocks, filters and possibly other items as required then click the
Next button
6. Select/deselect specific items and amend the course name, short name and start
date if necessary then click the Next button
7. Check that everything is as required, using the Previous button if necessary, then
click the 'Perform restore' button
8. Click the continue button.

TOPIC 3: Editing the Course Layout

You may be required to rearrange the layout of your course according to how you think
it would be more effective or according to institutional guidelines. Doing this includes
adding or repositioning blocks, renaming the course and its sections and others.

Watch the video below to have an idea of how you can edit the layout of your course.

Adding Block
Given the Teacher access you can also change the appearance of your course site by
adding blocks. Watch this video to know more about this Moodle feature.

LESSON 6: eLearning Activities

Introduction
In the previous lesson, we have discussed the synchronous and asynchronous learning events.
Synchronous learning events pertain to learning activities that take place in real-time and must
be taken by learners all at once. Meanwhile, asynchronous learning events include learning
activities that are not time depended.

In this lesson, we will discuss the different eLearning activities that fall under these types of
learning events. This lesson aims to help you identify the right blend of synchronous and/or
asynchronous learning activities you may employ in facilitation in facilitating eLearning
sessions.

However, remember that the following learning activities may not necessarily occur inside your
LMS. For some, you can use other web-enabled platforms that are easier to use and/or
consumes less of yours and your learners' internet bandwidth.

TOPIC 1: Common Synchronous Learning Activities

The following are common synchronous learning activities:

 Online Text Chat

 Video and Audio Conference
 Live Webcasting
 Whiteboard
 Polling
 Virtual Classrooms

TOPIC 1: Common Synchronous Learning Activities

Online Text Chat
This method refers to the real-time exchange of textual communication through mobile internet-
enabled web/ mobile applications. This low internet bandwidth mode of communication can be
utilized in eLearning through:
 Uses Common Web-based Applications
 Oral quizzes  LMS-integrated tools
 “Debriefing” exercises  Facebook Messenger
 Transcripts can be a Study Tool  Viber Messenger
 Online discussions  WeChat
 Language study/ practice  WhatsApp
 Small-group interaction/ activities  Hangouts
 Interaction with Industry/ Subject Matter Experts
 Virtual office for learner support and other concerns
 Sharing of images, video clips and documents

TOPIC 1: Common Synchronous Learning Activities

Audio/ Video Conference
This is the use of the internet and web/ mobile applications to transmit audio or video data in
conducting a meeting or a discussion.

Uses Common Web-based Applications

 Remote delivery of lectures and video  LMS-integrated tools (Big Blue
demonstrations Button
 Group works/ interactions  Skype
 Development of oral communication skills  Zoom
  Provision of virtual face-to-face consultations and/or  Microsoft Teams
tutoring  Google Meet
 Class brainstorming and group activities  Bluejeans
 Summarizing/ introducing learning content

To know more about using this mode of communication, you can refer to this video
demonstration on how you can use Google Meet:

https://youtu.be/Kb1129AsZLI

For other web conferencing platforms, you may refer to these references:

 Zoom Video Tutorials

 BigBlueButton Tutorial Videos

TOPIC 1: Common Synchronous Learning Activities

Live Webcasting/ Livestreaming
This is the use of social networking sites and other video sharing platforms to broadcast yourself
or someone in real-time while doing a lecture, performing a task, or demonstrating a procedure
through the internet. What makes this different from web conferencing is that commonly, only
the hosts are the ones who can show their screens and be heard by the viewers. File sharing
and collaboration are also limited. However, viewers can still ask questions through a text chat
feature.
 Uses Common Web-based Applications
 Live screencast where trainers and learners alike can  LMS-integrated tools
let learners see them or their computer screens while  YouTube Live
performing tasks  Facebook Live
 Online interactive lecture/ demonstration where  Some platforms used in web
learners can ask the trainer through chat conferencing
 Virtual assessment where candidates perform the
skill live while assessors ask questions through chat
 Videos can be shared online for wider reach or saved
offline for video-on-demand use

TOPIC 1: Common Synchronous Learning Activities

Other Synchronous Learning Events
The following synchronous learning events may be also be used:

 Online poll - use of internet-based platforms in conducting surveys or feedback

 Digital interactive whiteboard/ flipchart - use of online applications that simulate a

classroom whiteboard to encourage collaboration and discussion
  Application sharing - use of shared applications (Google sheets, Google docs,
Microsoft OneDrive) which usually have chat tools to work collaboratively online

 Virtual classroom - use of online platforms that have files sharing, audio-video
communication, user interaction, and trainer moderation features combined into one

TOPIC 2: Common Asynchronous Learning Events

Common asynchronous learning activities include:

 Self-paced learning materials (SCORM, audio/video)

 Virtual simulations
 Online discussion forum

TOPIC 2: Common Asynchronous Learning Events

Self-paced Learning Activities
These are eLearning materials that are not scheduled to be taken by learners on a
specific date/ time.
The following are examples of self-paced learning activities:

 SCORM packages
 Audio/ Video Materials
 Reference materials
 Digital CBLMs

TOPIC 2: Common Asynchronous Learning Events

Online Discussion Forum
This allows learners to points of discussion or to respond to points of discussion posted
by other learners. Setting up a discussion forum allows for a free exchange of ideas
between learners. This gives learners an opportunity to confirm, refine, or clarify their
understanding of a concept.

Furthermore, a discussion forum may also provide eLearning facilitators and

administrators with data on the parts of the course that need to be improved or
additional courses that need to be developed.

TOPIC 2: Common Asynchronous Learning Events

Virtual Simulations
These offer learners with simulated scenarios in a controlled environment intended to
prepare them for real-life situations. Simulations provide learners with a risk-free
platform to practice and lead to a reduction in the overall training time and cost.

As in face-to-face learning, virtual simulations may come in the form of a game or a

role-play. According to Commlab India, eLearning simulations can be developed in
three modes or a combination of these modes:

 Watch Simulation – a step-by-step procedure of how an action should be done is

shown using a software
  Try Simulation – learners are assisted to perform an action or a procedure using the
technologies within a system or a software

 Do Simulation – learners perform a task or a procedure unassisted

LESSON 7: LMS Resources and

Activities
Introduction
In the previous lesson, we discussed the synchronous and asynchronous eLearning
events. In this lesson, we will tackle the LMS tools that you can use to prepare or
develop the eLearning activities inside your LMS.

In Moodle LMS, the tools you can use in the course are categorized
as resources and activities. Resources are tools that you can use to support learning
such as a file, link, book or lesson. Meanwhile, activities are features in a Moodle
course that learners will do to interacts with other students and or the teacher.

Basically, an activity properly means something learners can contribute to directly while
a resource is presented by the teacher to them. However, the term activity is sometimes
for convenience also used to refer to both Activities and Resources as a group.

TOPIC 1: Moodle Resources

There are seven (7) types of resources available in Moodle. These are as follows:

 Book - Multi-page resources with a book-like format. Teachers can export their
Books as IMS CP (admin must allow teacher role to export IMS)

 File - A picture, a pdf document, a spreadsheet, a sound file, a video file

 Folder - For helping organize files and one folder may contain other folders

 IMS content package - Add static material from other sources in the standard
IMS content package format

 Label - Can be a few displayed words or an image used to separate resources

and activities in a topic section, or can be a lengthy description or instructions

 Page - The student sees a single, scrollable screen that a teacher creates with
the robust HTML editor
  URL - You can send the student to any place they can reach on their web
browser

TOPIC 1: Moodle Resources

Using Books
The book resource makes it easy to create multi-page resources with a book-like format.

This resource allows you to have main chapters and sub-chapters, but it goes no
deeper. In other words, sub chapters cannot have their own sub chapters, as the
module is intended to be a simple resource for teachers and students.

The book resource is not interactive however it allows you to embed links, videos and
images.

TOPIC 1: Moodle Resources

Adding Files
All types of files can be uploaded and accessed through Moodle, but the student needs
to have the correct software to be able to open them.

Watch this video to know how you can upload a file using the Moodle file resource.

TOPIC 1: Moodle Resources

Using the Folder Resource
A folder allows a teacher to display several course files together. The files may be of different
types and they may be uploaded in one go, as a zipped folder which is then unzipped, or they
may be added one at a time to an empty folder on the course page.

Watch this video to learn how you can do both methods:

TOPIC 1: Moodle Resources

Adding Labels
A label serves as a spacer on a Moodle course page. It can be used to add
text, images, multimedia, or code in between other resources in the different sections. It
is a very versatile resource and can help to improve the appearance of a course if used
thoughtfully. Banners or descriptions may be added to labels to distinguish between and
highlight different areas.
On the other hand, over-use of multimedia (sound, video) in labels can slow down the
loading of a course page.

Here is the video on how you can use the label resource:

TOPIC 1: Moodle Resources

Creating Pages
A page resource creates a link to a screen that displays the content created by the
teacher. The Text editor allows the page to display many different kinds of content such
as plain text, images, audio, video, embedded code, or a combination of all these.

In certain cases it might be preferable to use the page resource instead of uploading a
word-processed document, particularly if the document contains text that is just to be
read and not downloaded.

To use this resource:

Adding URLs
A URL (Uniform or Universal Resource Locator) is a link on the internet to a website or
online file. Teachers can use the URL resource to provide their students with web links
for research, saving the student time and effort in manually typing out the address.

To use this Moodle resource:

TOPIC 2: Moodle Activities

There 14 different types of activities in the standard Moodle. These are

 Assignments - Enable teachers to grade and give comments on uploaded files and
assignments created on and offline

 Chat - Allows participants to have a real-time synchronous discussion

 Choice - A teacher asks a question and specifies a choice of multiple responses

 Database - Enables participants to create, maintain and search a bank of record entries

 Feedback - For creating and conducting surveys to collect feedback.

 Forum - Allows participants to have asynchronous discussions

 Glossary - Enables participants to create and maintain a list of definitions, like a

dictionary
  Lesson - For delivering content in flexible ways

 (LTI) External tool - Allows participants to interact with LTI compliant learning resources
and activities on other web sites. (These must first be set up by an administrator on the
site before being available in individual courses.)

 Quiz - Allows the teacher to design and set quiz tests, which may be automatically
marked and feedback and/or to correct answers shown

 SCORM - Enables SCORM packages to be included as course content

 Survey - For gathering data from students to help teachers learn about their class and
reflect on their own teaching

 Wiki - A collection of web pages that anyone can add to or edit

 Workshop - Enables peer assessment

In this training, we will focus on using the assignment, chat, discussion forum, lesson, quizzes
and SCORM activity. To know more about the other Moodle activities, can refer to this Moodle
Documentation.

TOPIC 2: Moodle Activities

Creating Assignments
The assignment activity provides a space into which students can submit work for
teachers to grade and give feedback on. This saves on paper and is more efficient than
email. It can also be used to remind students of 'real-world' assignments they need to
complete offline, such as artwork, and thus not require any digital content.

Watch this video to know more about this Moodle activity:

Creating Chat Rooms

The chat activity allows participants to have a real-time synchronous discussion in a
Moodle course. This is a useful way to get a different understanding of each other and
the topic being discussed – the mode of using a chat room is quite different from the
asynchronous forums. The Chat activity contains a number of features for managing
and reviewing chat discussions.

To use the chat activity:

https://youtu.be/HydK34_zW9M