The goal was to create a Moodle course site that incorporated a mobile supporting design.
Using mobile devices, students have an opportunity to access course content almost anywhere, anytime; on the bus, at the gym, on the couch. Contrast this time and location freedom to a traditional lecture’s dictated schedule. I was curious to see if Moodle course elements could be designed for use by common mobile devices and provide access to the resources of a typical course site. Continue reading
Increasingly, educators are experimenting with a “flipped” format for their courses. In a flipped classroom, the emphasis is shifted from a teacher-centred, to a student-centred approach. The material that was previously presented in lecture format is available online, and face-to-face class time is used for more interactive student-centred activities. Bergmann and Sams (2012) coined the phrase ‘flipped classroom’ for this teaching approach, also called inverse instruction methodology (IIM). Recounting how the flipped classroom approach began, Bergmann & Sams (2012, p.5) asked this question:
“What if we prerecorded all of our lectures, students viewed the video as ‘homework,’ and then we used the entire class period to help students with the concepts they don’t understand?”
Advances in online and multimedia technology have been driven by many forces, like the seemingly insatiable demand for funny cat videos. While perhaps not the driving force, education is the beneficiary of many newly created opportunities. A good example is Universal Design for Learning (UDL). In 2017, many aspects of UDL can be easily addressed with online and multimedia technology that were difficult or impossible 50 years ago.