How do I learn to plan courses

Didactic tips for online teaching

How do I plan my online teaching?

Well thought-out planning is essential for a successful online course. This also includes continuous adaptation and reflection of the concept. An elaborated concept, e.g. in the form of a script or a didactic plan, will help you - this saves you time when implementing your ideas in Moodle. You can find an example of such a didactic plan (script) here

 

As in face-to-face teaching, when planning and designing your online teaching, you should keep an eye on the basic components - goals, content, methods, examination - and coordinate them as closely as possible. In this context we speak of Constructive Alingment, i.e. the fit and sensible coordination between the individual components:

Teaching / learning objectives:

First, think about the (teaching) goals you are pursuing with your online course. The teaching objectives describe the knowledge, ability and skills the students should acquire in the course of this event or a unit. To identify the goals that fit your online teaching, ask yourself the question:

What should the students be able to do after the event / online unit / session? Detailed examples for the formulation of (cognitive) teaching / learning objectives can be found here or here. Make your (teaching) goals transparent for the students so that the students can make them their own (learning) goals.

You will find some practical suggestions for the respective learning objective levels as well as appropriate formulation examples in the table below.

step

Verbs

Formulation example

"The students can ...

Rate it

assess, decide, measure, justify, criticize, take a position, draw conclusions

... justify the choice of your research method.

... conclude the (social, economic, economic, legal ...) consequences of the decision XYZ.

Synthesize

elaborate, construct, generate, develop, plan, design

... design a new structure plan / construction plan on the subject of XYZ.

... combine the individual components of XYZ into a (new) overall model.

... develop a recommendation for action for XYZ.

Analyze

deduce, deduce, distinguish, compare, identify, classify,

... identify the individual components of the XYZ model.

... compare the three possible solutions A, B and C and work out the similarities and differences.

Apply

carry out, apply, prove, calculate, use, solve

... solve the sample task XYZ.

... transfer (apply) the explanatory model XYZ to the following example.

... calculate the (new) task using the formula XYZ.

Understand

describe, explain, clarify, explain, represent

... describe the XYZ process.

... clarify the facts of XYZ / reproduce them in your own words.

Knowledge (in the sense of remembering)

reproduce, enumerate, name, indicate, define

... name technical terms from the subject area XYZ.

... enumerate features for the phenomenon XYZ.

 

Contents:

Select the content and materials that are relevant to the achievement of the teaching / learning objectives: What should be conveyed? Think about the order in which the content will be made available to the students and structure the material accordingly. Provide suitable sources (scripts, slide sets, e-books, websites, links to videos, videos you have produced yourself, etc.). For reasons of time and capacity, we recommend that you check whether there are already suitable materials that you can link to before you create your own materials (especially instructional videos).

Methods:

On the basis of the teaching / learning objectives and the content, select the (online) methods or online tools that are suitable for implementation: With which activities and tasks can the students achieve the teaching / learning objectives? From a teaching / learning theory perspective, it is advisable to combine methods for information absorption with methods for information processing:

  • Knowledge presentations such as videos, scripts, slide sets and scientific texts can alternate with exercises, research tasks and tests
  • Cooperative methods are also possible online: here, among other things, discussion forums, joint working documents, group work rooms, etc. are available.

We have collected tips and recommendations for you in the “Alternatives to classroom teaching”.

Achievement of learning objectives (examination)

Integrate learning objective verification options: How can you and the students determine whether and to what extent the teaching / learning objectives have been achieved? Provide student feedback on solutions to assignments and learning activities; make it possible to ask questions (discussion forums) and / or create self-tests in Moodle.

 

READING TIP: You can find more information in the handout “Alternatives to Classroom Teaching” and in this guide by Claudia Bremer.

VIDEO TIP: Dr. Ulrike Hanke compiled in a video: https://www.youtube.com/watch?v=Yx-qn6Griq4

Further help and information on Moodle

Moodle demo courses

  • Demo course lecture

    In this course we have put together typical content and activities for a lecture:

    Demo course lecture

  • Demo course seminar

    Here you will find helpful activities in Moodle to support your seminar:

    Demo course seminar

  • Demo course internship

    Typical situations of an internship can also be mapped well in Moodle:

    Demo course internship

Moodle self-study courses

  • Moodle basics

    In this course you will get to know the basic settings of Moodle and receive tips for creating your Moodle course.

    Moodle basics for beginners

  • Online teaching as an alternative to classroom teaching

    In this course we have activities, content and advice for the Use of Moodle in typical teaching formats collected.

    Moodle as an alternative to classroom teaching

  • Moodle course: Competence Center eEducation

    This course provides information about that Offer from the eEducation competence center in the medicine.

    Competence center eEducation

  • Moodle opportunities

    In this course you will find all Moodle functions listed once so that you can find out how they work before using them.

    Moodle opportunities

  • Teaching and learning with digital media

    In this course you will find both didactic tips and hints as well as very practical Instructions and tools for creating and editing digital media (texts, images and videos).

    Teaching and learning with digital media

Links and resources

  • E-learning portal

    On the e-learning portal of the University of Ulm you will find a lot of instructions on Moodle and other topics of online teaching (e.g. legal questions).

    E-learning portal

  • kiz info page on emergency operation

    Here you will always find the latest developments and offers on the tools and platforms that are provided and technically supported by kiz for online teaching.

    To the website

  • Moodle Docs

    The official Moodle documentation provides detailed descriptions of all Moodle functions and activities.

    Moodle Docs

  • Moodle 2 tools for trainers

    Overview of Moodle activities and corresponding educational goals.

    Moodle 2 - tools for trainers

  • Learn Moodle 3.7

    YouTube channel with English videos - German subtitles are also available.

    Learn Moodle 3.7