Contextualizing learning outcomes and course design in Moodle

Abstract

We have developed a methodology to translate learning outcomes informed by Biggs’ constructive alignment theory into an effective course design using the Moodle Learning Management System (LMS). This utilizes online instruments that help teachers link Moodle activities to learning outcomes. This process was developed for courses within the College of Engineering and Computer Science at The Australian National University. Realizing that this approach has wider applicability, we now extend the process to apply the methodology to courses in other disciplines, which are governed by requirements and constraints of a different nature. We demonstrate the essentials of this procedure with an example. Show more