Control Systems and Computers

https://doi.org/10.15407/csc.2021.04.051

Control Systems and Computers, 2021, Issue 4 (294), pp. 51-61.

UDC 004:37.018.43

M.A. Semenov, PhD (Pedagogy), Assistant Professor,
Luhansk Taras Shevchenko National University,
Gogol Square, 1, Starobilsk, Luhansk Region, 92703, Ukraine,
nick@luguniv.edu.ua

V.D. Krotkykh, applicant of the second (master’s) level of higher education,
software engineer, Luhansk Taras Shevchenko National University,
Gogol Square, 1, Starobilsk, Luhansk Region, 92703, Ukraine,
vdk2101@gmail.com

PEDAGOGICAL DESIGN OF DIGITAL COURSE WITH THE USE OF LMS MOODLE TOOLS

Introduction. The introduction of a competency-based approach in Ukrainian higher education made it possible to update educational standards that define a set of general and professional competencies and learning outcomes, as well as introduce new pedagogical technologies and systems for monitoring the quality of education. Changes in the organization of digital learning largely depend on a competency-based approach. LMS Moodle is a platform that provides standard tools for implementing a competency-based approach.

Purpose. To research the possibilities of LMS Moodle for the pedagogical design of the digital course and implementation of a competency-based approach in digital learning.

Results. At the first stage, the summary of pedagogical design of a specific digital course built upon flip peddles on sequence is provided and a scheme is formed in which competencies, learning outcomes, and forms of assessment are defined. At the second stage, the process of designing a digital course based on the methodology of pedagogical design and tuning is researched, there an attempt is made to implement the course based on the competence approach using LMS Moodle tools of version 2.7 and version 3.3. As a result, a developed curriculum and framework are added to it, which allows observing the implementation of the learning outcomes in a convenient format.

Conclusion. The results of the research show that in order to implement a competency-based approach with the use of LMS Moodle, the following requirements are essential:

• the scheme with linked competencies, learning outcomes, learning activities, and assessment tools.
• each activity has clearly indicated form, result, support methods, and estimated time.
• use of rubrics with all criteria aligned to learning outcomes.

According to the results of the study, there are differences between LMS Moodle 2.7 and 3.3. In versions of Moodle later than 3.1, it is more convenient to analyze the achievement of learning outcomes for multiple digital courses by creating a hierarchy of competencies and learning outcomes; it is easier to conduct monitoring of the progress made towards the achievement of learning outcomes.

Download full text! (In Ukrainian)

Keywords: digital learning, digital learning quality assurance, pedagogical design, LMS Moodle, competency-based approach.

1. Kalashnikova S. A., 2010. “Kompetentnisno-oriyentovanyy pidkhid: bazovi ponyattya ta polozhennya” [“Competence oriented approach: basic concepts and provisions”], Pedahohichna osvita: teoriya i praktyka. Pedahohika. Psykholohiya, 1, pp. 67–71. (In Ukrainian).
2. Sysoyeva S. O., 2015. Kompetentnisno-zoriyentovana vyshcha osvita: formuvannya naukovoho tezaurusu [Competency-oriented higher education: formation of scientific thesaurus]. [online] Available at: <https://elibrary.kubg.edu.ua/id/eprint/36043/1/Sysoeva%20S.A.%202015.pdf>. [Accessed 23 May 2021]. (In Ukrainian).
3. Biggs J., 2014. “Constructive alignment in university teaching”, HERDSA Review of Higher Education, 1, pp. 5–22. [online] Available at: <https://www.tru.ca/__shared/assets/Constructive_Alignment36087.pdf>.
4. “Constructive Alignment – Teaching&Learning”, University of Tasmania. [online] Available at: <https://www.teaching-learning.utas.edu.au/unit-design/constructive-alignment>. [Accessed 24 May 2021].
5. Tyler R. W., 1949. Basic principles of curriculum and instruction, University of Chicago Press, Chicago.
6. Shcherbyna O. A., 2016. “Novi zasoby dlya otsinyuvannya kompetentnostey v Moodle” [“New tools for assessing competences in Moodle”], Informatsiyni tekhnolohiyi i zasoby navchannya, 55 (5), pp. 96–104. (In Ukrainian).
7. Zabolotskyy Yu., 2016. “E-Learning v umovakh kompetentnisnoho pidkhodu u VNZ” [E-Learning in conditions of competence approach in higher education institutions], Naukovi zapysky Berdyanskoho derzhavnoho pedahohichnoho universytetu, 2, pp. 111–116. (In Ukrainian).
8. “Course: Flippedlesson – LTSNU”, Aprendizaje en Líneadela Universidadde Deusto. [online] Available at: <https://alud.deusto.es/course/view.php?id=10049>. [Accessed 25 May 2021].
9. Tuning [online] Available at: <http://tuningacademy.org/?lang=en>. [Accessed 25 May 2021].
10. Semenov M. A., Krotkykh V. D., 2019. “Rozrobka u LMS Moodle perevernutoho uroku dlya STEAM-osvity” [“Development in LMS Moodle inverted lesson for STEAM-education”], Teoriya i praktyka vykorystannya systemy upravlinnya navchannyam Moodle, Procceedings of Seventh International Scientific and Practical Conference, Kyiv, May 24 2019. [online] Available at: <http://2019.moodlemoot.in.ua/course/view.php?id=13>. [Accessed 22 May 2021]. (In Ukrainian).
11. Kukharenko V. M., Shcherbyna O. A., Voychenko O. P. “Administrator Moodle” [“Moodle administrator”], Navchalnyy sayt KhNADU. [online] Available at: <https://dl.khadi.kharkov.ua/course/view.php?id=1745>. [Accessed 21 May 2021]. (In Ukrainian).

 Received 15.06.2021