Pixel International Conferences

The Corona-Crisis enforced the implementation of digital teaching- and learning-formats (dTLF) in education. In order to support the academic staff effectively, a digital « Toolbox » [1] including step-by-step manuals was created. Functionally a Moodle course [2], the « Toolbox » included an innovative element : the LMS-Course-Template. This template can be downloaded, modified and used as basis for a professional online teaching- and learning-course. In regard to the « Learning Design Research » it classifies as a « generic design » [3].
The reaction of the academic staff following the online publication of the « Toolbox » - including the LMS-Course-Template - was encouraging, as many colleagues had used templates in preparing presentations, but never in the context of a learning-management-system (LMS) like Moodle.
Since then the improvement of the LMS-Course-Template got a main task. Today the template consists of the following major elements : (1) userfriendly design, (2) clear pre-structured timeline, (3) recommendations for stand-alone-tools and tool-formations that are suitable for teaching and learning online and (4) several « frame elements ». The latter are : a.) rules how to communicate correctly online, b.) suggestions how to increase learning motivation and c.) methods for improving self-organisation.
In addition, different colors indicate the modification : Black is the default color, supplement-explanations/step-by-step manuals are green, red serves as place holder of own course material and yellow mentions relevant scientific studies.
Conclusion : Drawing the analogy to the major use of templates in creating presentations, the LMS-Course-Template and its potential for fostering informed acceptance of digitization is underestimated. In the OER Movement [4] generic templates are almost irrelevant. The « sense of achievement », that the use of templates trigger, is likely to increase motivation and interest in dTLFs. The template fulfilles its role as a « door opener » and increases the understanding of the functionality of the LMS, its tools and possibilities. The lecturer has the possibility to achieve LMS-competence, curiosity in progress and informed acceptance of digitization.

Keywords: Template, Informed Acceptance, Digital Competence, Learning-Design-Research, Generic Design, Learning-Management-System.

References:

[1] https://moodle.ruhr-uni-bochum.de/m/enrol/index.php?id=23352 (last access May 15th 2020)
[2] https://moodle.org (last access May 15th 2020)
[3] Dalziel, J., Dalziel, B. (2012): Adoption of learning designs in teacher training and medical education. In Alexander, C. et al.  (Eds.): Teaching English with Technology, Special Edition on LAMS and Learning Design, Volume 3, 12(2), 62-73.
[4] https://en.unesco.org/themes/building-knowledge-societies/oer (last access May 15th 2020)