ELearning/Assemble the whole

Assembling the various components of a course into a cohesive whole is, for the most part, straightforward, but can be fraught with particulars. It's a task for the detail-oriented. During this step in the building process, we upload external assets, link the imported and internal components into units or modules within the LMS or other platform, sequence them and, as a final step, schedule the correct dates and times of relevant components.

Because assembly is technical and mostly routine, some referring to it as grunt work, it is tempting to skip over the multitude of options, especially within established learning management systems such as Blackboard and Moodle. This is a mistake. Your carefully planned and built components may fail as a "cohesive whole" if these details are left to chance or default. We will examine these important details in the following sections.

Loading external assets

1. Servers and the learner's screen. (1) the LMS sends the HTML page to the learner's computer, (2) hyperlinks call for web site pages, (3) embedded links stream media to the HTML page.

Three issues need to be considered as we load our external assets: what format to use, where to load them, and how to organize them.

File format. File types, their characteristics and relative advantages were extensively discussed in the Building for the web article. How will you accommodate requirements of the various web browsers? Is storage space an issue and which formats best help you manage it? Are you going to use progressive download or streaming and which formats accomplish what you want?

A big issue, often overlooked by internet novices, is whether the format can be opened within the web browser as opposed to downloaded and opened in a computer-based program. Our position is that, unless learners need to edit the file, all documents should open within the browser. The most common problem is using MS Word (.doc/.docx) documents. Rather than publishing in Word, documents should be in HTML or PDF - HTML for shorter texts to be read onscreen and PDF for lengthier documents that can be read onscreen or downloaded (making sure the PDF can be machine read for the reading-challenged).

Where to load files. With multimedia in such common use, it is no longer a matter of loading everything into the LMS. More often the case, large file-size assets like video and audio are maintained on streaming file servers with links embedded in HTML files, as in Figure 1. Two great things about this approach are better media streaming and complete transparency to the user.

Use of copyrighted materials is another concern for instructors and organizations. Generally, keeping an electronic file of a copyrighted work in an LMS is not the same as handing out copies in a classroom. Permission from the publisher may need to be obtained - usually with an associated cost. Library systems, especially educational ones, subscribe to large numbers of journals so a reserve reading list can be arranged. Ebooks are also increasingly loaned by libraries.

Organizing files. We all know the challenges of organizing our computer files in a fashion that aid quick reference and retrieval. This is especially important within a learning environment where linking and replacing files is common. Do you want to establish folders for each module, for each file type, place everything in a single folder, or use a different scheme? Creating folders for each module or unit works best for most situations, with the exception of assets such as interactives, where the needs of the program must dictate.

File naming. A corollary to file organization is file naming. For the most part, you want descriptive yet short file names. Generic terms (e.g., Introduction) and numbering schemes (e.g., 1a, 1b, 1c) should be avoided. Generic terms become useless if a file is removed from its context (container folder) - "Introduction to what?" Numbering schemes quickly fail when we decide to move content around - changing the order of presentation. You also want to avoid spaces and periods/dots (.). Many systems accommodate these naming conventions, but many do not and you may encounter unpredictable errors. Blackboard, for example, truncates the text window for HTML files using periods within their names (e.g., mesopotamia.rivers.html). Spaces within the filename can also create problems such as truncation (digits after the space are dropped), file path errors, and unreadable filenames (e.g., before%20the%20fall.pdf) after they're integrated into the system.

The overall most effective and easy approach is to use CAPS to Begin Each Word, eliminate all spaces within the file name, and drop all but the most essential words:

Blooms taxonomy action verbs.pdf becomes BloomsActionVerbs.pdf

The name conveys the file contents, is brief, and works well within any system.

Linking components

With all components stored in their appropriate place, we now turn to creating linkages that together compose a task list for the learner, divided into categories as appropriate. Some components are contained within the LMS itself, some imported, some stored on media servers, and some on the web. The goal is to make these linkages as easy and transparent to the user as possible. Some of the issues involved in this task include:

Link pathway. One of the most annoying things web developers do is requiring a user to pass through a number of links to reach the desired information. Commercial sites do this to accumulate "hits" and to expose users to additional ads. This is unacceptable in a learning environment where we want to do everything we can to encourage full participation. We should aim for one, two at the most, links to the designated component.

Descriptive links. While it may be tempting to create links using the file name, the practice falls short in that file names, even informative ones, are not meant for communicating with end users. All learning management systems, html, xml, and programming languages provide for an informative label that hides the path and filename (e.g., <a href="http://www.w3schools.com">Visit W3Schools</a> in html).

Multiple links. Another way we encourage easy access and full participation is by providing multiple links to the same components for use in differing contexts. Module overviews should, if possible, include direct hyperlinks to the components it references so that learners can go directly to the learning task. Components should also be included or linked within the module for use when learners want to return to a specific task. The illustration demonstrates this practice in Moodle.

Link target. When you establish a link, you most often have options regarding where the link will open. Options include:

• _blank = open the link into a new tab or window (new tab is the default in most browsers).
• _self = open in the same frame as it was clicked (this is the default in most LMS).
• _parent = open in the parent frameset (if there is one). A frameset contains multiple smaller frames.
• _top = open in the full original window (and closing all other windows or frames). Users must hit the ESC key or back button to return.

We strongly favor using the "_blank" target as the default mode in most situations. This way, the user is taken to a new tab while the originating tab remains in sight. If you intend to move users forward in a sequence of frames, use the "_self" mode and include a progress indicator.

Sequencing

The overarching purpose of sequencing is to establish the order in which learners encounter the various components. A purposeful and hierarchical order of activities - the course structure - should have been established during the Planning phase. Initial topics and activities establish basic understanding early on, and consequent activities build toward the achievement of terminal objectives or outcomes in the final modules.

Course structure. Discussed extensively in Course Planning, possible structures include traditional linear, cyclical (e.g., experiential learning cycle), problem-centered, collaborative, and adaptive. Here are a few examples of how a short course or a module might be sequenced under different structures.

2. A typical linear structure

Linear structure:

• Overview
• Readings
• Lectures and other forms of communicating content
• Discussion forum
• Application activity
• Assessment assignment or test

Cyclical structure:

• Concrete experience
• Reflective observation
• Abstract conceptualization
• Active experimentation

Problem-centered structure:

• Introduction
• Problem
• Resource modules (e.g., Concepts, Examples, Trials)
• Outcome
• Processing

Adaptive structures require special logistics, and possibly programming, that move learners along based on their personal needs, progress, and/or choices.

Enforcing sequence. After learning components have been sequenced, the question of enforcing the order becomes relevant. Since we know that selecting the sequence of activities is a central motivational issue within "learner control", we do not favor enforcing activity sequence in most circumstances. There are instances, however, when enforcement is best:

• Novices are not generally equipped to decide the appropriate order of activities.
• Skill building courses may need to require competence in lower-order skills before moving to more advanced ones.
• When group processes are important, it may be appropriate to restrict individuals from progressing on their own.
• Some adaptive structures use enforcement within their architecture.

Enforcement can be accomplished in at least two ways. Show and hide is the simplest approach, which can be done manually or by using the "allow access from" date and time and "allow access until" options within the learning management system (LMS). See scheduling below.

Using the "grade condition" option, designers can require a grade or grade range (even "completed") learners must achieve on one or more activities before access is allowed. For example, Khan Academy requires math learners to score ten level-X problems in a row before they can progress to the next level. We note that by using grade ranges (i.e., <60%, 60-79%, etc.) the system can direct learners to different activities based on their score, thus making the instruction adaptive. Access can also be controlled using scores on questionnaires, personality tests and so forth.

Scheduling

Assigning dates and times for modules and specific learning activities is the last action before a course is launched. It may or may not precede testing and review. Template or master course shells should not include specific dates and times, only the active course.

Informing students. There will be many locations within the course that provide students scheduling information, with the distinct possibility of duplication. Each location must be examined and edited for accuracy. As an example, a course at the University of Illinois contains student date and time-related information in different formats:

• General course information
• Course calendar
• Module overviews
• Discussion, assignment and test instructions

Programming. Each component and activity likely includes date and time restrictions, which must be programmed manually in most systems.

• Restricting access to particular time frames, as discussed above.
• Allowing and restricting access to peer ratings.
• Allowing and restricting the ability to submit assignments and tests (including from and to dates and times, separate cut-off times, and time restrictions for completing the activity (e.g., quizzes and tests). There are even options for what to do if the cut-off time has passed (e.g., label as late, reduce score by X%, etc.).

Support services and features

3. Course communication links

As part of the planning process, we examined supporting strategies centered on retention, cognitive, motivational, and technical support. We must now create the linkages and tools that enable these strategies. At the least, a link or phone number for technical support needs to be included. Educational institutions typically offer a variety of student support services. Only by including these services can we say that online education is truly equivalent to the campus-based experience. Many institutions require this information in the course syllabus while others create hyperlinks on course home pages. An online example: UNLV Student Support

Communication tools within the course allow students a variety of means for seeking assistance from the instructor and working with other students (Figure 3). Beyond email and phone numbers, the course shell can include a dedicated announcements page, discussion boards for general Q & A and social forums, and online synchronous meeting spaces for the instructor's virtual office and student study lounge.

Conclusion

Because assembly comes late in the process and involves a multitude of small and large decisions, it can be very tempting to rush through this process. As such, if at all possible, it is wise to assign assembly to detail-oriented persons with working knowledge of the specific system in consultation with the designers.

Without specific reasons to restrict access to learning components, and in the absence of research findings to the contrary, it is probably best to favor learner control.

Term preparation checklist

This checklist is used at a major university during and after courses are designed and built. It is designed for in-house use and is thus organization-centric. Our purpose here is to illustrate the many details that need tending to after the course is built and before it is offered to learners.

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Moodle LMS Preterm Checklist

Weekly Pattern

Course week: Each week starts on a (day of the week) and runs through (day of the week).

Due Dates: Assignments and quizzes will have due dates that always fall on the same day of the week but they will have different dates for each term. To determine the due dates, check the Weekly Overview Page for each module and compare the days with the dates on the Course Catalog

Early Tasks

To be completed 6 weeks before the course goes live.

Initials	Date		Task - Verify Instructor
		a	Use the Course Catalog to identify the instructor information.
		b	Click on the year and semester. (ex. 2014, Summer 2014)
		c	Under the Semester title, locate the A-Z list and click on the letter according to Subject Code (ex. C for CMN). Find the correct Course Number (ex. 212) and click on the Course Title (ex. Intro to Organizational Comm).
		d	Is there is an instructor listed in the Course Schedule: (Yes or No. Follow the next instruction.)
		e	Contact Lead ID to verify instructor information or to ask for instructor information.
Initials	Date		Task - Verify Textbook
		a	Is there a textbook for this course: (Yes or No. Follow the next instruction.)
		b	Contact Lead ID to verify the correct textbook.
Initials	Date		Task - Request e-Reserves
		a	Are there e-reserves for this course: (Yes. Follow the next instruction.) (No. Skip to the next task.)
		b	Contact Lead ID for e-Reserve information.
Initials	Date		Task - Request Course Shell
		a	This course is a Moodle course.
		b	Ask the ID if there is a course shell to prep or if you will need to request one. If the course shell is needed, follow "Request a Moodle Course Shell" directions.

Course Home Page

Directions:
Before you begin Term Prep, click the "Turn Editing On" text in Moodle. This can be done on the left side under settings or in the top right hand corner of the page.

This course is set up using weekly references. On the course home page, the first box at the top of the screen is labeled General Resources and it holds the elements that pertain to the course (not the content of the course, which can be found in the weekly modules). You will be updating the content in the General Resources section for the next 3 tasks.

Initials	Date		Task - Update content in General Resources section
		1	Step 1: Update Mandatory Orientation Module - located in the General Resources section under Instructional Activities
		a	Click the Editing icon to the right of Mandatory Orientation Module.
		b	The Updating Page will pop up. Locate the content box (the second box on the screen).
		c	To update the content box, use the text editor.
		d	Click the Toggle icon for a full screen view of the content box. Once finished in this full size screen, you must use the Toggle icon to get back to the regular screen and save changes.
		e	Locate the table under the Instructional Activities and update the dates (ex. June 14, 2014), NOT THE DAYS (ex. Wednesday) located below the Instructional Activities section. To determine the due dates, check the Weekly Overview Page for each module and compare the days with the dates on the Course Catalog
		f	Click on Save Changes.
		2	Step 2: Update Syllabus - located in the Course Information and Resources book under Course Outline
		a	Click on the Course Information and Resources text.
		b	Find the Syllabus located under the Table of Contents (which is located in the upper left corner). Click the Editing icon to the right of the Syllabus text.
		c	The Updating Page will pop up. Locate the content box, which is the second box on the screen.
		d	TTo update the content box, use the text editor.
		e	Click the Toggle icon for a full screen view of the content box. Once finished in this full size screen, you must use the Toggle icon to get back to the regular screen and save changes.
		f	Locate the table under the Course Outline and update the dates(ex. June 14, 2014), NOT THE DAYS (ex. Wednesday). Be sure to change the dates that reference the Orientation deadline, located under the Assignment section in the Orientation week. (Ex. The syllabus quiz is due on the Tuesday of Week 1)
		g	Click on Save Changes.
		3	Step 3: Update Policies - located in the Course Information and Resources book
		a	Click on the Course Information and Resources text.
		b	Find the Policies located under the Table of Contents (to the upper left). Click the Editing icon to the right of the Policies text.
		c	Update the date references for the current length of the course.
		d	Click on Save Changes.
		4	Step 4: Update Instructor Information - located in the Course Information and Resources book
		a	Click on the Course Information and Resources text.
		b	Find the Instructor Information located under the Table of Contents (to the upper left). Click the Editing icon to the right of the Instructor Information text.
		c	The Updating Page will pop up. Locate the content box.
		d	Verify the instructor according to Course Catalog
		e	If the instructor has changed, update the content box using the text editor.
		g	Click on Save and return to course.
			Does this course have a virtual office and a study lounge link: (Yes or No) - If yes, follow Steps 5 and 6.
		5	Step 5: Update Virtual Office - located in the General Resources section
		a	Click the Editing icon to the right of the Virtual Office text in the General Resources box.
		b	To create a Blackboard Collaborate Session, follow steps c-k. If one is already created, move to step f.
		c	Click the +Add an activity or resource link in the bottom right corner of the General Resources box.
		d	Select the Blackboard Collaborate link from the list of activity options and click the Add button.
		e	In the Title, use the following formula with the course name: Virtual Office / Session Type - Course. Do not change anything for the Session Type or Custom Group Session Name. In the Session Name, use the following formula: Instructor name Semester Course (ex. Name SU13 ANTH 143)
		f	Update the "Session begins" and "Session ends" dates according to the length of the class. The time for the begins session should be 0015 and the ends session should be 2345.
		g	Change Session recording to Manual.
		h	Change Max talkers to 6 (unless otherwise specified).
		i	Change Boundary time to 15.
		j	The Common module settings section should have Visible set to show.
		k	Click on Save and return to course.
		6	Step 6: Update Study Lounge - located in the General Resources section
		a	Click the Editing icon to the right of the Study Lounge text in the General Resources box.
		b	To create a Study Lounge, follow steps c-k. If one is already created, move to step f.
		c	Click the +Add an activity or resource link in the bottom right corner of the General Resources box.
		d	Select the Blackboard Collaborate link from the list of activity options and click the Add button.
		e	In the Title, use the following formula with the course name: Study Lounge / Session Type - Course. Do not change anything for the Session Type or Custom Group Session Name. In the Session Name, use the following formula: Instructor name Semester Course (ex. Name SU13 ANTH 143)
		f	Update the "Session begins" and "Session ends" dates according to the length of the class. The time for the begins session should be 0015 and the ends session should be 2345.
		g	Change Session recording to Automatic.
		h	Change Max talkers to 6 (unless otherwise specified).
		i	Change Boundary time to 15.
		j	The Common module settings section should have Visible set to show.
		k	Save and return to course.
		l	On the Course Home Page, find the Users text listed under Settings in the left hand side column. Click the drop-down arrow to the left of the Users text. Then click Permissions.
		m	Find the drop down box at the top of the screen labeled Advanced role override. Click on the Choose... text and click on Student.
		n	In your browser, use Ctrl + f  to find "Ability to be a session moderator." Change this permission to Allow.
		o	Click on Save changes.

General Resources

Item Title: Orientation Quiz

Initials	Date		Task - Update Orientation / Syllabus Quiz & Quizzes - Located within each module
		a	Does this course have an Orientation Quiz: (Yes.Follow instructions b-d.) (No. Skip to the next task.)
		b	Click the Editing icon to the right of the Orientation Quiz text.
		c	Under the Timing section, change the date for the section labeled Close the Quiz by checking theEnable box to the right of the text. The quiz is due in (Week) on(Day) at (Time).
		d	Click on Save and return to course.

Due Dates for Assignments and Quizzes

The following tasks need to be done for each assignment/quiz/activity for each week in the Moodle course. Make sure you open 2 tabs so that you can see the assignments and their Weekly Course Overview due dates.

Initials	Date		Task - Due Dates for Assignments and Quizzes
			To the right of each assignment/quiz/activity, click the Editing icon.
		1	Step 1: Assignments
		a	Under the General section, change the date for the section labeled Available from by checking the Enable box to the right of the text. Change the date for the section labeled Due date, the due date should reflect when the day of the week is in the overview page.
		b	Click on Save and return to course.
		2	Step 2: Quizzes
		a	Under the Timing section, change the date for the section labeled Close the Quiz by checking the Enable box to the right of the text. Update the date and time for when the quiz is due. Moodle uses military time (Ex. 11:55pm = 23:55).
		b	Click on Save and return to course.
		3	Step 3: Forums
		a	Under the Ratings section, change the dates for the section labeled Restrict ratings to items with dates in this range by checking the Enable box to the right of the text. The dates should reflect the Weekly Course Overview due dates. If the activity requires a Reply Post, the due date should reflect when the Reply Post is due.
		b	Click on Save and return to course.
		4	Step 4: Tests (Midterm and Final)
		a	Change the titles of the test using this formula: Test (ProctorU) (ex. Midterm (ProctorU))
		b	Under the Timing section, change the date for the section labeled Close the Quiz by checking the Enable box to the right of the text. Update the date and time for when the quiz is due (available on the Midterm Exam Preference page). Moodle uses military time (Ex. 11:55pm = 23:55).
		c	Under the Grade section, set Attempts allowed to 1.
		d	Under the Extra restrictions on attempts, create a password for Require password. Email this password to the Lead ID.
		e	Click on Save and return to course.
		f	Click on the x2 icon to the right of the Test (ProctorU). Click on Continue to duplicate the test. Click on Edit the new copy.
		g	Change the title of the test using this formula: Test (On Campus) (ex. Midterm (On Campus))
		h	Under the Timing section, change the date for the section labeled Close the Quiz by checking the Enable box to the right of the text. Update the date and time for when the quiz is due (available on the Midterm Exam Preference page). Moodle uses military time (Ex. 11:55pm = 23:55).
		i	Under the Grade section, set Attempts allowed to 1.
		j	Under the Extra restrictions on attempts, create a password for Require password. Email this password to the Lead ID.
		k	Click on Save and return to course.
		5	Step 5: Lessons
		a	Under the General section, change the date for the section labeled Available from by checking the Enable box to the right of the text. Change the date for the section labeled Due date, the due date should reflect when the day of the week is in the overview page. (Most cases the lesson opens at 00:05 the start of the first week ending the last day of the week at 23:55)
		b	Click on Save and return to course.
		6	Step 6: Repeat Steps 1-5 for the remaining Assignments, Quizzes, Forums, and lessons within the course.

Date Headings

Initials	Date		Task - Updating Dates on Weekly Modules
		a	If the date in the first module does not match the Course Catalog start date, then you need to follow directions b-e.
		b	Locate the dates at the top of the Week module and click the Editing icon directly below the week title.
		c	Deselect the box labeled Use default section name.
		d	Update the Section name with the correct dates according to the Course Catalog (Ex. Start Week 1 with the date that the course begins and follow the weekly pattern for all modules).
		e	Save changes.

General Tasks

Initials	Date		Last steps before releasing course to faculty
		a	Check all links to make sure they work correctly. Send broken links and LMS location to ID.
		b	Notify ID that course is ready to be open to the instructor.

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