The Moodle plataform

• Define and recognise virtual learning environments;
• Recognise the diversity of resources available in Moodle;
• Select, configure and use the resources offered by Moodle;
• Design and implement distance learning courses that stimulate creativity and motivation;
• Access and manipulate assessment resources;
• Mobilise the concept of gamification as a basis for course design and development;
• Design interactive/dynamic content using authoring tools;
• Configure the course based on the outlined storyboard and the interactive content designed;
• Monitor the development of the course on the Moodle platform;
• Assess e-learners holistically, namely through e-portfolios.

Topics:

1. Learning Management Systems: the Moodle platform
2. Course design and structure
3. Resource and Activity Management
4. Stimulation with Assignments and Lessons
5. Assessment with Tests and Workshops
6. Interactivity with H5P
7. Socialisation with Chats and Forums
8. Collaboration/participation with Polls, Surveys, Wikis and Glossaries
9. Native gamification with Conditional Access, Badges, and Activity Results
10. Gamification with plugins using Levels, Points and Leaderboards
11. Gamification with external tools
12. Other activities: attendance and skills
13. Fine self-reflection

The course was designed and organised to be delivered in a blended learning format, through face-to-face and online sessions. As such, it is divided into modules and complies with e-learning specifications and standards. All course modules are available on the e-learning platform of the Centre for Pedagogical Innovation.

Through plenary sessions, communication and practical workshops with a clear focus on problematising the theories underlying learning through virtual learning environments, and on multimodal methodologies and approaches, which include experimentation/simulation of pedagogical-didactic strategies and debate, teaching practices that promote effective learning through virtual learning environments, namely Moodle and its constellation of resources, will be analysed.

Given that the aim is for trainees, who are higher education teachers, to be able to reflect on their teaching professionalism, the focus will be on: a) self-diagnosis of multimodal pedagogical practices used by them, both in terms of the strategies employed and the resources used, including literature and technology; b) on the proposal for self-reformulation or redirection of actions developed in relation to virtual learning environments; c) on final self-reflection on the productivity and relevance of the paths traced throughout the training course.

In addition to face-to-face sessions, the use of e-learning technological solutions allows training to be carried out:

• synchronously, through the Zoom videoconferencing tool;
• asynchronously, through the e-learning platform of the Centre for Pedagogical Innovation.

Assessment is based on three components: a) diagnostic assessment to be carried out at the beginning of the course, b) formative assessment (to be developed during the course) and summative assessment to be carried out at the end of the course.

The final grade for the course will be calculated as the weighted average, on a scale of 20 points, of the partial grades, taking into account the following weightings:

• Work carried out during the course: 50%
• Quality participation in synchronous and asynchronous sessions: 20%.
• Final self-reflection: 30%

All trainees who achieve the defined objectives will obtain a Certificate issued by the Centre for Pedagogical Innovation of the Polytechnic Institute of Porto.

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