My progress with my project - Moodle with two models - open and password protected

I have investigated the best way to display my resources.  I need a platform that could be open and that can also have a password protected area.  Moodle should provide the solution as that is our main one and I prefer to place my courses and materials there.  See below for my resources.

This week I have had a breakthrough, as I have discussed various options (such as Unite Connections and owncloud.unog.ch and others) with Juan, Jean Pierre, Fabienne and have decided to do the following:
1.  I will put the resources and webinars described in Annex A below on an open area of Moodle that people can enter as guests.
I will also put my webinars in this area.
Both of these areas are being developed now by the intern.

2.  My online report writing course will be housed in a password protected area of Moodle.  Students enrolled will be able to access the main resources through the open area.  


 Annex A
1. My resources for the course - how to make them accessible
As I describe in my other project for my MA, my main problem is finding a way to give access to the students to the main resources for the report writing course in a way that they will continue to be accessible following the course.  So, one of my aims is to find the best way to display them.  The website I used for my project is a weebly one - the same as Gilly Salmon I was pleased to note!
Here it is as a reminder:
http://professionalwritingtips.weebly.com/
However, the firewall at the United Nations and at WIPO, one of my main clients, blocks weebly.

 2. Experimental webinars
At the same time, I am currently holding experimental Webexes in order to practice for my future online report writing courses.  I am holding 3 of them this term.  Here is the notice I have sent out to focal points for Human Rights officers in the field:

These pilot sessions cover the main content of the ongoing face-to-face English Writing Skills workshops but in a summarised version. The main points of the writing workshops will be reviewed. Sessions are offered both in the morning and in the afternoon as follows: 

Session	Date	Time (GVA time)	Content
1	Tuesday, 26 January 2016	9 - 10.10 a.m. or 3 - 4.10 p.m.	Review of workshops 1 and 2 on tools and style. Plain English, readability statistics, Editorial Manual online and introduction to style.
2	Tuesday, 23 February 2016	9 - 10.10 a.m. or 3 - 4.10 p.m.	Points of style. Be direct, be action-oriented, be short, be concise and be appropriate
3	Tuesday, 8 March 2016	9 - 10.10 a.m. or 3 - 4.10 p.m.	False friends, Latinisms, confusing words, jargon. Subjunctive, relative clauses, tenses in reported speech, articles and nouns, prepositions.

I also need a platform to house these webinars that have been recorded.

e-tivities and e-moderation

I was very inspired by Gilly Salmon and her videos describing the 5-step model. 
http://www.gillysalmon.com/five-stage-model.html
http://www.gillysalmon.com/e-tivities.html 

 E-Moderating Introduction

The essential role of the e-moderator is promoting human interaction and communication through the modelling, conveying and building of knowledge and skills. An e-moderator undertakes this feat through using the mediation of online environments designed for interaction and collaboration.

http://www.gillysalmon.com/e-moderating.html 

The e-moderator has an invaluable role to play in the successful implementation of the five stage model of learning. Stage 1 Access and Motivation - the e-moderators role is to welcome and encourage participants to interact, Stage 2  Online Socialisation - familiarising and providing bridges between cultural, social and learning environments, Stage 3  Information Exchange - facilitating tasks and supporting the use of learning materials Stage 4 Knowledge Construction - facilitating process Stage 5 Development - supporting and responding.

Instructional design

 In my instructional design, I have planned to follow my methodology that I use for my face-to-face courses, but include more e-tivities.  The ADDIE model below summarises the steps.


In any case, all course design requires the main processes described in the ADDIE model and the  fact that there is constant revision. 

ADDIE Model

 http://www.instructionaldesign.org/models/addie.html

http://educationaltechnology.net/the-addie-model-instructional-design/  

The ADDIE model is the generic process traditionally used by instructional designers and training developers. The five phases—Analysis, Design, Development, Implementation, and Evaluation—represent a dynamic, flexible guideline for building effective training and performance support tools. While perhaps the most common design model, there are a number of weaknesses to the ADDIE model which have led to a number of spin-offs or variations.
It is an Instructional Systems Design (ISD) model. Most of the current instructional design models are spin-offs or variations of the ADDIE model; other models include the Dick & Carey and Kemp ISD models. One commonly accepted improvement to this model is the use of rapid prototyping. This is the idea of receiving continual or formative feedback while instructional materials are being created. This model attempts to save time and money by catching problems while they are still easy to fix.
Instructional theories also play an important role in the design of instructional materials. Theories such as behaviorism, constructivism, social learning and cognitivism help shape and define the outcome of instructional materials.
In the ADDIE model, each step has an outcome that feeds into the subsequent step.
Analysis > Design > Development > Implementation > Evaluation

The other model discussed is the Dick and Carey one.

 The components of the Systems Approach Model, also known as the Dick and Carey Model, are as follows:

• Identify Instructional Goal(s): goal statement describes a skill, knowledge or attitude(SKA) that a learner will be expected to acquire
• Conduct Instructional Analysis: Identify what a learner must recall and identify what learner must be able to do to perform particular task
• Analyze Learners and Contexts: Identify general characteristics of the target audience including prior skills, prior experience, and basic demographics; identify characteristics directly related to the skill to be taught; and perform analysis of the performance and learning settings.
• Write Performance Objectives: Objectives consists of a description of the behavior, the condition and criteria. The component of an objective that describes the criteria that will be used to judge the learner's performance.
• Develop Assessment Instruments: Purpose of entry behavior testing, purpose of pretesting, purpose of posttesting, purpose of practice items/practice problems
• Develop Instructional Strategy: Pre-instructional activities, content presentation, Learner participation, assessment
• Develop and Select Instructional Materials
• Design and Conduct Formative Evaluation of Instruction: Designer try to identify areas of the instructional materials that are in need of improvement.
• Revise Instruction: To identify poor test items and to identify poor instruction
• Design and Conduct Summative Evaluation

With this model, components are executed iteratively and in parallel rather than linearly.

Source: http://en.wikipedia.org/wiki/Instructional_design#Dick_and_Careyhttp://en.wikipedia.org/wiki/Instructional_design#Dick_and_Carey

- See more at: http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm#dickcarey