Universal instructional design principles for Moodle

This paper identifies a set of universal instructional design (UID) principles appropriate to distance education (DE) and specifically tailored to the needs of instructional designers and instructors teaching online. These principles are then used to assess the accessibility level of a sample onlin...

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Autor principal:	Tanya Elias
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2010
Materias:	LMS Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/155592e5b79f4c75908b7664dcf8f594
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spelling	oai:doaj.org-article:155592e5b79f4c75908b7664dcf8f5942021-12-02T19:20:40ZUniversal instructional design principles for Moodle10.19173/irrodl.v11i2.8691492-3831https://doaj.org/article/155592e5b79f4c75908b7664dcf8f5942010-05-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/869https://doaj.org/toc/1492-3831This paper identifies a set of universal instructional design (UID) principles appropriate to distance education (DE) and specifically tailored to the needs of instructional designers and instructors teaching online. These principles are then used to assess the accessibility level of a sample online course and the availability of options in its LMS platform (MoodleTM) to increase course accessibility. Numerous accessibility-sensitive plug-in modules are found to be available to Moodle users, though relatively few features were included in the sample course analysed. This may be because they have not been made available to instructors at the institutional level. The paper offers a series of recommendations to improve the accessibility of online DE to learners with diverse abilities, disabilities, and needs.Tanya EliasAthabasca University PressarticleLMSSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 11, Iss 2 (2010)
institution	DOAJ
collection	DOAJ
language	EN
topic	LMS Special aspects of education LC8-6691
spellingShingle	LMS Special aspects of education LC8-6691 Tanya Elias Universal instructional design principles for Moodle
description	This paper identifies a set of universal instructional design (UID) principles appropriate to distance education (DE) and specifically tailored to the needs of instructional designers and instructors teaching online. These principles are then used to assess the accessibility level of a sample online course and the availability of options in its LMS platform (MoodleTM) to increase course accessibility. Numerous accessibility-sensitive plug-in modules are found to be available to Moodle users, though relatively few features were included in the sample course analysed. This may be because they have not been made available to instructors at the institutional level. The paper offers a series of recommendations to improve the accessibility of online DE to learners with diverse abilities, disabilities, and needs.
format	article
author	Tanya Elias
author_facet	Tanya Elias
author_sort	Tanya Elias
title	Universal instructional design principles for Moodle
title_short	Universal instructional design principles for Moodle
title_full	Universal instructional design principles for Moodle
title_fullStr	Universal instructional design principles for Moodle
title_full_unstemmed	Universal instructional design principles for Moodle
title_sort	universal instructional design principles for moodle
publisher	Athabasca University Press
publishDate	2010
url	https://doaj.org/article/155592e5b79f4c75908b7664dcf8f594
work_keys_str_mv	AT tanyaelias universalinstructionaldesignprinciplesformoodle
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Universal instructional design principles for Moodle

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