Hi Basmat,
I've experimented with the Lesson module but found the lack of compatibility with the Quiz module too problematic.
For instructional sequences as you've described, I'd use the Quiz module and include text, image, audio, & video content as a Description: https://docs.moodle.org/402/en/Description_question_type
I hope this helps!
When you see headlines claiming that AI outperformed people at "X", here's a reminder about how those studies may have been conducted:
Hi Zabelle,
I think I understand where you're coming from: It's more efficient to be systematic about curriculum development & instructional design. As we've seen from comments on this thread, people who instantiate activities on Moodle often have their own workarounds to standardise & speed up the process.
It's also a good idea to keep activities & instructional sequences as consistent as possible for learners in order to reduce unnecessary cognitive "overhead" (AKA "extraneous cognitive load") which can have a substantial effect on learning outcomes, as well as making courses easier to manage for teachers, TAs, & course designers.
The idea of templates for both activities (pages, forums, quizzes, etc.) & sequences (e.g. course sections with combinations of different activities & resources that follow on from & complement each other) in a standardised, easy to manage format appeals to me.
I too create "template" activities, resources, & course sections so that I can duplicate them for an entire course, thereby maintaining consistency & logical sequencing & organisation of curricula. It's much, much faster than creating each activity & course section anew! I also keep a notebook of module settings for particular use-case scenarios so that I don't have to constantly re-invent the wheel.
I also find that setting up the gradebook for a course is labour intensive and that it should be easy to automate/duplicate gradebook schemas.
If there were some way to provide such "prefabricated" templates/frameworks, I'd definitely be interested. Anything that cuts my workload by hundreds of hours is well worth my time & effort to learn how to use.
Like you, Zabelle, I also like looking at the issue through an instructional/curriculum design lens & framing the features of activities & sequences "functionally." By this, I mean thinking in terms of how learners are expected to interact with the resources & activities, how they are to learn from doing so (whichever model of learning/epistemology you may favour), how learners & tutors can gain evidence of success/learning to monitor progress & provide remedial study appropriately, & how they fit together as a coherent, cohesive whole that supports learners in reaching their goals. As I'm sure we're all aware, course sections often follow repetitive/prototypical &/or archetypal "design patterns." When these aspects are considered, we can then see how LMS resource & activity module types can be best configured & organised for optimal course design. I think that once these considerations have been taken, concretising/reifying them as templates would be very helpful to both experienced & novice course designers.
They could also be made as shareable, exportable file formats for more widespread use across different Moodle instances.
Just my 0.02€!
Hi Marcus,
I think an important aspect of prompting GPT LLMs is context, i.e. the more specific we can be & the more background information we can provide, the more appropriate & useful the output will be.
Perhaps as part of the essay question instance configuration, the instructional designer should specify the LLM prompt, which should be specific to the essay task, i.e. the Field (topic & "specialisedness" of vocabulary & language forms), Tenor (degrees of formality, personal distance, certainty/probability, etc..), & other genre features such as whether it's an expository (simply telling/giving information) or discursive (arguing pros vs. cons, for or against, etc.) text. For example, if the task is to "write an email to a friend asking for a favour" but the submitted text is formal & distant, the LLM should be prompted to focus on the linguistic features that are (in)appropriate for that genre of writing. Without that kind of specificity, the resulting feedback is so generic that it's pretty much useless to learners.
How does that sound? What would be a good way to achieve that?