Moodle-ing

This week was helpful in covering the basics--and a few bells and whistles--of Moodle. Trinity adopted Moodle’s platform when I was still a student here, but I don’t recall using it in depth for any of my classes. I had to use it this past semester when I began teaching at Trinity, and unfortunately I didn’t seek out any help in using Moodle to enhance my course. I was confused by the multitude of functions available, the standard format of its tools (many of which can be rearranged, but I didn’t learn until later how to do so), and the process for editing existing configurations. For instance, I couldn’t figure out how to use the gradebook, so I kept a spreadsheet running all semester with the requisite formulas and weight tables, and periodically I would update the totals onto Moodle. It was a time-intensive and inefficient process, not to mention an utterly unnecessary one - would that I had only asked for help in fine-tuning my Moodle gradebook. Not only has OL101 has helped immensely in learning how to navigate Moodle more intuitively, but I recently met with TCC Computer Services and had them walk me through how to properly construct my gradebook. I’m feeling a lot more confident about the online component of this semester’s classes, even though that only consists of a few functions on Moodle (assignment submissions, readings, grading, etc.). Consequently, I'm less terrified at the prospect of constructing an actual online course, where the Moodle components would take front and center.