Understand processes such as change, design, development, and learning.



Class EDTEC 700, The Ins and Outs of LMSs
Instructor Dr. Fred Saba
Project Build a distance course in an LMS
Artifact Story Outlining Course in Moodle (log into Moodle as “guest” or view this PDF version)


Snapshot of the Story Outlining course in Moodle

I was expected to build a distance course in Moodle in order to understand how a Learning Management System (LMS) can be used in the learning process. I chose to develop a course that would help learners develop a broad understanding of the key principles and concepts needed to effectively outline a story.

Connection to the Standard

Through this project, I learned to apply a step-by-step process to develop and structure a distance course in Moodle to dynamically facilitate the learning process of individual learners:

  1. Created a syllabus that included a course description, grading scheme, and weekly schedule.
  2. Created two weekly class sessions in Moodle that each included objectives, a learning activity, and a deliverable.
  3. Added collaborative activities to my course by implementing a Knowledge Sharing wiki and a Class Glossary.
  4. Created and added learning materials for my course (e.g. developed a Common Themes in Stories tutorial in Udutu).
  5. Designed test items closely aligned with learning objectives and used the quiz tool in Moodle to build a functioning quiz in the course.
  6. Tested my course with a live audience and documented the results in a final report.

When I organized the course, I chose to focus each weekly module on one component of the story outlining model, so it would be easier for learners to absorb. For each week’s module (e.g Module A and Module B), I used the Introduction-Connect-Apply-Reflect-Expand (ICARE) structure to organize the learning process (Pastor, 2000). For the “Apply” step, learners analyzed the movie The Fugitive to practice applying what they learned each week. For the “Reflect” step, learners used a blog to develop a story outline at their own pace. Because it was critical for the creative process to remain free of hard deadlines and structure, this learning process worked well to provide learners the right level of autonomy over the pace of completing the final deliverable most important to them – creating a story outline for their own story.

Challenges & Learning Lessons

This was the first time I had ever created a course syllabus. Although the instructor had provided guidance on what to put in the course, I found it to be challenging to draft the syllabus until some of my classmates had posted theirs in the class forum. By reviewing their examples, I was able to get a better sense of how to properly format mine. Creating the syllabus turned out to be a critical first step in the process of building a distance course because it helped me organize the weekly structure. Another challenge I encountered was associated with Moodle. The quiz tool in Moodle is not very intuitive. It took me some time to figure out how to use the percentage scale it used for grading. I overcame this through trial and error.

What It Showcased About Me

Through this project I demonstrated I could create a course syllabus, use the basic functions of Moodle to build and organize a distance course, apply the ICARE structure to guide the weekly learning process of learners, and develop test items aligned to objectives and content.

Future Application

I predominantly build corporate e-learning courses, so designing and developing a distance education course within Moodle was a completely new experience. Ultimately, I would love to teach instructor led distance courses for one of the Art Institutes someday, so this experience gave me valuable skills I will need later in my career.


Pastor, N. (2000). The ICARE system. In B. Hoffman (Ed.), Encyclopedia of Educational Technology. Retrieved February 9, 2009, from