I was given the privilege of moonlighting as an adjunct professor focusing on Web Page Design while I lived in OKC. The role offered me the chance to write my own curriculum and practice public speaking skills. As someone who has lived mainly in the big Corporate/Government Elearning world, it was wonderful to introduce local art students to the markup languages of HTML/CSS and develop my skills as an instructor.
When I took over the course the prior instructor had a custom-built (and janky) Learning Management System he used. Along with a course outline that covered full-stack development which left some art students struggling.
As the new class instructor, I took a holistic approach to introduce completely new students to Web Design. Ensuring they could finish the semester with a new valuable skill while upholding the college's standards. Below is an example of the first open book test in my course. A good example of the level of complexity the course offered.
The top priority was to utilize the School's LMS as giving assignments, collecting student work, and assigning grades are the moving gears of any course. Some instructors may live by Email and *gasp* pen and paper, however, OCCC had options to assist with the heavy lifting. My typical decree is if the technology is there to automate the instructional process, use it. My first semester of teaching is when the college moved to the Moodle LMS. I was an early adopter and began moving everything over to the new LMS.
Each week consisted of 2 meet times that always included an in-class lecture. There would be a variety of learning objects students would be graded on. Typically assignments were 2 to 4 week projects where students would create micro web pages. I created all the assignments ahead of time so the course could drive itself virtually. The example below is a visual note on how to restrict Moodle from allowing access early on assignments.
Another important piece was the in-class tests. I created a question banks of easy, normal and hard. I utilized Moodle to give in-class tests that were password protected. Another nice thing about Moodle is it would randomize questions placed from each question bank. As the class progressed the tests would have new questions while also randomly selecting a few old questions to ensure students retained the class content.
A great convenience of using Moodle is that the test results are fed directly into the individual student's grades. After considering how to grade students, I went with a weighted point system. Assignments and tests are typically worth a max amount of points and any student that passed 500 points received an automatic A. However, I wanted to reward extra points for the extra effort on assignments, which apparently was quite an advanced feature in Moodle. My notes are pictures below.
It was a rewarding 3 semesters and I would have loved to teach longer but wanted to move home to Denver. I not only fine-tuned how to give live lectures, but I also learned the value of LMS administrators after performing all of those duties myself in Moodle. There were some great outcomes from the class. Student's final website submissions can be viewed at this link or clicking the picture below.