Customize Learning Experiences for Students: Moodle Activity Completion and Restricting Access

Custom learning experiences for students include personalized and adaptive course activities in which students have different learning experiences based on choices they make or completion of activities at a certain level of proficiency.

Using the Moodle “Activity Completion” and “Restrict Access” features with content and activities like quizzes, H5P interactivity, PlayPosit videos, and more can help students progress through a course while keeping track of their proficiency and completion at different points. Additional Moodle activities like Feedback, Choice, checklists in posted Google Docs, etc., can help add personalized choices into your course design – combine these with activity completion and restricted access features to guide students through the course.

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Workshop Recording (October, 2022, 26 min)

Overview: What is Customized Learning?

Customized learning in this context can also be referred to as personalized learning or adaptive learning. Essentially we are designing courses, activities, or modules to provide students agency in how they move through course content via choices in format, mode of instruction, pacing, or content selection based on their individual success and needs. The learning goals and, typically, the assessment will remain the same for all students in a customized learning scenario, but how students get there will look different.

  • Personalized Learning
    • There are different definitions of personalized learning, but here we are referring to learning paths that can be completed in different ways, including by student choice. The instructional design of the module/course considers student strengths, interests, needs, and/or skills. Pacing may be determined by the student, and part of the goal is to help create self-directed learners who can regulate their own learning
  • Adaptive Learning
    • In this definition of adaptive learning, analytics, results showing mastery/student success, student completion of learning activities, or data showing where students struggle are used to drive a learning path or adapt content. Pacing may be determined by the instructor or the student, but a student should be able to continue revisiting learning activities at their own pace to meet their needs. The instructor (or, in some cases the technology) has more control and direction in adaptive learning scenarios.

In a face-to-face, synchronous course experience, an instructor might use student questioning, interviews, conferencing, observations, shuffling groups, different times to meet/work, and technology to personalize and adapt learning experiences. In online, asynchronous design, the use of technology creates much of the “customization” for students.

Customized learning flowchart example moving from a goal through student choices and activities through a final assessment
Customized learning flowchart example moving from a goal through student choices and activities through a final assessment — access the full image in Miro (use zoom in/out tools at the bottom right if needed)

Moodle Guides: Activity Completion & Restricted Access

Within Moodle, two core features can help instructors provide learning pathways for students.

Customized learning flowchart example moving from a goal through student choices and activities using specific examples from Moodle through a final assessment
Customized learning flowchart example moving from a goal through student choices and activities using specific examples from Moodle through a final assessment —access the full image in Miro here (use zoom in/out tools at the bottom if needed).

Teaching Scenarios and Examples

In an adaptive learning scenario using Moodle, an instructor might have integrated a quiz that checks student understanding of important concepts then, based on the grade a student gets on that quiz, certain review/instructional materials will open. For example, if a student earns a failing grade, a lecture video and two articles will open. Students will be required to complete those, and then a second quiz will open to check their understanding. If a student scores a passing grade on the initial quiz, then the same materials could open but would be marked optional, and students would not need to do the second quiz.

In a personalized/choice-based learning scenario, students might watch an introductory presentation and then choose if they want to dive further into content with video(s), readings, and/or interactive group activity. Based on their choices, they will then have a specific activity to complete. All students will not do the same intermediary activity. When they are marked complete for the activity of their choice, then the final assessment will open.

Workflow example of a student-choice driven custom learning scenario
Workflow example of a student-choice driven custom learning scenario —see full image in Miro (zoom in/out tools available at the bottom if needed)
Blended adaptive and student-choice custom learning workflow —see full image in Miro (zoom in/out tools available at the bottom of the page if needed)

Resources

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