Moodle Educator Certificate

September 16, 2019

390.00 €

September 16, 2019

390.00 €

Moodle Educator Certificate

MECP are the initials for Moodle Educator Certification Program, the new official program to certify educators on the use of Moodle tools in 6 (with the possibility of expanding to 22) digital skills.

MECP replaces the MCCC, which are the initials for the Moodle Course Creator Certificate, the certification program for the use of the Moodle Course Management System (CMS) in the design, creation, distribution and management of courses.

Officially, the difference lies in the fact that the MEC Program addresses educators who want to apply Moodle to solve well-identified issues within their teaching and learning practice. On the contrary, the MCCC is considered to require more technical skills and possibly fewer educational approaches than MEC.

 

In terms of the aims, the MEC is an EXTERNAL ORIENTED TRAINING program, harmonized with the Digital Competence of Educators (DigCompEdu) and the UNESCO Core Education Pillars, in contrast with MCCC which was an INTERNAL ORIENTED, well organized program, to achieve the expected competency of using Moodle tools in the ‘real world’.

 

MEC seems to be a modern training program that focuses on developing the digital competencies of trainers and uses Moodle as the vehicle to achieve these competencies. In practice, the didactic approach has an impact on the Moodle tools that should be used to develop a course. In this context, it is understandable that a high level educational process requires a correspondingly high level of utilization of Moodle tools, which is where it we put in doubt the formal claim that MEC requires less technical skills than MCCC.

 

Beyond the theoretical analysis, MEC program is already in progress and Moodle educators participated as learners in the same process that future learners will go through. The common conclusion was that, indeed, the MEC program requires high-level management skills of Moodle tools, possibly even higher than MCCC!

The new training program for WIDE MEC candidates has two components. One has to do with the development of technical skills and tool management skills at the high level of competence that is required by the European Framework or the Core Education Pillars. The other has to do with the design and implementation of Moodle projects – Design Challenges that meet well-identified educational goals and demonstrate the high level of digital skills described in the previous frames. These digital skills are:
  • Assessment strategy
    Construct and revise assessments based on learning objectives and learner performance
  • Learner Collaboration
    Foster the creation and exchange of knowledge through collaboration and peer interaction
  • Teaching Tools
    Explore new tools and strategies to guide learners toward achieving learning objectives
  • Guiding Learners
    Guide learners by evaluating performance and responding to their needs
  • Open Content
    Locate, design, modify and share properly attributed open content to support learning objectives
  • Universal Design
    Respond to learners’ diverse needs and ensure accessibility to learning resources and activities in Moodle
The WIDE MECP training program meets the different needs of each learner
  • Provides educational material in various forms (text, video, links, scorms) and gives the learner the ability to freely “move” across the material depending on the degree he already knows the educational subject
  • Provides self-assessment tools that enable each participant to evaluate his / her learning and the degree of acquisition of knowledge and skills
  • Provides a solid assessment system

During the WIDE MECP program, the educators facilitate learners to design the 12 required design challenges in their subject area of interest, and guide them to implement them at the highest assessment level (mastery level).

 

If we keep, as a final picture, the analogy Moodle = Vehicle and Framework of Digital Competencies = Journey, then a certified Moodle Educator is the best driver to successfully drive his vehicle on all journeys!

MECP are the initials for Moodle Educator Certification Program, the new official program to certify educators on the use of Moodle tools in 6 (with the possibility of expanding to 22) digital skills.

MECP replaces the MCCC, which are the initials for the Moodle Course Creator Certificate, the certification program for the use of the Moodle Course Management System (CMS) in the design, creation, distribution and management of courses.

Officially, the difference lies in the fact that the MEC Program addresses educators who want to apply Moodle to solve well-identified issues within their teaching and learning practice. On the contrary, the MCCC is considered to require more technical skills and possibly fewer educational approaches than MEC.

 

In terms of the aims, the MEC is an EXTERNAL ORIENTED TRAINING program, harmonized with the Digital Competence of Educators (DigCompEdu) and the UNESCO Core Education Pillars, in contrast with MCCC which was an INTERNAL ORIENTED, well organized program, to achieve the expected competency of using Moodle tools in the ‘real world’.

 

MEC seems to be a modern training program that focuses on developing the digital competencies of trainers and uses Moodle as the vehicle to achieve these competencies. In practice, the didactic approach has an impact on the Moodle tools that should be used to develop a course. In this context, it is understandable that a high level educational process requires a correspondingly high level of utilization of Moodle tools, which is where it we put in doubt the formal claim that MEC requires less technical skills than MCCC.

 

Beyond the theoretical analysis, MEC program is already in progress and Moodle educators participated as learners in the same process that future learners will go through. The common conclusion was that, indeed, the MEC program requires high-level management skills of Moodle tools, possibly even higher than MCCC!

The new training program for WIDE MEC candidates has two components. One has to do with the development of technical skills and tool management skills at the high level of competence that is required by the European Framework or the Core Education Pillars. The other has to do with the design and implementation of Moodle projects – Design Challenges that meet well-identified educational goals and demonstrate the high level of digital skills described in the previous frames. These digital skills are:
  • Assessment strategy
    Construct and revise assessments based on learning objectives and learner performance
  • Learner Collaboration
    Foster the creation and exchange of knowledge through collaboration and peer interaction
  • Teaching Tools
    Explore new tools and strategies to guide learners toward achieving learning objectives
  • Guiding Learners
    Guide learners by evaluating performance and responding to their needs
  • Open Content
    Locate, design, modify and share properly attributed open content to support learning objectives
  • Universal Design
    Respond to learners’ diverse needs and ensure accessibility to learning resources and activities in Moodle
The WIDE MECP training program meets the different needs of each learner
  • Provides educational material in various forms (text, video, links, scorms) and gives the learner the ability to freely “move” across the material depending on the degree he already knows the educational subject
  • Provides self-assessment tools that enable each participant to evaluate his / her learning and the degree of acquisition of knowledge and skills
  • Provides a solid assessment system

During the WIDE MECP program, the educators facilitate learners to design the 12 required design challenges in their subject area of interest, and guide them to implement them at the highest assessment level (mastery level).

 

If we keep, as a final picture, the analogy Moodle = Vehicle and Framework of Digital Competencies = Journey, then a certified Moodle Educator is the best driver to successfully drive his vehicle on all journeys!

Aims of WIDE MECP

The main purpose of the program is to facilitate the learners to gain the MECP at the highest possible level. The second and most important purpose is to enable participants to produce their own appropriate educational content for the 12 Design Challenges.

Indirect purposes of the program are to utilize Moodle tools and Frameworks of Competencies at the higher possible level.

Aims of WIDE MECP

The main purpose of the program is to facilitate the learners to gain the MECP at the highest possible level. The second and most important purpose is to enable participants to produce their own appropriate educational content for the 12 Design Challenges. Indirect purposes of the program are to utilize Moodle tools and Frameworks of Competencies at the higher possible level.

Target Audience

Target Audience

The course is aimed to educators and instructors for whose Moodle is or want to become, part of their educational activity. For example, primary school teachers, secondary or tertiary school teachers and trainers in non-formal or corporate training. 
It is also aimed to Moodle course creators who want to create courses that are based on a solid educational background and to corporate trainers in the field of learning & development.

The course is aimed to educators and instructors for whose Moodle is or want to become, part of their educational activity. For example, primary school teachers, secondary or tertiary school teachers and trainers in non-formal or corporate training. It is also aimed to Moodle course creators who want to create courses that are based on a solid educational background and to corporate trainers in the field of learning & development.

Structure of the course

The program progresses spirally in 4 distinct levels. Each of them contains and enriches the previous one and at the same time is a pre-request for the next one.

  • First
  • Second
  • Third
  • Fourth

The first-Intro level is designed to familiarize learners with Moodle tools and enable them to use them correctly.

The second - advanced level aims to deepen the learner's understanding on Moodle tools and to enable the trainees to cope with any technical difficulty by looking at the bibliography or seeking support at the course or Moodle community forum.

The third - educational level aims to familiarize learners with Moodle 's «Pedagogy – Constructivism»  background, the competencies frameworks and especially the European Framework for the Digital Competence of Educators and the MECP Framework, as well as the educational depth and breadth of every Moodle tool.

The fourth-Integrating level is designed to facilitate learners to produce original - individual educational content by which they will demonstrate that they have meet MECP goals.

  • Provides all the required information using Moodle sources and activities. It is based on official Moodle training resources
  • Provides a detailed terminology glossary. The glossary entries are included as learning resources in the main body of the course
  • Provides forums for communication, exchange of views, solving problems, troubleshooting and collaboration
  • Provides surveys that record and publicize learners' opinions on the value or usability of the tools listed
  • Provides self-assessment tools that enable each participant to evaluate his / her learning and the degree of acquisition of knowledge and skills.
  • Provides completed facilitation for the creation/production of the 12 Design challenges required in order to gain the certification.

Content of courses

  • Starting with the Moodle course page (Dashboard- Edit icons- Atto – Activity chooser)
  • Starting with the Moodle course administration ( Layout – Backup- Restore)
  • Moodle Resources (Label – Page – Book - URL – File – Folder)
  • Moodle Communication modules (Forum- Chat- Choice- Messages- Notifications)
  • Moodle Assessment tools (Quiz- Lesson- Assignment- Workshop)
  • Moodle Collaboration Activities (Glossary- Database- Wiki)
  • Learning paths ( Completion tracking- Restrict access)
  • Users ( Groups- Reports and Gradebook options - Locally Assign roles)
  • Blocks
  • Moodle Release 3.6
  • Assessment – Feedback
  • After Course activities
  • Advanced study on the Moodle course page (Course overview block - User profiles – Embedding in Atto)
  • Advanced study on the Moodle course administration (Boost theme – Font Awesome – Tagging – Import and Reset)
  • Advanced study on Moodle Resources (Media -Filters – Repositories Private files – IMS CP)
  • Advanced study on the Communication modules
  • Advanced study on the Assessment tools (Question behaviors – Rubrics- SCORM CP – External tool)
  • Advanced study on the Collaboration Activities
  • Advanced study on the Learning paths
  • Advanced study on users administration- Groupings – Learning Analytics – Override user permissions
  • Advanced study on the blocks (Contact – Events blocks)
  • The releases history from Moodle 2.5 to 3.6
  • Assessment – Feedback
  • After Course activities
  • Moodle Philosophy and Pedagogy
  • Adult Learning Theories
  • Educational procedures and Moodle tools
  • Competency based education (European framework for digital competencies - MEC)
  • Cognitive depth and Social breath of Moodle tools
  • Instructional designing (ADDIE method)
Production of original – individual work on the following topics
  • Assessment strategy
    Construct and revise assessments based on learning objectives and learner performance
  • Learner Collaboration
    Foster the creation and exchange of knowledge through collaboration and peer interaction
  • Teaching Tools
    Explore new tools and strategies to guide learners toward achieving learning objectives
  • Guiding Learners
    Guide learners by evaluating performance and responding to their needs
  • Open Content
    Locate, design, modify and share properly attributed open content to support learning objectives
  • Universal Design
    Respond to learners’ diverse needs and ensure accessibility to learning resources and activities in Moodle

Structure of the course

The program progresses spirally in 4 distinct levels. Each of them contains and enriches the previous one and at the same time is a pre-request for the next one.
  • First
  • Second
  • Third
  • Fourth

The first-Intro level is designed to familiarize learners with Moodle tools and enable them to use them correctly.

The second - advanced level aims to deepen the learner's understanding on Moodle tools and to enable the trainees to cope with any technical difficulty by looking at the bibliography or seeking support at the course or Moodle community forum.

The third - educational level aims to familiarize learners with Moodle 's «Pedagogy – Constructivism»  background, the competencies frameworks and especially the European Framework for the Digital Competence of Educators and the MECP Framework, as well as the educational depth and breadth of every Moodle tool.

The fourth-Integrating level is designed to facilitate learners to produce original - individual educational content by which they will demonstrate that they have meet MECP goals.

  • Provides all the required information using Moodle sources and activities. It is based on official Moodle training resources
  • Provides a detailed terminology glossary. The glossary entries are included as learning resources in the main body of the course
  • Provides forums for communication, exchange of views, solving problems, troubleshooting and collaboration
  • Provides surveys that record and publicize learners' opinions on the value or usability of the tools listed
  • Provides self-assessment tools that enable each participant to evaluate his / her learning and the degree of acquisition of knowledge and skills.
  • Provides completed facilitation for the creation/production of the 12 Design challenges required in order to gain the certification.

Content of courses

  • Starting with the Moodle course page (Dashboard- Edit icons- Atto – Activity chooser)
  • Starting with the Moodle course administration ( Layout – Backup- Restore)
  • Moodle Resources (Label – Page – Book - URL – File – Folder)
  • Moodle Communication modules (Forum- Chat- Choice- Messages- Notifications)
  • Moodle Assessment tools (Quiz- Lesson- Assignment- Workshop)
  • Moodle Collaboration Activities (Glossary- Database- Wiki)
  • Learning paths ( Completion tracking- Restrict access)
  • Users ( Groups- Reports and Gradebook options - Locally Assign roles)
  • Blocks
  • Moodle Release 3.6
  • Assessment – Feedback
  • After Course activities
  • Advanced study on the Moodle course page (Course overview block - User profiles – Embedding in Atto)
  • Advanced study on the Moodle course administration (Boost theme – Font Awesome – Tagging – Import and Reset)
  • Advanced study on Moodle Resources (Media -Filters – Repositories Private files – IMS CP)
  • Advanced study on the Communication modules
  • Advanced study on the Assessment tools (Question behaviors – Rubrics- SCORM CP – External tool)
  • Advanced study on the Collaboration Activities
  • Advanced study on the Learning paths
  • Advanced study on users administration- Groupings – Learning Analytics – Override user permissions
  • Advanced study on the blocks (Contact – Events blocks)
  • The releases history from Moodle 2.5 to 3.6
  • Assessment – Feedback
  • After Course activities
  • Moodle Philosophy and Pedagogy
  • Adult Learning Theories
  • Educational procedures and Moodle tools
  • Competency based education (European framework for digital competencies - MEC)
  • Cognitive depth and Social breath of Moodle tools
  • Instructional designing (ADDIE method)
Production of original – individual work on the following topics
  • Assessment strategy
    Construct and revise assessments based on learning objectives and learner performance
  • Learner Collaboration
    Foster the creation and exchange of knowledge through collaboration and peer interaction
  • Teaching Tools
    Explore new tools and strategies to guide learners toward achieving learning objectives
  • Guiding Learners
    Guide learners by evaluating performance and responding to their needs
  • Open Content
    Locate, design, modify and share properly attributed open content to support learning objectives
  • Universal Design
    Respond to learners’ diverse needs and ensure accessibility to learning resources and activities in Moodle
Timetable100%

Estimated hours per week: 4 to 6 hours

  • The educational content of the courses is currently available only in English, with videos featuring Greek subtitles. English B2 level is sufficient. Communication with facilitators and assignments can be done either in Greek or in English.
  • The course is structured in such a way that no particular knowledge is required from the candidates
  • Learners have the ability to chose how they will study each subject, spending less time and go quickly through materials that are already familiar with and concentrate on subjects at which their initial knowledge and experience is lowe
Timetable100%

Estimated hours per week: 4 to 6 hours

  • The educational content of the courses is currently available only in English, with videos featuring Greek subtitles. English B2 level is sufficient. Communication with facilitators and assignments can be done either in Greek or in English.
  • The course is structured in such a way that no particular knowledge is required from the candidates
  • Learners have the ability to chose how they will study each subject, spending less time and go quickly through materials that are already familiar with and concentrate on subjects at which their initial knowledge and experience is lowe

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