Moodle Task Specification In groups of three or sometimes two (tutors to organise groups), students are to design and develop a module of work in Moodle (tutors will setup blank Moodle templates). The lesson should be based upon an Australian syllabus or NSW Educational Standards Authority (NESA) syllabus. The lesson can relate to one or more outcomes. As a guide students should aim to produce the equivalent of two 50 minute lessons per person in the group. If a large module is being attempted then it is reasonable to describe some of the lessons that would be attempted rather than produce all extra materials for the activities, in order to indicate the pedagogical design of the module. Students need to clearly identify the components of the module which they composed. Each student is to submit their own 800 word written justification of the design that has been applied. The design rationale should be supported by references to educational literature. Justifications should describe how the module has been designed to help the students achieve the pre-identified syllabus outcomes, in consideration of the educational context. Students may define their own context, but as a default can assume a mixed ability coeducational environment, in a school with good access to technological infrastructure but also with students from a wide range of socio-economic backgrounds. In the justification students need to clearly identify the sections and/or elements of the module for which they were responsible. All outcomes should be specified and referenced in an appendix of the justification (the appendix will not be included in the word count). Students should also include screenshots of their lessons in their justification document (either in the main body of the submission or an appendix) so that the reader has a clear understanding of the nature of their lesson without necessarily needing to complete the lesson online. Students should also provide a 200 word critical evaluation of designing learning modules in groups, including the advantages of working in this way, as well as the difficulties experienced and how they can be overcome. A group work task has been intentionally prescribed in this case so that students can: acquire experience creating learning designs in groups (which emulates best practice in schools) learn from one another to improve the quality of the final product create a greater body of integrated work which can then be reused once students commence teaching explicitly reflect on the group work experience so as to form a better understanding of the processes involved and strategies for improving its effectiveness.