Dog Body Language Course

Launch Live Demo

This is a simulation of a project that was completed for a graduate course in the winter of 2016. The guidelines for this assignment were to develop a plan for an online course and then develop and deliver one of the course modules in the Moodle LMS platform.

Work Process
For this assignment, I developed a plan for an online course to train staff at dog daycare and kennel facilities to evaluate the body language of dogs. The course module I developed and delivered in Moodle is the third of five modules in the course.

I started by developing a profile of the target learners for this course that considered their demographics, prior knowledge and experiences, skill level, and motivation.  Next, I started breaking down the general topic of “dog body language” into its underlying concepts and determined the related skills needed to apply knowledge of these concepts on the job. I used this information to determine the learning objectives for the course and course modules, listed below.

Course Learning Objectives
Upon completing this course, learners will be able to:

  1. Explain why they need to know about dogs’ body language and what parts of the body dogs use to communicate.
  2. Analyze a dog’s body language to identify its emotion or state of mind.
  3. Evaluate the body language of two or more dogs as they interact to determine whether an intervention is needed to avoid an altercation.

Per the assignment guidelines, I chose one module, Module 3, to design and develop for delivery in Moodle. I identified learning objectives for the module, listed below, that were measurable and supported the overall learning objectives for the course.

Module 3 Learning Objectives
Upon completing this module, learners will be able to:

  • Identify signs of stress, arousal, and aggression in photos and videos of dogs (i.e. warning body language).
  • Classify the body language of dogs in photos and videos as welcoming or warning.
  • Explain the factors used to determine whether a dog’s body language is welcoming or warning.

During this phase, I also planned four different learning activities to assess trainees’ achievement of the module learning objectives: interactive practice exercises, a case study discussion post, a reflective blog entry, and a quiz.

After determining the learning objectives, activities, and assessments for the module, I began developing it for delivery in Moodle. I started by using graphics and text to create a brief introduction section for the course in Moodle. Next, I created a “Community Corner” area for trainees to interact with each other during the course. This included areas for Course News, Course Q&A, and Off-Topic Discussions as well as a Course Wiki for trainees to share helpful resources and information with each other. After that, I created a course introduction video in PowerPoint and added it below the Community Corner section along with a list of the course learning objectives.

Finally, I added a section for Module 3. For this module, I first created a Moodle Book to introduce trainees to the topic. For page 4 of the Moodle Book, I created a PowerPoint presentation with practice activities, published it to Nearpod to make it interactive, and embedded the Nearpod presentation in the Moodle Book. Next, I added the reflective blog post and case study discussion post activities. Following that, I used Adobe Muse to create a website with interactive practice activities and added it to the section for Module 3 in Moodle. Finally, I created a quiz with 10 true/false and multiple choice questions in Moodle and included graphics and instructive feedback for both correct and incorrect responses.

More about Natane Chomicki

I'm a Los Angeles-based eLearning developer with a passion for creating engaging, user-friendly multimedia content and learning experiences.