Orientation to the Course

Welcome to the Orientation Section. Here you can acquaint yourself with the goals, structure and navigation of the course.

The Orientation Section is designed to help course participants get to know the course and its schedule, the Moodle environment and the FLO facilitators, the materials and the learning activities that will help the learners get to the outcomes set for the course. Please find the 2 mandatory activities for the section below:

FLOd is designed to guide you through elementary hands-on activities that are central to the design of online courses, so you can leave the course with useful experience and a tangible product as the base for continued work in online teaching environments.

The first iteration of this course happens in our UofL Learning Management System Moodle, for which participants need a login

Course Roadmap

This pictures shows all 5 course goals  for the 5 weeks that the course is planned which you can have read out when clicking on the link.

The orientation section contains two multi-step activities, which acquaint the participants with all course-relevant details.

Activity 1: Get to Know your Course

This Moodle Lesson Activity takes the students through steps that include the following elements. The lesson unit can be paused, resumed and repeated as often as necessary. There’s a low stake grade attached. In some of the steps students can provide input or leave questions.

Activity 2: How can I be successful in this course?

What does online learning mean for you?

You might be among those students who choose an online course for the flexibility if offers you to do the readings and activities at times that best fit your personal schedule. That’s a valid reason to have, but I want to caution you that online learning also comes with its own pitfalls that require specific planning of strategies and tools to make sure you will succeed in this modality. Take a look at this resource: Learning to learn online, which outlines crucial elements of online learning and thus prevents you from falling prey to common assumptions. The reality is that online learning is much tougher than learning in face-to-face classrooms, so better start planning for your success now.


Step 1: Think about a few challenges that you have experienced or fear you might be experiencing in this online course. What makes learning online more difficult than in a face-to-face setting?

Step 2: Pick an area from the student workbook Learning to learn onlinelike for instance, chapter 4 Time Management for Online Learning  to describe a learning strategy that you think will help you address a particular online learning challenge. Choose one strategy that you are convinced will help you succeed in this as well as other future online course.

Step 3: Access our collaborative workspace on TRICIDER to tell us in your own words about a strategy you want to apply to online learning with the intention of becoming a better online learner.

Step 4: Feel free to vote for strategies others post if you think they are useful to you too. You can also leave comments or questions.