Rule-Based Automation in Moodle for Self-Instructional Learning
The design and development of a self-instructional course within a Moodle learning management system (LMS) requires consideration of various elements and operational definitions to achieve effective implementation. This study aims to specify, in a practical way, procedures and automation guidelines in Moodle based on the experience of instructional design; and the structuring of online activities through the programming of automated flows by configuring conditional rules and the integration of a virtual assistant to attend general queries with a Chatbot tool named Dialogflow from Google.
The instructional organization has been validated with a design-based research methodology through an iterative development model involving analyzing practical problems, evaluating, testing solutions, documenting, and reflecting on the implemented design principles. This experience proposes in its development three successive versions with continuous improvements of a self-instructional course, with the participation of 300 teachers, who tested the training itinerary, advancing through the sequence of resources and activities according to the programmed conditions.
A method of successive validation with continuous improvements allows identifying elements susceptible to be changed and restructured and analysis tools according to metrics provided by Moodle, verifying the users’ participation and tracking progress based on learning automation processes.