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Lgug01 mar11 presentation
Lgug01 mar11 presentation
Lgug01 mar11 presentation
Lgug01 mar11 presentation
Lgug01 mar11 presentation
Lgug01 mar11 presentation
Lgug01 mar11 presentation
Lgug01 mar11 presentation
Lgug01 mar11 presentation
Lgug01 mar11 presentation
Lgug01 mar11 presentation
Lgug01 mar11 presentation
Lgug01 mar11 presentation
Lgug01 mar11 presentation
Lgug01 mar11 presentation
Lgug01 mar11 presentation
Lgug01 mar11 presentation
Lgug01 mar11 presentation
Lgug01 mar11 presentation
Lgug01 mar11 presentation
Lgug01 mar11 presentation
Lgug01 mar11 presentation
Lgug01 mar11 presentation
Lgug01 mar11 presentation
Lgug01 mar11 presentation
Lgug01 mar11 presentation
Lgug01 mar11 presentation
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Lgug01 mar11 presentation

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Presentation to the first Learn.Gold User Group, March 2011

Presentation to the first Learn.Gold User Group, March 2011

Published in: Education, Technology
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Transcript

  • 1. Learn.Gold User Group Fotis Begklis and Mira Vogel 16 March 2011
  • 2. Outline of session
    • Short presentation: feedback on learn.gold (10 min)
    • Watch some videos of new learn.gold features (10 min)
    • Break-out discussions in 3 groups (20 min)
    • Presentations (10 min)
    • General discussion (10 min)
    • Sketch a project plan for the upgrade (15 min)
    • Next steps and close
  • 3. Learn.gold in practice
  • 4. Uses of learn.gold at Goldsmiths
    • A representation of a course
    • Anonymised peer review
    • Individual feedback on assessed work
    • Structured small-group discussions
    • Self-assessment with feedback
    • Keeping in touch
    • Questionnaires
    • Self- sign-up forms
    • Opinion polls
    • Student-generated databases
    • Frequently-asked questions
    • Hosting stuff
    • News & announcements
    • Managing assessment
  • 5. Do we need to upgrade?
  • 6.  
  • 7. learn.gold - Views All roles and activities
    • November 2010: 1,041,740 (up 32%)
    • November 2009: 792,746 (up 24%)
    • November 2008: 642,409 (up 30%)
    • November 2007: 494,859
  • 8.
    • Virtual Learning Environments in Media & Communications Media & Communications Department Report
    • Identify at departmental level where and how [M&C] can effectively engage with the VLE (and other Learning Technologies)
    • Learning Enhancement Fellow: M. I.Franklin
    • 23 December, 2009
    • The survey was carried out in June/July of 2009 just before the summer recess and completed with a 82% response rate; all respondents completed the ten questions. M&C teaching-staff in the theory and practice programs (91-96 on average per year).
  • 9. How would you rate the design of learn.gold? 27% neutral 4% unsatisfactory 9% very good 61% could be improved
  • 10. How would you rate its user-friendliness? 42% neutral 1% outstanding 9% very good 39% could be improved 9% unsatisfactory
  • 11. If you currently make use of learn.gold, to what extent do you make use of the various features? 18% communication 9% receiving assignments 74% uploading lecture material 22% lecture content and assignments 18 % interactive functionalities
  • 12. What students (and some staff) say about learn.gold
  • 13. Appreciated aspects (self-selected sample) Access to materials Extensive
  • 14. Suggested improvements (self-selected sample) Better organised Easier to find things More relevant
  • 15. What do you do learn.gold? (convenience sample) Access readings Submit work Access resources
  • 16. Satisfaction (convenience sample)
  • 17. What academic contribution does learn.gold make? (convenience sample)
    • “ At the moment it doesn’t.”
    • “ None.”
    • “ Not that I can think of.”
    • “ Probably none.”
    • “ To be honest, no.”
    • And more along the same lines.
    • (Some respondents perceive ‘academic contribution’ as ‘stuff’.)
  • 18. To summarise: expectations
    • We are in an era of networking and emergent information systems
    • But no particular academic ambition for learn.gold (nor any other online environment)
    • Just want learn.gold to do what it does
      • Consistently
      • Comprehensively
    • A disjuncture between social and educational technology use – probably temporary
  • 19. Upgrading to Moodle 2.0: what are other institutions doing?
  • 20. Upgrading to Moodle 2.0: what are other institutions doing?
    • 21 UK institutions shared their plans;
    • 9 hope for a 2011 upgrade (none is committed);
    • All have a deadline of summer 2012.
    • At Goldsmiths we are well-placed in some ways
  • 21. Demonstration of Moodle 2.0: some videos
  • 22. Some demonstrations
    • Navigation & settings
    • Using files
    • Files & repositories
    • Peer review
    • Integration with Mahara (portfolio & groupwork tool)
    • (Self-)monitoring
  • 23. Break-out discussions (See hand-out for instructions)
  • 24. Presentations (3 min each)
  • 25. Open discussion towards an upgrade plan
  • 26. Volunteers to pilot their areas
    • You can have an account on a test installation
    • Volunteers please?
      • to play with it
      • to see how existing practices work in the new version
      • to get a better understanding of staff development and student induction needs
      • say, 5 people to pilot with students ( e.g. a fresh situation such as a one-off session)
    • Report back to the User Group
  • 27. Thank you (Next meeting: late April)

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