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Acpet eLearning Program 2013 LMS - Moodle
Acpet eLearning Program 2013 LMS - Moodle
Acpet eLearning Program 2013 LMS - Moodle
Acpet eLearning Program 2013 LMS - Moodle
Acpet eLearning Program 2013 LMS - Moodle
Acpet eLearning Program 2013 LMS - Moodle
Acpet eLearning Program 2013 LMS - Moodle
Acpet eLearning Program 2013 LMS - Moodle
Acpet eLearning Program 2013 LMS - Moodle
Acpet eLearning Program 2013 LMS - Moodle
Acpet eLearning Program 2013 LMS - Moodle
Acpet eLearning Program 2013 LMS - Moodle
Acpet eLearning Program 2013 LMS - Moodle
Acpet eLearning Program 2013 LMS - Moodle
Acpet eLearning Program 2013 LMS - Moodle
Acpet eLearning Program 2013 LMS - Moodle
Acpet eLearning Program 2013 LMS - Moodle
Acpet eLearning Program 2013 LMS - Moodle
Acpet eLearning Program 2013 LMS - Moodle
Acpet eLearning Program 2013 LMS - Moodle
Acpet eLearning Program 2013 LMS - Moodle
Acpet eLearning Program 2013 LMS - Moodle
Acpet eLearning Program 2013 LMS - Moodle
Acpet eLearning Program 2013 LMS - Moodle
Acpet eLearning Program 2013 LMS - Moodle
Acpet eLearning Program 2013 LMS - Moodle
Acpet eLearning Program 2013 LMS - Moodle
Acpet eLearning Program 2013 LMS - Moodle
Acpet eLearning Program 2013 LMS - Moodle
Acpet eLearning Program 2013 LMS - Moodle
Acpet eLearning Program 2013 LMS - Moodle
Acpet eLearning Program 2013 LMS - Moodle
Acpet eLearning Program 2013 LMS - Moodle
Acpet eLearning Program 2013 LMS - Moodle
Acpet eLearning Program 2013 LMS - Moodle
Acpet eLearning Program 2013 LMS - Moodle
Acpet eLearning Program 2013 LMS - Moodle
Acpet eLearning Program 2013 LMS - Moodle
Acpet eLearning Program 2013 LMS - Moodle
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Acpet eLearning Program 2013 LMS - Moodle

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Powerpoint for LMS Moodle Session

Powerpoint for LMS Moodle Session

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  • What is an LMS a software application or Web-based technology used to plan, implement, and assess a specific learning process. provides the trainer with a way to create and deliver content, monitor student participation, and assess student performance. provides students with the ability to use interactive features such as threaded discussions, video conferencing, and discussion forums.
  • Moodle is a software package for producing Internet-based courses and web sites. It is a global development project designed to support a social constructionist framework of education. Moodle is provided freely as Open Source software (under the GNU Public License). Basically this means Moodle is copyrighted, but that you have additional freedoms. You are allowed to copy, use and modify Moodle provided that you agree to: provide the source to others; not modify or remove the original license and copyrights, and apply this same license to any derivative work
  • Constructivism asserts that learning is particularly effective when constructing something for others to experience. This can be anything from a spoken sentence or an internet posting, to more complex artifacts like a painting, a house or a software package. Moodle provides a range of methods for learners to create course content to demonstrate their knowledge. This can be assessed and rated by other learners.
  • familiar web-page look and feel, with newsy front page adaptable – repository, course, group work, collaboration, self paced, facilitated providing forums/support to learners introducing teachers to online tools, training ground relatively easy to learn and use (but takes time) group/collaborative work automated “assessment” difficult to create course content Incorporate course content made with rapid elearn tools (using SCORM)
  • For each course we can determine the best mix of delivery modes according to: Infrastructure available to deliver in each mode Capability of our organisation and our learners to teach and learn in each mode Strategic choices about how to package courses for blended learning The types of content we will need to delivery Learning activities Assessment methods and potential for assessment submission.
  • http://tincanapi.com/scorm-vs-the-tin-can-api/
  • Previous specifications were difficult and had limitations (see Tin Can vs SCORM ), but the Tin Can API is simple and flexible. It lifts many of the older restrictions. Mobile learning, simulations, virtual worlds, serious games, real-world activities, experiential learning, social learning, offline learning, and collaborative learning are just some of the things that can now be recognized and communicated well with the Tin Can API. It’s important to know that we don’t own the Tin Can API. ADL is the steward of the specification. We just know this space so well that ADL asked us to help develop it. The Tin Can API is community-driven, and free to implement. How does the Tin Can API work? People learn from interactions with other people, content, and beyond. These actions can happen anywhere and signal an event where learning could occur. All of these can be recorded with the Tin Can API. When an activity needs to be recorded, the application sends secure statements in the form of “Noun, verb, object” or “I did this” to a Learning Record Store (LRS.) Learning Record Stores record all of the statements made. An LRS can share these statements with other LRSs. An LRS can exist on its own, or inside an LMS. The freedoms of the Tin Can API Statement freedom:  the structure of “statements” using nouns, verbs and objects lets you us record almost any activity. Think: “I did this.” History freedom:  the Tin Can API allows LRSs to talk to each other. LRSs can share data and transcripts with one another, and your experiences can follow you from one LRS (or organization) to another. Learners can even have their own “personal data lockers” with their personal learning information inside them. Device freedom:  any enabled device can send Tin Can API statements (mobile phones, simulations, games, a CPR dummy, the list goes on). A constant network connection isn’t necessary — occasional connectivity is fine. Workflow freedom:  tracking learning events doesn’t have to start or end in an LMS, it can start wherever the learner is and on whatever device they choose to use. Your content isn’t tied to an LMS.
  • Repositories in Moodle enable users to upload files, access previously uploaded files and to easily bring content into Moodle from external repositories, such as Flickr or Google Docs. Enabled repositories are available in the File picker . Google Docs - bring files from your Google docs account Flickr public - search for and display images from Flickr Flickr - search for and display images from your personal Flickr account Picasa web album - search for and display images from your Picasa account Alfresco - link to or copy files from Alfresco into Moodle Amazon S3 Box.net - bring files in from your Box.net account Dropbox - bring files in from Dropbox File system - access files uploaded to a folder on your server (by, eg FTP) Legacy course files - use the old system from 1.9 of "course files" Merlot.org - bring resources in from Merlot.org WebDAV -bring in files using webdav EQUELLA - link to files in an EQUELLA installation
  • http://www.cats-pyjamas.net/wp-content/uploads/2010/05/MoodleToolGuideforTeachers_May2010_JS.pdf
  • http://docs.moodle.org/24/en/Main_page
  • http://moodleman.moodle.com.au/
  • http://moodleman.moodle.com.au/
  • http://moodlemoot.org.au/
  • Transcript

    • 1. Learner Management SystemsLearner Management SystemsPhoto Credit: http://www.flickr.com/photos/25691430@N04/4347819911/CC: http://creativecommons.org/licenses/by-sa/2.0/
    • 2. Programme•Characteristics of Learner management Systems•Why Moodle?•Communication Tools in Moodle•Use basic content tools in Moodle•Assessment Tools in Moodle•Using Moodle for collaborative and group work tasks•Student support and Course Management•Implementing Moodle at your RTO
    • 3. What is an LMS?
    • 4. About Moodle
    • 5. ConstructivismPhoto Credit http://www.flickr.com/photos/9998127@N06/5383930266/"http://creativecommons.org/licenses/by-nc/2.0/
    • 6. Pukunui Moodle Master Class iMoot 2013
    • 7. Pukunui Moodle Master Class iMoot 2013
    • 8. Why LMS?Photo Credit http://www.flickr.com/photos/32974871@N00/2301532365http://creativecommons.org/licenses/by-nc/2.0/
    • 9. Selecting an LMS is Just the Beginning: Developing a Roadmap for Success – Brandon Hall
    • 10. Applying Blend to your course(s)Face to Face Self PacedOnlineFacilitatedContentSkills KnowledgeActivitiesAssessment
    • 11. System
    • 12. Moodle Interface Tour• Course• Blocks• Activities• Resources• Administration• Editing
    • 13. Communication Tools• Use Wikis to create content together,Forums and Comments to exchangeideas, Database to collectively gatherresources, Glossary to create sharedunderstanding of concepts and Choicesto gain group feedback/collectiveunderstanding.• Each tool can be set to become agraded assessment task.
    • 14. Communication Management•Link to assessment•Base on participants sharing experiences& prior knowledge•Application to workplace or experience•Make pre readings short•Mix of problems, case studies, reflections•Commenting/Building on postings•Use to demonstrate employability skillsPhoto Credit: http://www.flickr.com/photos/25622716@N02/8471963889http://creativecommons.org/licenses/by-nc/2.0/
    • 15. Assessment• Work can be submitted by students andmarked by teachers using Assignments orWorkshops. Automatic marking can beachieved by using Quizzes. You can integratequizzes from third party software.• Content may be delivered and supported usingLesson module and SCORM activities. Keywords can be added to Glossaries by yourselfor, if you allow it, your students. You can addcontent from third party software• Surveys and Databases are also verypowerful additions to any course.
    • 16. SCORMThe SCORM standard makessure that all e-learning contentand LMSs can work with each other:
    • 17. Tin Canhttp://tincanapi.com/overview/
    • 18. Content ToolsContent can be generated quickly usingpurpose built “rapid elearning software”such as:•Articulate Storyline•Captivate•Camtasia•iSpring Presenter
    • 19. What content do you have?What digital content do you have now?What might you need to develop?
    • 20. Resource Tools• Moodle supports a range of different resourcetypes that allow you to include almost any kindof digital content into your courses. You cancreate your own text and webpages.• Of course the resource may already exist inelectronic form (word, PDF, etc.) so you maywant to link to an uploaded file or externalwebsite or simply display the completecontents of a directory in your course files andlet your users pick the file themselves.
    • 21. Resource Repositories
    • 22. Assessment• Grades can be created in each activity in acourse which are then added to the Gradebook.For example, grades in Assignment (all types),Quiz and Workshop activities are automaticallyadded to Gradebook. In some activities you willhave to turn grading on, such as ratings on inForum, Glossary and Database to send them tothe Gradebook.• Students can do self and peer assessmenttype tasks by evaluating (and even rate) eachothers Forum posts, Glossary entries, andDatabase entries.
    • 23. Multimedia Plug insSupported Media Formats* .mp3 - MPEG Audio Stream, Layer III* .swf - Macromedia Flash Format File (Adobe, Inc.)* .mov - QuickTime Video Clip (Apple Computer, Inc.)* .wmv - Windows Media File (Microsoft)* .mpg - MPEG Animation* .avi - Audio Video Interleave File* .flv - Flash Video File (Macromedia, Inc.)* .ram - RealMedia Metafile (RealNetworks, Inc.)* .rpm - RealMedia Player Plug-in (RealNetworks)* .rm - RealMedia Streaming Media (Real Networks, Inc.)* .mp4* .m4v
    • 24. Course Structures• Topics• Weekly• Grid• Linear• Conditional• CreativityPhoto Credit: http://www.flickr.com/photos/22746515@N02/4800938997/”http://creativecommons.org/licenses/by-nc/2.0/
    • 25. Grading and Reports• Gradebook• Scales and Outcomes• Student dataPhoto Credit: http://www.flickr.com/photos/55838112@N04/6927737462/http://creativecommons.org/licenses/by-nc/2.0/
    • 26. Student Management Systems• Integration with Moodle• ReportingPhoto Credit http://www.flickr.com/photos/83346641@N00/4617759902/http://creativecommons.org/licenses/by-nc/2.0/
    • 27. Student Support• Digital Literacy• Help Desk• PlagiarismPhoto Credit: http://www.flickr.com/photos/40927340@N03/6142305956/http://creativecommons.org/licenses/by-nc/2.0/
    • 28. What support issues do you forseePhoto Credit: http://www.flickr.com/photos/40927340@N03/6142305956/http://creativecommons.org/licenses/by-nc/2.0/
    • 29. Implementing Moodle•Define your delivery model•Plan your delivery – adapt!•Link activities to assessment•Determine your support•Embed knowledge sharing and industryknowledge•Consider peer review and collaboration•Use Multimedia in your content•Consider rapid eLearning toolsPhoto Credit: http://www.flickr.com/photos/92033577@N00/4508020659http://creativecommons.org/licenses/by-nc/2.0/
    • 30. Customising Moodle•Themes•Coding•Plug InsPhoto Credit: http://www.flickr.com/photos/33037761@N07/5077808426/http://creativecommons.org/licenses/by-nc/2.0/
    • 31. Implementing MoodleLook at external hosting unless you have very good in-house IT support and capacity to support2 providers of Moodle are:•Eworks - http://eworks.edu.au/•Pukinui - http://moodle.com.au/
    • 32. Help and Documentation•Moodle Docs•Moodle ManPhoto Credit: http://www.flickr.com/photos/31191642@N05/4031388571/http://creativecommons.org/licenses/by-nc/2.0/
    • 33. Photo Credit: http://www.flickr.com/photos/31191642@N05/4031388571/http://creativecommons.org/licenses/by-nc/2.0/
    • 34. Photo Credit: http://www.flickr.com/photos/31191642@N05/4031388571/http://creativecommons.org/licenses/by-nc/2.0/http://docs.moodle.org/24/en/Main_page
    • 35. http://moodleman.moodle.com.au/
    • 36. http://tomazlasic.net/moodle/moodle-tutorials-2-minute-moodles/
    • 37. Thank youMichael Gwythermick@yumstudio.com.au@mickgwyther

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