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Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
Acpet Moodle from Scratch Version 2
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Acpet Moodle from Scratch Version 2

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PPT for ACPET National Webinar "Moodle from Scratch"

PPT for ACPET National Webinar "Moodle from Scratch"

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  • It is easier to think of Elearning as a suite of Blended delivery choices available to RTOS:
    These modes can be any mix of face to face and either or a combination of online self paced, facilitated or group work sessions. Students participate in both traditional face to face classes and virtual classes such as online tutorials or discussion forum activities.
     
    Face to Face – Trainers and learners participate in online activities or resources during face to face sessions.
    Flexible, Self Paced Trainer or computer assessed – Learner works through prepared learning content that is assessed as they progress. Access to trainer generally for support or higher level assessment task feedback.
    Facilitated online – learning is conducted entirely online through course material provision provided through a Learner Management System and online activities provided though either virtual classroom tutorials or discussion forums. Not such an attractive model for RTOs as it does not attract Government funding incentives for training placements.
     
    Many RTOs commence using Elearning via the provision to learners of a Resource repository – learners access content online and refer to resources that are used in a face to face class. Not really considered elearning.
     
     
    Informal networks based on knowledge sharing (also known as social learning) – “The revolution that is social media means that now everyone can have access to the Social Web and a range of services and applications to support their own as well as their team’s learning, performance and productivity. “ Jane Hart.
     
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • Lets break down each component of Blended Learning (Face to Face, Self Paced and Online Facilitated) to look in more detail at the
    Learning pedagogies (How can we teach and support learners using this mode of delivery?)
    Technology (What types of technology is required to teach and interact with learners?
    Assessment (How do learners submit assessment? How do RTOs retrieve activity and assessment attempts, grade and release content and new activities based on learner progress?)
  • Write down the one biggest thing you would like to understand by the end of today
    Take a minute or two to complete
  • If choose C – then ask if considering Moodle and what is the attraction for them, draw backs and issues and concerns they have.
  • 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.
    Constructivism, in very simple terms suggests that people learn best when they
    are constructing something for someone else. This makes sense, and if you
    think about the old saying “If you want to learn something really well, then teach
    it to others!” we all know this anyway. Preparing to teach someone else some
    knowledge really does help ensure you know your stuff backwards!
    Social constructivism extends the constructivism idea into social settings. So for
    example, groups may construct knowledge for one another, collaboratively
    creating a collection of knowledge. To see this in action, just think about ways
    people use Forums. Someone may ask a question, another may answer, and
    third may ask for clarification, a fourth may offer an alternative solution, the first
    poster may now have a different question, the second may re-evaluate their
    contribution and change their opinion, and so on. And all the people in the
    Forum that are not posting can still read and reflect on this discussion (although
    it's more beneficial if they get involved).
    Another example of social constructivism in action within a course could be
    giving small groups an individual task, and having them share their findings
  • Course
    Moodle uses the term Course to mean a single self-contained 'study unit’ that a Student can be enrolled into. A Course has Participants – members who are usually Teachers and Students. Courses can be arranged by the RTO to suit them – Unit of competency, Cluster of Units, Qualification, Group work space, Space PD, Information portal, Community of Practice.
    Catergories - Course categories organize courses for all Moodle site participants. For example courses may be catergorised by School, Qualification, Topic etc to reflect your delivery structure. Categories enable bulk actions like enrolment of learners into subsequent courses.
    Users
    Student, Learner, User, Trainee, Client, may be used to refer to the people who use your Moodle site to learn. In Moodle the default description is a Student (although this can be changed). In Moodle the default description is a Teacher (although this can be changed). People are added to Moodle as a user and then allocated a role per course.
    Roles
    Site Administrator - Site administrator - can "do everything" on the site
    Manager - a lesser administrator role. Can change settings that affect the whole Moodle site.
    Course creator - can create courses
    Teacher - can manage and add content to courses
    Non-editing teacher can grade in courses but not edit them
    Student - can access and participate in courses
    Guest - can view courses but not participate
    Groups - A teacher can organise users into groups within the course or within particular activities. Could be within a course or to use the same content with a variety of different client or regional delivery instances.
    Cohorts - Cohorts, or site-wide groups, enable all members of a cohort to be enrolled in a course in one action, either manually or synchronised automatically.
  • A resource is an item that a teacher can use to support learning, such as a file or link. Moodle supports a range of resource types which teachers can add to their courses. In edit mode, a teacher can add resources via a drop down menu. Resources appear as a single link with an icon in front of it that represents the type of resource.
  • 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
  • You can integrate with 3rd party plugins for repository purposes allowing document control independent of Moodle.
    Repository's are integrated tool to discover, contribute and import content into their courses.
    EQUELLA is a digital repository used for storing teaching and learning materials including all forms of multimedia. It allows fast targeted retrieval of educational assets through keywords or other metadata devised by the department in which the resource belongs.
    Links to resources can be placed within Moodle, videos can be streamed, or students can be given access to browse a department’s collection.
    With careful design, Repositories represents a unique opportunity for the sharing of teaching and learning resources between staff within different departments, and the potential benefits to students and staff through improved resource creation and teaching and learning support.
    Alfresco – http://www.alfresco.com
    Equella http://www.equella.com/solutions/learning-technology/lms-integrations/
  • An activity is a general name for a group of features in a Moodle course. Usually an activity is something that a student will do that interacts with other students and or the teacher.
  • 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.
  • Work can be submitted by students and marked by teachers using Assignments or Workshops. Automatic marking can be achieved by using Quizzes. You can integrate quizzes from third party software.
    Content may be delivered and supported using Lesson module and SCORM activities. Key words can be added to Glossaries by yourself or, if you allow it, your students.
    You can add content from third party software
    Surveys and Databases are also very powerful additions to any course.
  • Moodle = core code + plugins
    Plugins may be either standard plugins (included in the Moodle download package) or add-ons.
    https://moodle.org/plugins/ and https://moodle.org/plugins/stats.php
    Hot Potatoes - http://hotpot.uvic.ca/
    Big Blue Button – http://bigbluebutton.org/
    Turnitin - http://turnitin.com/
  • Moodle used to add value to face to face courses by distributing additonal resources, YouTube, Multimedia, conducting surveys, ongoing discussions. Learners can also download and submit assignments here.
    Some examples of how RTOs use learning technologies in the training room include:
    Conducting a quiz in the classroom
    Workplace assessment
    evidence using mobile
    Using video and audio
    Using Blogs & Wikis for group tasks
    Supporting students using digital tools in learning
  • Some examples of how RTOs use learning technologies to provide self paced content includes:
    Compliance testing
    Communication scenarios
    Application of policy & procedure decision making trees
    Course Content
    Assessment tasks and associated guided readings/resources/multimedia
    RPL
  • Some examples of how RTOs facilitate online learning interaction includes
    Group research projects
    QnA of industry experts/past learners
    Online lecture
    Assessment task pitch & presentation
    Peer Review of learners’ work
    Role play
    Group problem solving
    Remote trainee/third party assessor catch up
    Assessment verification and moderation
    RPL
  • If choose C – then ask if considering Moodle and what is the attraction for them, draw backs and issues and concerns they have.
  • 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.
  • Simple FAQ discussion forums.
    Repository of course content to support F2F learning (PDFs, Lecture PPTs, YouTube and other files)
    Distribution and retrieval of written assessment
    Simple Quizzes
    Inconsistent course style and application of style guide
    Text heavy, few images, long page of information or “scroll of death” and use of standard Moodle navigation.
  • Assessed and student rated discussions forums promote problem solving and research and student interaction.
    Comprehensive labels explain each course step
    Repository resources are individually labeled for course context and are searchable
    A variety of assessments are offered including discussions, projects, skills demonstration using smartphones, group work and task upload
    Quizzes are supplemented with Lessons containing Decision making trees
    Consistent course header title and navigation icons
    Use of in-house or 3rd Party SCORM material integrating content and interactive scored activities
    Course styled according to Moodle style guide for consistent look and feel of course headers, icons and images that reflects JMC brand.
    RSS fees from Industry leader blogs
    Parallel student social spaces encouraged (e.g.: Facebook, Twitter, YouTube, Instagram, Dropbox, Yammer)
    Students build industry profile as course progresses on appropriate portal (e.g. LinkedIn)
  • Students actively construct knowledge through building glossaries and databases of information and concepts for assessment
    Group projects drafted in wikis
    Courses “gamified” through conditional release of content and resources and issuing of open source badges for completing various competencies. http://openbadges.org/ and http://moodlebadges.com
    Peer review and rubric development for specific assessments
    Moodle used in conjunction with face-to-face and live online (webinar) modes are part of a true Blended learning strategy.
    Students build assessments progressively over series of dialogues with trainers to hone their response. http://docs.moodle.org/23/en/Dialogue_module
  • Hosts:
    Moodle Partners:Moodle Partners are Certified Service Providers worldwide that can help you with your Moodle implementation.
    They provide services such as hosting, customisation, support, training and even full management of a Moodle project.
    Partners contribute 10% of their earnings to support the development and maintenance of the Moodle project, so to help improve the Moodle software we ask that you always use certified Moodle Partners!
    Moodle Partners
    eCreators - http://www.ecreators.com.au
    Pukinui - http://moodle.com.au/
    NetSpot - http://netspot.com.au
    eWorks - http://eworks.edu.au/
    WiseNet - http://www.mywisenet.com.au/
    Bright Cookie - http://www.brightcookie.com/
  • Moodle Partners
    eCreators - http://www.ecreators.com.au
    Pukinui - http://moodle.com.au/
    NetSpot - http://netspot.com.au
    eWorks - http://eworks.edu.au/
    WiseNet - http://www.mywisenet.com.au/
    Bright Cookie - http://www.brightcookie.com/
    Accelerate - http://www.axcelerate.com.au
  • API – for
    VetTrak - http://www.ozsoft.com.au
    Gecko – http://vetgecko.com/moodle-lms.cfm
    WiseNet - http://www.mywisenet.com.au/
    Axcelerate- http://www.axcelerate.com.au/
  • implications for RTO resources, staffing and support
  • Moodle sits on themes. Themes provide a "skin" to completely change the look and feel of your site (or even an individual course).
    Coding – Moodle can be customised in php to provide additional functionality.
    Plug Ins -
  • http://2014.imoot.org/
  • http://docs.moodle.org/26/en/Main_page
  • http://moodleman.moodle.com.au/
  • http://www.cats-pyjamas.net/wp-content/uploads/2010/05/MoodleToolGuideforTeachers_May2010_JS.pdf
  • Transcript

    1. ……fromfrom Scratch!Scratch! Photo Credit: http://www.flickr.com/photos/25691430@N04/4347819911/ CC: http://creativecommons.org/licenses/by-sa/2.0/
    2. Programme • Options to deliver part or all learning online • How Moodle is integral to a blended learning strategy • Getting courses up and running with implementing Moodle • Options for hosting • How resources and activities are created and distributed to learners • How to teach and assess using Moodle • Implications for RTO resources, staffing and support and reporting • Integration with other RTO systems
    3. Presenter Michael Gwyther mick@yumstudio.com.au @mickgwyther
    4. Face to Face Face to Face Self Paced Self Paced Online Facilitated Online Facilitated Modes of DeliveryModes of Delivery Workplace Assessment Workplace Assessment
    5. Face to Face Self Paced Online Facilitated Content Activities Assessment Skills, Knowledge,Skills, Knowledge, Critical aspectsCritical aspects
    6. Face to Face Self Paced Online Facilitated Content Skills KnowledgeActivities Assessment Applying a blendApplying a blend
    7. Face to Face Self Paced Online Facilitated Content Hands on skills training (flexible) Knowledge text - Activities Hands on skills training (flexible) Comprehension questions - Assessment Practical skills demo (flexible) Workplace skills demo - Trades BlendTrades Blend
    8. Face to Face Self Paced Online Facilitated Content Hands on skills training Comprehension questions Knowledge text - Activities Virtual skills training Group discussion activities (knowledge) Assessment Practical skills demo Project/Group work Soft skills blendSoft skills blend
    9. Face to Face Self Paced Online Facilitated Content - All content - Activities Virtual skills training - Assessment - Online quizzes - Compliance BlendCompliance Blend
    10. Face to Face Self Paced Online Facilitated Content - Knowledge texts/videos/interacti ve job aids Case studies/Group work projects. Activities - Comprehension questions Workplace problem discussions Assessment - Quiz Scenario Workplace project Webinar presentation/ Discussion participation Professional blendProfessional blend
    11. Content/MultimediaContent/Multimedia Assessment submission & gathering Assessment submission & gathering Communication Portal Communication Portal Live classroomLive classroom InfrastructureInfrastructure
    12. What is your Moodle itch? Photo Credit: http://www.flickr.com/photos/7149027@N07/6066027411/ left-hand CC: http://creativecommons.org/licenses/by-nd/2.0/
    13. A Our RTO has an LMS - Moodle B Our RTO has an LMS – Not Moodle C Our RTO does not have an LMS Straw PollStraw Poll
    14. What is an LMS?
    15. About MoodleAbout Moodle
    16. Photo Credit http://www.flickr.com/photos/9998127@N06/5383930266/" http://creativecommons.org/licenses/by-nc/2.0/ ConstructivismConstructivism
    17. Photo Credit http://www.flickr.com/photos/9998127@N06/5383930266/" http://creativecommons.org/licenses/by-nc/2.0/ • Course • Catergory • Users • Roles • Groups • Cohorts Moodle FundamentalsMoodle Fundamentals
    18. A Manager B Administrator C Trainer D Subject Matter Expert Straw PollStraw Poll
    19. • Course • Blocks • Activities • Resources • Administration • Editing Moodle Familiarisation TourMoodle Familiarisation Tour
    20. Photo Credit: http://www.flickr.com/photos/51764681@N02/11189803153/ BobMical http://creativecommons.org/licenses/by-nc/2.0/ • Support • Static Resource TemplatesResource Templates
    21. • Moodle supports a range of different resource types that allow you to include almost any kind of digital content into your courses. You can create your own text and webpages. • Of course the resource may already exist in electronic form (word, PDF, etc.) so you may want to link to an uploaded file or external website or simply display the complete contents of a directory in your course files and let your users pick the file themselves. Resource ToolsResource Tools
    22. Resource RepositoriesResource Repositories
    23. Search, contribute, tag and import content into courses from file managed Repository. 33rdrd Party Repository IntegrationParty Repository Integration
    24. What digital content do you have now? What might you need to develop? Do you have capacity in-house short term or need to outsource? Photo Credit: http://www.flickr.com/photos/58826468@N00/1692621748/ Jasmic http://creativecommons.org/licenses/by-nc/2.0/ What content do you have?What content do you have?
    25. Photo Credit: http://www.flickr.com/photos/51764681@N02/11189803153/ BobMical http://creativecommons.org/licenses/by-nc/2.0/ Activities templates • Do • Interact
    26. • Use Wikis to create content together, Forums and Comments to exchange ideas, Database to collectively gather resources, Glossary to create shared understanding of concepts and Choices to gain group feedback/collective understanding. • Each tool can be set to become a graded assessment task. Communication ToolsCommunication Tools
    27. •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 skills Photo Credit: http://www.flickr.com/photos/25622716@N02/8471963889 http://creativecommons.org/licenses/by-nc/2.0/ Communication ManagementCommunication Management
    28. How could you use the communication tools?How could you use the communication tools?
    29. Content can be generated quickly using purpose built “rapid elearning software” such as: •Articulate Storyline •Captivate •Camtasia •iSpring Presenter Content ToolsContent Tools
    30. The SCORM standard makes sure that all e-learning content and LMSs can work with each other: SCORMSCORM
    31. http://tincanapi.com/overview/ Tin CanTin Can
    32. • Quizzes and decision making trees • Workplace and Mobile skills evidence • Discussion and social learning • Digital archives • Simulation • Questioning • Placement • Group Work/Peer review AssessmentAssessment TrendsTrends
    33. • Work can be submitted by students and marked by teachers using Assignments or Workshops. Automatic marking can be achieved by using Quizzes. You can integrate quizzes from third party software. • Content may be delivered and supported using Lesson module and SCORM activities. Key words can be added to Glossaries by yourself or, if you allow it, your students. You can add content from third party software • Surveys and Databases are also very powerful additions to any course. Assessment in MoodleAssessment in Moodle
    34. • Grades can be created in each activity in a course which are then added to the Gradebook. For example, grades in Assignment (all types), Quiz and Workshop activities are automatically added to Gradebook. In some activities you will have to turn grading on, such as ratings 'on' in Forum, Glossary and Database to send them to the Gradebook. • Students can do self and peer assessment type tasks by evaluating (and even rate) each other's Forum posts, Glossary entries, and Database entries. AssessmentAssessment
    35. Are there are the issues for your RTO is using e-Assessment? What types of assessment could you distribute through Moodle? AssessmentAssessment
    36. Photo Credit: http://www.flickr.com/photos/33037761@N07/5077808426/ http://creativecommons.org/licenses/by-nc/2.0/ Plug-insPlug-ins
    37. Face to Face Self Paced Online Facilitated Content Activities Assessment Case Studies – Face to Face courseCase Studies – Face to Face course
    38. Face to Face Self Paced Online Facilitated Content Activities Assessment Case Studies – Self paced courseCase Studies – Self paced course
    39. Face to Face Self Paced Online Facilitated Content Activities Assessment Case Studies – Blended/Online courseCase Studies – Blended/Online course
    40. Face to Face Self Paced Online Facilitated Content Activities Assessment Case Studies – Social LearningCase Studies – Social Learning
    41. A Face to Face Training B Blended – No Webinars C Blended – Webinars D Blended/Webinars/Social Straw PollStraw Poll
    42. Face to Face Self Paced Online Facilitated Content Activities Assessment Where could you use an LMS?Where could you use an LMS?
    43. • Gradebook • Scales and Outcomes • Student data Photo Credit: http://www.flickr.com/photos/55838112@N04/6927737462/ http://creativecommons.org/licenses/by-nc/2.0/ Grading and ReportsGrading and Reports
    44. 3 Ages of Moodle Photo Credit http://www.flickr.com/photos/22490717@N02/2216791949 archer10 (Dennis) http://creativecommons.org/licenses/by-nc/2.0/ • Repository • Active teaching • Social learning
    45. 3 Ages of Moodle - Repository Photo Credit http://www.flickr.com/photos/61569269@N00/485875684/ dawn_perry http://creativecommons.org/licenses/by-nc/2.0/
    46. 3 Ages of Moodle – Active Teaching Photo Credit http://www.flickr.com/photos/22326055@N06/3219348119/ theirhistory http://creativecommons.org/licenses/by-nc/2.0/
    47. 3 Ages of Moodle – Social Learning Photo Credit http://www.flickr.com/photos/47823583@N03/8619909248/ Enokson http://creativecommons.org/licenses/by-nc/2.0/
    48. • Moodle Partners hosting • Other hosting providers • Hosting your site on your own servers Photo Credit: http://www.flickr.com/photos/51764681@N02/11189803153/ BobMical http://creativecommons.org/licenses/by-nc/2.0/ Hosting options
    49. Look at external hosting unless you have very good in- house IT support and capacity to support Other Moodle Hosts Photo Credit: http://www.flickr.com/photos/51764681@N02/11189803153/ BobMical http://creativecommons.org/licenses/by-nc/2.0/ Hosting Providers
    50. • Integration with Moodle • Enrolment • Reporting Photo Credit http://www.flickr.com/photos/83346641@N00/4617759902/ http://creativecommons.org/licenses/by-nc/2.0/ Student management systems
    51. • Branding • Integration with existing systems • Administrator • Digital Literacy • Champions who model good practice • Help Desk (Trainers & Learners) • Identify authentication/ identity fraud / Plagiarism Photo Credit: http://www.flickr.com/photos/40927340@N03/6142305956/ http://creativecommons.org/licenses/by-nc/2.0/ Staff Implications
    52. Photo Credit: http://www.flickr.com/photos/40927340@N03/6142305956/ http://creativecommons.org/licenses/by-nc/2.0/ What support issues do your forsee?
    53. •Define your delivery model •Plan your delivery – adapt! •Link activities to assessment •Determine your support •Embed knowledge sharing and industry knowledge •Consider peer review and collaboration •Use Multimedia in your content •Consider rapid eLearning tools Photo Credit: http://www.flickr.com/photos/92033577@N00/4508020659 http://creativecommons.org/licenses/by-nc/2.0/ Implementing Moodle
    54. •Themes •Coding •Plug Ins Photo Credit: http://www.flickr.com/photos/33037761@N07/5077808426/ http://creativecommons.org/licenses/by-nc/2.0/ Customising Moodle
    55. Photo Credit: http://www.flickr.com/photos/31191642@N05/4031388571/ http://creativecommons.org/licenses/by-nc/2.0/
    56. •Moodle Docs •Moodle Man •iMoot Photo Credit: http://www.flickr.com/photos/31191642@N05/4031388571/ http://creativecommons.org/licenses/by-nc/2.0/ Help and Documentation
    57. Photo Credit: http://www.flickr.com/photos/31191642@N05/4031388571/ http://creativecommons.org/licenses/by-nc/2.0/
    58. Photo Credit: http://www.flickr.com/photos/31191642@N05/4031388571/ http://creativecommons.org/licenses/by-nc/2.0/
    59. Michael Gwyther mick@yumstudio.com.au @mickgwyther Thank you

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