Case study Presentation as part of my Mahara presentation during imoot 2010
http://www.imoot.org
Presented by Gavin Henrick, Enovation Solutions. Http://www.enovation.ie/
This document provides an overview of the Moodle learning management system (LMS) presented by Gavin Henrick of Enovation Solutions. It discusses key Moodle features such as content types, administration, reporting, assessment, collaboration and customization. Moodle is highlighted as a scalable, secure and customizable platform that supports e-learning standards and integrates with third-party systems. The presentation concludes with Moodle usage statistics and a discussion of why Moodle is a suitable LMS choice.
Presentation on the upgrade project for the DSpace Repository "TARA" for Trinity College Dublin.
http://www.tara.tcd.ie/
Presented at Open Repositories 2010 by Niamh Brennan TCD, Gavin Henrick Enovation Solutions
This was the presentation as part of a Moodle2 workshop at the Dublin eLearning Summer School 2010. Held in DIT Aungier Street.
This event was convened by the Dublin Region Higher Education Alliance http://www.drhea.com
Presented by Liam Ryan and Gavin Henrick of the Moodle Partner Envovation Solutions in Ireland.
http://www.enovation.ie/
This document summarizes an engagement with open source technology in higher education. It discusses adopting open source solutions like Moodle and using them to shorten delivery times, reduce costs, and control risks. It then discusses specific open source systems in use at SUNY Purchase like the student information system, library system, and campus repository. It also discusses efforts to promote open source software adoption across SUNY through collaboration and developing best practices. Finally, it evaluates two open source web meeting tools - BigBlueButton and OpenMeetings - for potential integration with Moodle.
The document discusses Moodle implementation at Purchase College. It highlights that Moodle was chosen to focus on teaching and learning through its robust activities and resources. It provides cost savings over Blackboard with no licensing fees and similar support costs. Moodle also allows for integration with other systems and flexibility through its open architecture. The implementation involved faculty piloting Moodle in 2009, transitioning courses from Blackboard over the next year, and ongoing faculty training through workshops. Moodle saves the college over $50,000 annually compared to Blackboard and provides benefits like risk management through hosting themselves versus a vendor.
Moodle: using an open learning management system to support student learningKeith Landa
The document discusses Moodle, an open source learning management system (LMS) that is widely used around the world. It provides an overview of Moodle's features and how it can support teaching and learning. Some key benefits highlighted include it being cost-effective with no licensing fees, having a robust set of activities and resources, and having a flexible open architecture that allows for integration with other systems and tools.
Moodle: using an open learning management system to support student learningKeith Landa
2010 SUNY Freedonia Teaching and Learning conference - "Universal Design for Learning: Accessible and Assistive Technologies to Enhance Student Learning"
Session description: Over the past 18 months, Purchase College has migrated from Blackboard to Moodle for our campus learning management system. Our decision was partially driven by the lower total costs for Moodle as an open source product and our desire to avoid the risks and lack of control associated with commercial applications. Our primary consideration however was that Moodle provides a pedagogically stronger learning platform, and its openness allows us to integrate it with other learning applications that faculty would like to use to promote student engagement.
This session will focus on the pedagogical aspects of Moodle as a learning platform. We will briefly discuss the process and findings Purchase College used to develop a consensus among faculty, students and technology staff to switch to Moodle. Participants will then spend the bulk of the session in a directed exploration of the diverse learning activities in Moodle that promote student engagement and learning, to facilitate discussion of how Moodle compares to ANGEL and Blackboard. We will examine examples of how Moodle’s open architecture allows it to integrate with external Web 2.0 applications, and finally discuss options for no-cost hosted Moodle solutions that will allow participants to evaluate Moodle for their campuses.
Advantages of an Open LMS: Tying the World To MoodleKeith Landa
Presentation 24 May 2011 to the SUNY Delihi MoodleMoot 2011
We haven't tied the whole world to Moodle (except through the Map activity that we've added to bring in Google Maps functionality), but the ability of Moodle to be a central platform that we can integrate other functions into is an important part of our development efforts. This talk will present our experiences and lessons learned in integrating a variety of applications into our Moodle system, including: library support for classes; senior project submissions; streaming media services (Kaltura); e-portfolios (Mahara); and live classroom environments (Big Blue Button).
This document provides an overview of the Moodle learning management system (LMS) presented by Gavin Henrick of Enovation Solutions. It discusses key Moodle features such as content types, administration, reporting, assessment, collaboration and customization. Moodle is highlighted as a scalable, secure and customizable platform that supports e-learning standards and integrates with third-party systems. The presentation concludes with Moodle usage statistics and a discussion of why Moodle is a suitable LMS choice.
Presentation on the upgrade project for the DSpace Repository "TARA" for Trinity College Dublin.
http://www.tara.tcd.ie/
Presented at Open Repositories 2010 by Niamh Brennan TCD, Gavin Henrick Enovation Solutions
This was the presentation as part of a Moodle2 workshop at the Dublin eLearning Summer School 2010. Held in DIT Aungier Street.
This event was convened by the Dublin Region Higher Education Alliance http://www.drhea.com
Presented by Liam Ryan and Gavin Henrick of the Moodle Partner Envovation Solutions in Ireland.
http://www.enovation.ie/
This document summarizes an engagement with open source technology in higher education. It discusses adopting open source solutions like Moodle and using them to shorten delivery times, reduce costs, and control risks. It then discusses specific open source systems in use at SUNY Purchase like the student information system, library system, and campus repository. It also discusses efforts to promote open source software adoption across SUNY through collaboration and developing best practices. Finally, it evaluates two open source web meeting tools - BigBlueButton and OpenMeetings - for potential integration with Moodle.
The document discusses Moodle implementation at Purchase College. It highlights that Moodle was chosen to focus on teaching and learning through its robust activities and resources. It provides cost savings over Blackboard with no licensing fees and similar support costs. Moodle also allows for integration with other systems and flexibility through its open architecture. The implementation involved faculty piloting Moodle in 2009, transitioning courses from Blackboard over the next year, and ongoing faculty training through workshops. Moodle saves the college over $50,000 annually compared to Blackboard and provides benefits like risk management through hosting themselves versus a vendor.
Moodle: using an open learning management system to support student learningKeith Landa
The document discusses Moodle, an open source learning management system (LMS) that is widely used around the world. It provides an overview of Moodle's features and how it can support teaching and learning. Some key benefits highlighted include it being cost-effective with no licensing fees, having a robust set of activities and resources, and having a flexible open architecture that allows for integration with other systems and tools.
Moodle: using an open learning management system to support student learningKeith Landa
2010 SUNY Freedonia Teaching and Learning conference - "Universal Design for Learning: Accessible and Assistive Technologies to Enhance Student Learning"
Session description: Over the past 18 months, Purchase College has migrated from Blackboard to Moodle for our campus learning management system. Our decision was partially driven by the lower total costs for Moodle as an open source product and our desire to avoid the risks and lack of control associated with commercial applications. Our primary consideration however was that Moodle provides a pedagogically stronger learning platform, and its openness allows us to integrate it with other learning applications that faculty would like to use to promote student engagement.
This session will focus on the pedagogical aspects of Moodle as a learning platform. We will briefly discuss the process and findings Purchase College used to develop a consensus among faculty, students and technology staff to switch to Moodle. Participants will then spend the bulk of the session in a directed exploration of the diverse learning activities in Moodle that promote student engagement and learning, to facilitate discussion of how Moodle compares to ANGEL and Blackboard. We will examine examples of how Moodle’s open architecture allows it to integrate with external Web 2.0 applications, and finally discuss options for no-cost hosted Moodle solutions that will allow participants to evaluate Moodle for their campuses.
Advantages of an Open LMS: Tying the World To MoodleKeith Landa
Presentation 24 May 2011 to the SUNY Delihi MoodleMoot 2011
We haven't tied the whole world to Moodle (except through the Map activity that we've added to bring in Google Maps functionality), but the ability of Moodle to be a central platform that we can integrate other functions into is an important part of our development efforts. This talk will present our experiences and lessons learned in integrating a variety of applications into our Moodle system, including: library support for classes; senior project submissions; streaming media services (Kaltura); e-portfolios (Mahara); and live classroom environments (Big Blue Button).
Mahara is an open source ePortfolio platform that allows users to collect and display work, reflections, and other information online. It has three main components - profile management, evidence management, and social networking. Several universities use Mahara including Dublin Institute of Technology, Newham University College, and the Royal College of Surgeons in Ireland Institute of Leadership. These institutions have found ePortfolios to be useful for areas like professional development, reflective practice, competency demonstration, and integrating technology into the learning process.
SUNY Purchase and SUNY Delhi have begun a shared services project, where Purchase College provide Mahara ePortfolios to Delhi faculty and students through their Moodle LMS, while Delhi provides OpenMeetings and Big Blue Button meeting services to Purchase faculty and students through their Moodle system.
This document provides information about eportfolios and the myportfolio.ac.nz system. It defines what an eportfolio is, how they aid learning through tools like goal setting, reflection, and assessment. It outlines benefits like increased engagement and ownership of learning. It then describes the features of myportfolio.ac.nz including that it is open source and used in New Zealand education. Sample eportfolios and resources are listed, and the workshop content is outlined.
Pass the baton: How to run a faster racePaul Seiler
This document discusses the development of reusable and portable educational content in New Zealand schools. It outlines efforts to break dependencies between content and learning management systems by developing content that can be easily shared and reused across different platforms. A conceptual model was created based on workflow analysis. Wikis were identified as a way to enable authoring, sharing and ensuring interoperability of content. Three work streams were proposed to cover these areas as well as interoperability with multiple learning environments. Challenges around policies, politics and perceptions of open educational resources were also discussed.
This document provides an overview and agenda for a workshop on using Moodle and Mahara for electronic portfolios. It discusses the purpose of e-portfolios in focusing on student-centered learning and assessment. It also outlines features of Moodle and Mahara like hosting options, creating assignments in Moodle, uploading files, grading views, wikis, resume building tools, creating views, access controls, and example portfolio hosting sites. The overall goal is to provide experience using these tools to showcase student work beyond the workshop.
EndNote: Actively Collaborating to Support ResearchersLorna Dodd
The document discusses the history of EndNote training at University College Dublin (UCD) Library. It describes a 2006 pilot program that provided EndNote training to two schools. The training aimed to help users manage bibliographic references and citations. Challenges included unreliable software and limited access. Recommendations included improving support, expanding training, and collaborating with IT services to upgrade software and access. Following the pilot, the library expanded EndNote training and support and worked with IT services to improve off-campus access through new licensing and delivery methods.
Building a community of practice through Liferaypaula hodgson
Web 2.0 technologies are becoming popular for social networking, and there is growing interest in the education sector in extending these technologies for educational purposes because they provide greater opportunities for learners to be actively engaged in a variety of learning activities individually and with a networked audience. In contrast, there is limited scope for customization and personalization of traditional content management systems to support student learning.
Current CSU LMS Activities: Campus and Systemwide StrategiesJohn Whitmer, Ed.D.
In this webinar from April 2010, Dr. David Levin from CSU Northridge and Dr. Linda Scott from CSU San Marcos spoke about their campus migrations from Blackboard to Moodle. They discussed the decision-making process on their campus, their timeline, course migrations, implementations, training and support resources, and lessons learned.
Kathy Fernandes and John Whitmer spoke about the Chancellor’s Office Initiative to provide systemwide LMS Services. These services began with the LMS RFP and CSU Sandboxes, and were expanded to provide an LMS “safety net” and a “superset” of LMS services that include systems, integrations, migrations, support services, and educational practices.
Participants will learn about these current efforts and plans for the implementation of the LMS recommendations approved by the CSU Academic Technology Steering Committee in December 2009.
10 more reasons to move to moodle2 from moodle 1.9 (part2)Gavin Henrick
This is a presentation on 10 morereasons to move from moodle 1.9 to Moodle 2.
This is the second of 3 presentations covering reasons to move from Moodle 1.9 to Moodle 2.
See the blog www.somerandomthoughts.com for more details.
Moodle is an open-source learning management system (LMS) that is used by educational institutions and companies for e-learning and online training. It provides features like content uploading, tracking, discussion forums, and customizable looks. While Moodle is free to use, organizations need to invest in hosting, customization, reporting, course set-up, training, and potentially bespoke modules. Support is available through an active community on the Moodle website.
The document discusses replacing an outdated virtual learning environment (VLE) at Anglia Ruskin University with a new system built on Microsoft SharePoint. It reviewed several existing VLEs before deciding on a bespoke SharePoint-based solution. A closed pilot of the new SharePoint VLE was launched, which included basic features like modules, content, documents, and communication tools. The document outlines next steps to expand the VLE's functionality and enhance its support for learning and teaching.
Drupal South 2015: Drupal in educationTechnocratAu
Using Drupal in education: strategies, standalone vs collaboration
==============
There is no simple solution to cover all the challenges that education is currently facing. The number of software applications that are currently on the market are addressing only fraction of requested features. After extensive research and the number of specialized and customized projects for universities, we set the goal to create LMS that education sector is craving for.
This session will address:
- history of education software including current education software leaders (open source and others)
- education software approaches: collaborative (using LMS with Drupal) versus standalone (can Drupal be an LMS?)
- LMS for Drupal 8
==============
https://melbourne2015.drupal.org.au/session/using-drupal-education-strategies-standalone-vs-collaboration
Rapid eLearning in Aer Lingus by Gary Mahon, Enovation Solutions at CIPD EventEnovation
Moodle is an open source learning management system that Enovation Solutions implements for clients. It offers course management features like assignments, forums, and quizzes. Enovation extends Moodle with additional tools like learning path management, reporting, and offline activity management. They can deploy a full Moodle site rapidly for an organization, within weeks, with low costs and minimal IT resources required. Enovation presented on implementing Moodle for Aer Lingus and other clients at their event on rapid eLearning deployment in enterprises using open source technologies.
KhmerTalks: Essential of e learning-lastKhmerTalks
The document discusses the importance of learning management systems (LMS) or e-learning platforms. It notes that LMS can help reduce difficulties faced by instructors like low pay and heavy workloads, while increasing access to education. An LMS provides anytime, anywhere access to course content and administration. The document analyzes the needs of instructors and learners, finding that learners want intuitive interfaces while instructors desire robust assessment and course management tools. It highlights features of the Moodle LMS like customized interfaces, quizzes, plagiarism detection, and social functions. The conclusion is that LMS can greatly benefit educational institutions and businesses.
The document discusses automating the process of rolling over Moodle courses from one academic term to the next. It proposes a 4-step process: 1) Archiving legacy courses to a new folder, 2) Suspending current user accounts on legacy courses, 3) Creating new courses and populating them with content from the archived templates, and 4) Enrolling new users onto the new courses. The document provides guidance on executing each step, such as using CSV files to archive courses and users, create new courses, and enroll students. It also notes potential pitfalls and offers tips for planning the rollover process.
The document discusses the leadership challenges faced by Jim at Snapshot Industries after he took over from his grandfather Sam. It outlines that Sam led with an autocratic style for 25 years, while Jim abruptly switched to a laissez-faire style. This rapid change in leadership approach caused major issues, as the employees were unprepared and unused to greater independence. Key problems included a drop in productivity, rising costs, resignations of experienced staff, and difficulties integrating new employees into the existing culture.
Validity refers to a test accurately measuring what it intends to. Content validity means a test samples relevant skills, while criterion-related validity compares test scores to external criteria. Reliability means a test gives consistent results. Key factors for reliability include multiple test items, clear instructions, uniform administration conditions, and scorer reliability through objective scoring and scorer training. While reliability ensures consistent results, a test may be reliable without being valid if it does not accurately measure the target construct. Both validity and reliability are important for effective test design and interpretation.
Mahara is an open source ePortfolio platform that allows users to collect and display work, reflections, and other information online. It has three main components - profile management, evidence management, and social networking. Several universities use Mahara including Dublin Institute of Technology, Newham University College, and the Royal College of Surgeons in Ireland Institute of Leadership. These institutions have found ePortfolios to be useful for areas like professional development, reflective practice, competency demonstration, and integrating technology into the learning process.
SUNY Purchase and SUNY Delhi have begun a shared services project, where Purchase College provide Mahara ePortfolios to Delhi faculty and students through their Moodle LMS, while Delhi provides OpenMeetings and Big Blue Button meeting services to Purchase faculty and students through their Moodle system.
This document provides information about eportfolios and the myportfolio.ac.nz system. It defines what an eportfolio is, how they aid learning through tools like goal setting, reflection, and assessment. It outlines benefits like increased engagement and ownership of learning. It then describes the features of myportfolio.ac.nz including that it is open source and used in New Zealand education. Sample eportfolios and resources are listed, and the workshop content is outlined.
Pass the baton: How to run a faster racePaul Seiler
This document discusses the development of reusable and portable educational content in New Zealand schools. It outlines efforts to break dependencies between content and learning management systems by developing content that can be easily shared and reused across different platforms. A conceptual model was created based on workflow analysis. Wikis were identified as a way to enable authoring, sharing and ensuring interoperability of content. Three work streams were proposed to cover these areas as well as interoperability with multiple learning environments. Challenges around policies, politics and perceptions of open educational resources were also discussed.
This document provides an overview and agenda for a workshop on using Moodle and Mahara for electronic portfolios. It discusses the purpose of e-portfolios in focusing on student-centered learning and assessment. It also outlines features of Moodle and Mahara like hosting options, creating assignments in Moodle, uploading files, grading views, wikis, resume building tools, creating views, access controls, and example portfolio hosting sites. The overall goal is to provide experience using these tools to showcase student work beyond the workshop.
EndNote: Actively Collaborating to Support ResearchersLorna Dodd
The document discusses the history of EndNote training at University College Dublin (UCD) Library. It describes a 2006 pilot program that provided EndNote training to two schools. The training aimed to help users manage bibliographic references and citations. Challenges included unreliable software and limited access. Recommendations included improving support, expanding training, and collaborating with IT services to upgrade software and access. Following the pilot, the library expanded EndNote training and support and worked with IT services to improve off-campus access through new licensing and delivery methods.
Building a community of practice through Liferaypaula hodgson
Web 2.0 technologies are becoming popular for social networking, and there is growing interest in the education sector in extending these technologies for educational purposes because they provide greater opportunities for learners to be actively engaged in a variety of learning activities individually and with a networked audience. In contrast, there is limited scope for customization and personalization of traditional content management systems to support student learning.
Current CSU LMS Activities: Campus and Systemwide StrategiesJohn Whitmer, Ed.D.
In this webinar from April 2010, Dr. David Levin from CSU Northridge and Dr. Linda Scott from CSU San Marcos spoke about their campus migrations from Blackboard to Moodle. They discussed the decision-making process on their campus, their timeline, course migrations, implementations, training and support resources, and lessons learned.
Kathy Fernandes and John Whitmer spoke about the Chancellor’s Office Initiative to provide systemwide LMS Services. These services began with the LMS RFP and CSU Sandboxes, and were expanded to provide an LMS “safety net” and a “superset” of LMS services that include systems, integrations, migrations, support services, and educational practices.
Participants will learn about these current efforts and plans for the implementation of the LMS recommendations approved by the CSU Academic Technology Steering Committee in December 2009.
10 more reasons to move to moodle2 from moodle 1.9 (part2)Gavin Henrick
This is a presentation on 10 morereasons to move from moodle 1.9 to Moodle 2.
This is the second of 3 presentations covering reasons to move from Moodle 1.9 to Moodle 2.
See the blog www.somerandomthoughts.com for more details.
Moodle is an open-source learning management system (LMS) that is used by educational institutions and companies for e-learning and online training. It provides features like content uploading, tracking, discussion forums, and customizable looks. While Moodle is free to use, organizations need to invest in hosting, customization, reporting, course set-up, training, and potentially bespoke modules. Support is available through an active community on the Moodle website.
The document discusses replacing an outdated virtual learning environment (VLE) at Anglia Ruskin University with a new system built on Microsoft SharePoint. It reviewed several existing VLEs before deciding on a bespoke SharePoint-based solution. A closed pilot of the new SharePoint VLE was launched, which included basic features like modules, content, documents, and communication tools. The document outlines next steps to expand the VLE's functionality and enhance its support for learning and teaching.
Drupal South 2015: Drupal in educationTechnocratAu
Using Drupal in education: strategies, standalone vs collaboration
==============
There is no simple solution to cover all the challenges that education is currently facing. The number of software applications that are currently on the market are addressing only fraction of requested features. After extensive research and the number of specialized and customized projects for universities, we set the goal to create LMS that education sector is craving for.
This session will address:
- history of education software including current education software leaders (open source and others)
- education software approaches: collaborative (using LMS with Drupal) versus standalone (can Drupal be an LMS?)
- LMS for Drupal 8
==============
https://melbourne2015.drupal.org.au/session/using-drupal-education-strategies-standalone-vs-collaboration
Rapid eLearning in Aer Lingus by Gary Mahon, Enovation Solutions at CIPD EventEnovation
Moodle is an open source learning management system that Enovation Solutions implements for clients. It offers course management features like assignments, forums, and quizzes. Enovation extends Moodle with additional tools like learning path management, reporting, and offline activity management. They can deploy a full Moodle site rapidly for an organization, within weeks, with low costs and minimal IT resources required. Enovation presented on implementing Moodle for Aer Lingus and other clients at their event on rapid eLearning deployment in enterprises using open source technologies.
KhmerTalks: Essential of e learning-lastKhmerTalks
The document discusses the importance of learning management systems (LMS) or e-learning platforms. It notes that LMS can help reduce difficulties faced by instructors like low pay and heavy workloads, while increasing access to education. An LMS provides anytime, anywhere access to course content and administration. The document analyzes the needs of instructors and learners, finding that learners want intuitive interfaces while instructors desire robust assessment and course management tools. It highlights features of the Moodle LMS like customized interfaces, quizzes, plagiarism detection, and social functions. The conclusion is that LMS can greatly benefit educational institutions and businesses.
The document discusses automating the process of rolling over Moodle courses from one academic term to the next. It proposes a 4-step process: 1) Archiving legacy courses to a new folder, 2) Suspending current user accounts on legacy courses, 3) Creating new courses and populating them with content from the archived templates, and 4) Enrolling new users onto the new courses. The document provides guidance on executing each step, such as using CSV files to archive courses and users, create new courses, and enroll students. It also notes potential pitfalls and offers tips for planning the rollover process.
The document discusses the leadership challenges faced by Jim at Snapshot Industries after he took over from his grandfather Sam. It outlines that Sam led with an autocratic style for 25 years, while Jim abruptly switched to a laissez-faire style. This rapid change in leadership approach caused major issues, as the employees were unprepared and unused to greater independence. Key problems included a drop in productivity, rising costs, resignations of experienced staff, and difficulties integrating new employees into the existing culture.
Validity refers to a test accurately measuring what it intends to. Content validity means a test samples relevant skills, while criterion-related validity compares test scores to external criteria. Reliability means a test gives consistent results. Key factors for reliability include multiple test items, clear instructions, uniform administration conditions, and scorer reliability through objective scoring and scorer training. While reliability ensures consistent results, a test may be reliable without being valid if it does not accurately measure the target construct. Both validity and reliability are important for effective test design and interpretation.
The document discusses the importance of validity in test construction and identifies three main types of validity: content validity, which refers to how well the test items align with the objectives being measured; criterion-related validity, which examines the correlation between test scores and external criteria; and construct validity, which refers to how well test scores are explained by theoretical constructs. Validity is specific to each test administration and is determined through evidence rather than absolute measures, with the most important type for classroom teachers being content validity.
This document discusses the different types of validity in psychological testing: face validity, content validity, criterion validity (including predictive and concurrent validity), and discriminant validity. It provides examples for each type of validity. Criterion validity refers to how a test correlates with other measures of the same construct. Discriminant validity shows a test does not correlate with measures of different constructs. Validity is determined through empirical evidence over many studies, and is not an all-or-none concept. Factors like history, maturation, testing, and selection can threaten a test's validity if not controlled.
This document discusses key aspects of qualitative case study research. It outlines that case studies allow for an in-depth exploration of a phenomenon within its real-life context. The document discusses different approaches to case studies by researchers like Yin, Stake and Creswell. It also addresses important considerations for case study research like purposefully defining the case, collecting multiple sources of data, ensuring validity and ethics, and producing engaging written reports for academic audiences.
The document discusses key qualities of measurement devices: validity, reliability, practicality, and backwash effect. It defines each quality and provides examples. Validity refers to what a test measures, and includes content, construct, criterion-related, concurrent, and predictive validity. Reliability is how consistent measurements are, including equivalency, stability, internal, and inter-rater reliability. Practicality means a test is easy to construct, administer, score and interpret. Backwash effect is a test's influence on teaching and learning.
This document provides an overview of case study research methods. It defines a case study as an in-depth analysis of a single entity within its real-world context. The document discusses case study paradigms, types including intrinsic and instrumental, purposes such as explanatory and exploratory, designs including single and multiple case, methodology involving data collection from documentation and interviews, and analysis techniques like pattern matching. It also reviews issues in reporting case studies and lists some merits like understanding contemporary contexts and demerits like lack of generalization.
The document discusses the case study method of teaching and provides examples. It outlines the advantages of using case studies, which include developing strong analytical, logical thinking, strategic planning and communication skills. The steps to analyze a case study are described, such as reading the case multiple times, identifying key facts, conducting various analyses, considering alternatives, and developing recommendations. An example software development case study is also provided to demonstrate the application of the case study method.
Dr Garry Allen, Principal Advisor Academic ICT Integration, RMIT
At the end of 2010 RMIT will complete a three year program addressing strategic development in its elearning capability. The program, which is described at: www.rmit.edu.au/reap has been undertaken in three phases across
1. Minimum online presence,
2. Enhanced learning environments and
3. Active learning.
This presentation will cover the outcomes from REAP that are relevant to other University contexts, along with trend directions for learning technologies that influence university-level planning.
This document describes a SEDA course designed by Brian Kilpatrick and Bridget Middlemas to encourage staff to embed technologies more effectively. The course used the SEDA Professional Development Framework and was delivered over 10 weeks with blended learning. Participants completed projects to implement and evaluate a technology. Action learning sets and JISC tools like Moodle supported reflection and skills development. The goals were to enhance the student experience through technology and advance professional practice around e-learning.
E-learning, often known as "online learning," "virtual learning," "remote learning," and other similar terms, is an alternative to traditional classroom instruction. "Distance education," "digital learning," or "mobile learning." E-learning involves using several distinct technologies, including the web, open broadcast, loop, cable, microwave, broadband lines, fibre optics, satellite, wireless communications equipment, audio/video conferencing, and others, for one-way or two-way transmission. To improve educational knowledge, e-learning makes use of interactive technology and communication infrastructure. It has the ability to change how we typically teach and learn across the board. It will improve standards and increase long-term learning involvement. Although it cannot completely replace teachers and lecturers, it will improve the quality and scope of their instruction and reduce the time spent on administration. Each learner will be changed to reach his or her full potential, and it will make it easier to give an academic force the freedom to change. It makes a very ambitious educational system for an emerging learning society feasible. As demand grows, there is a need to standardise the E-learning system and to use new technologies to raise the standard of the current system. Despite the fact that many corporations and academic institutions have previously adopted various standards, there are still certain issues with these standards' benefits and drawbacks that must be addressed by incorporating new technical standards into the current norms to improve their usability and systematicity
Academic Integrity is an issue that affects us all. DCU is a partner in an Erasmus plus funded project led by Ilia State University in Georgia. The purpose of this project is to investigate the whole area of academic integrity and to investigate ways to address the challenge of this very relevant topic. This paper will highlight the opportunities available through both Moodle and Mahara, essentially taking a “prevention is better than cure” approach.
IRJET- Enhanced In-House Portal for UG StudentsIRJET Journal
This document describes the development of an enhanced in-house portal for undergraduate students at Sreenidhi Institute of Science and Technology. The researchers aimed to expand the existing student portal by adding features like video lectures, a discussion forum, and online assignment submission. The proposed portal would allow students to access course content and materials remotely through video lectures. It would also facilitate interaction between students and faculty through a discussion forum and direct messaging. Faculty would be able to upload video lectures, assign and grade assignments, and manage course materials through the portal. The enhanced portal was intended to improve the quality of remote education for students.
This document describes an e-classroom management system that aims to go beyond traditional blackboard and textbook approaches to improve the learning experience. The proposed system would provide a central website for connectivity between students and teachers. It would allow teachers to upload files like video lectures and notes, and students to access materials and submit assignments anytime on any device. The system would be developed as a web application using HTML, CSS, PHP, and a MySQL database. It intends to streamline file sharing and provide new features like video uploads and comment sections to enhance classroom management and blended learning. The system could help minimize documentation time for teachers and provide students with greater flexibility.
There are numerous models for preparing faculty to develop and deliver online courses. This session examines two very different yet successful models used at diverse institutions and presents the advantages and disadvantages of each.
ADDIE Model of Instructional Design 0303024.pptxMAsifAdeli
This document provides an overview of the ADDIE model for designing online courses. It describes the 5 phases of the model: Analysis, Design, Development, Implementation, and Evaluation.
In the Analysis phase, needs are assessed through data collection and analysis to understand learners and define objectives. The Design phase involves outlining the course, modules, and learning assets. Development involves producing multimedia learning materials using design principles. Implementation delivers the course content and engages learners. Evaluation assesses how well learners met objectives and identifies improvements. The goal is continuous improvement through evaluation and revisiting each phase of the ADDIE model.
Colorado Online Energy Project TAACCCT Round 2 Kick-Off PresentationOPEN4Us
This document summarizes a conference for a DOLTAACCCT grant focused on developing energy programs and redesigning developmental education. The grant's goals are to create online/hybrid energy programs, provide career coaching, develop contextualized developmental curriculum in energy fields, and redesign developmental education. The conference covered topics like clean energy technologies, career services and advising for students, sharing curriculum and training materials between colleges, and developing common course documents and training for developmental education redesign across 15 colleges.
Development of MOOCs with special reference to SWAYAMNisha Singh
The document discusses instructional design for developing MOOCs on the SWAYAM platform, outlining key considerations like target audience, learning outcomes, course structure, assessment strategies, and roles of coordinating institutions. It provides an overview of the SWAYAM initiative in India and the four quadrant approach to course design involving e-tutorials, e-content, discussion forums, and assessment.
BMCC, City College of New York, LaGuardia CCJiyeon Lee
The document summarizes the Borough of Manhattan Community College's experience with implementing ePortfolios in their teacher education program. It discusses initial goals of conducting an assessment of the current ePortfolio program to provide feedback and advance student learning. It describes challenges faced such as low survey response rates. Lessons learned include the benefits of collaboration and that the program has room for improvement, especially regarding transfer students. Future plans include refining the program based on feedback and exploring using ePortfolios for additional assessment and transfer purposes.
This document discusses a blended learning program for a Professional Development Award (PDA) in project management at Forth Valley College. The program aims to maximize inclusion and learner engagement through a combination of asynchronous and synchronous online learning. It uses three e-learning platforms: Moodle for asynchronous resources and activities, Blackboard Collaborate for live workshops, and an e-portfolio for student profiles and collaboration. The program provides vocational skills that can be applied directly to students' real work projects. Evaluations found high levels of output and that the blended approach helped establish online learning standards at the college.
The TESEP project aimed to transform curriculum delivery through e-learning at partner institutions. After funding ended, three key actions were taken to sustain the project's impact: 1) Supporting institutional change by using TESEP to inform curriculum reviews. 2) Continuing to lead changes by formalizing advocate networks and interest groups. 3) Ongoing professional development through publications, conferences, and a research interest group.
Implementing an e-Portfolio System to Assess an Interdisciplinary Studies Pro...Baiyun Ch
This session will present a review on the ePortfolio system and the characteristics of using the system as an assessment method. It will then focus on a case where ePortfolio is used for evaluation for an interdisciplinary studies program. Preliminary evaluation data and recommendations will be presented for future research.
OER refers to open educational resources which include full courses, course materials, and other learning content that can be freely accessed and used online. MIT's OpenCourseWare initiative is an example of an institutional OER program that makes course materials from over 1,900 courses freely available on the web. Educators use OER in a variety of ways like reusing content, adapting course syllabi, and combining OER materials with other resources. There are benefits to creating OER like lowering costs for students and fostering pedagogical innovation through customizable learning materials.
This document summarizes an introduction to ePortfolios presentation given at the University of British Columbia. It provides examples of how ePortfolios are being used at UBC in different faculties like Education, Nursing, and Dentistry. It also discusses the history of ePortfolio use at UBC over a three-year initiative and examples from other institutions. Hands-on activities are suggested to have attendees create their own ePortfolio using WordPress. Challenges and opportunities around sustaining an ePortfolio community of practice are discussed.
This document proposes several radical ideas for transforming learning experiences at universities, including:
1. Implementing a flipped classroom/curriculum model where students learn lecture content independently before attending on-campus workshops to apply skills.
2. Aggressively pursuing industry partnerships for teaching, with industry helping develop innovative curriculum projects and learning spaces.
3. Letting students create their own learning adventures by designing their own degrees across institutions and providers, including MOOCs.
The document discusses 4 key initiatives for a student portal pilot at Chisholm Institute. The initiatives include: 1) A whole of institute wireless networking project to allow students to connect notebooks, 2) Implementing a Microsoft Live@edu project for student accounts, 3) A learning spaces project to deliver state-of-the-art technology in learning spaces, and 4) Developing new personal web portals for students and staff to access course information, records, and services.
ecapability webinar Thursday 22nd April - ACE Model of ecapabilityYum Studio
The document summarizes the activities and outcomes of the AccessACE 2 Leadership Circle of Practice. The circle included 13 participants from various adult and community education organizations across Victoria. They engaged in professional development activities, local projects, and mentoring to increase their skills and organizational capacity for e-learning. Individual projects focused on areas like evaluation tools, implementation plans, and knowledge management. Challenges included engaging participants online and focusing on strategic issues. Successes included skills development, increased e-learning capacity, and identification of common issues and strategies. The circle model supported community development and an emerging knowledge base to build upon.
This document presents a conceptual framework for an online interactive module to teach computer programming courses. The framework is based on Mayer's learning model and includes three dimensions: materials to be learned, presentation methods, and learning strategies. The materials include concepts, techniques, simulations, and other multimedia. Presentation methods consider how content is delivered, such as through lectures, student interaction, or asynchronous learning. Learning strategies involve cooperative learning, e-learning, brainstorming, and problem-solving approaches. The framework is intended to address challenges in traditional teaching methods and better prepare students for computer-focused careers.
Building accessible courses - Karen HollandGavin Henrick
The document provides tips and guidelines for building accessible courses in Moodle by following standards like WCAG 2.0 and ensuring course content is perceivable, operable, understandable, and robust. It discusses making content accessible across different elements like assignments, forums, quizzes, pages, and books by following tips for text, links, headings, images, multimedia, tables, and equations. The goal is to raise awareness of accessibility issues and ensure users don't face obstacles so access is available to the widest possible audience without needing special accommodations.
Improving the student experience Gavin HenrickGavin Henrick
Keynote presentation from MoodleMoot Spain 2015 - Palma, Mallorca - focusing on some of the ways that Moodle site could be customised to enhance that experience using various examples.
This document discusses analytics questions and capabilities in the Moodle learning management system from the perspectives of teachers, students, institutions, and parents. It outlines various analytics features available in the Moodle core as well as through plugins, including course performance summaries, grade reports, activity results, and engagement tracking. Group discussions suggest additional questions from each stakeholder viewpoint, such as how well students are progressing towards qualifications from an institutional perspective or what students should focus on next from a student perspective.
The document discusses learning analytics, which is defined as the measurement, collection, analysis and reporting of data about learners and their learning environments. It aims to understand and optimize learning. The document outlines the types of data that is collected on students, including profiles, activities, content accessed, and results. It also discusses the goals of improving student success, retention, and experience. Key topics covered include descriptive, diagnostic, predictive and prescriptive analytics. The document raises important ethical concerns around data access, ownership, transparency and privacy when applying learning analytics and discusses approaches taken by organizations like the Open University.
Moodle 2.7 some of the improvements since moodle 2.6Gavin Henrick
This document summarizes improvements made in Moodle 2.6 for teachers, administrators, and general users. Key improvements for teachers include gradebook enhancements, assignment interface changes, and new options for commenting and setting limits on assignments. Administrators gain new logging, scheduling, and theme customization tools. General improvements involve a new accessible editor, equation editor, responsive themes, and login options. Support for Moodle 2.7 is extended to 3 years.
This document outlines a Moodle gamification model canvas template for planning a gamified learning project. The canvas includes sections for describing features, mechanics, dynamics, aesthetics, players, components, behaviors, costs, benefits, and how success will be measured. The goal is to introduce gamification into learning through Moodle to achieve tangible results and develop desired behaviors in students.
Moodle 2.6 some of the improvements since moodle 2.5Gavin Henrick
1) Moodle 2.6 provides improved support for recent browsers like Chrome and Firefox while dropping support for older browsers like IE6 and IE7.
2) It features simpler password resetting, better mobile experience, and text editor improvements.
3) Additional improvements include easier course editing, ability to annotate PDFs, improved forums and quizzes, and faster backup/restore for large courses.
Gamification - What is it and What it is in MoodleGavin Henrick
The document discusses gamification, which is defined as using game elements and mechanics to engage users and solve problems. It provides definitions of gamification from several sources and lists common game elements like badges, levels, and points. The document then discusses contexts where gamification can be applied, such as education, health, and marketing. It notes gamification is not simulations or serious games, but aims to motivate users through choice, control, and fun. Examples of gamified systems like Foursquare and Healthmonth are provided. The document concludes by discussing tools for applying gamification within the Moodle learning management system.
This document discusses open badges and their use on Moodle. It provides an overview of open badges, explaining that they are digital representations of achievements, skills, learning, interests and competencies. The document discusses research on open badges in higher education that found students want badges to stand out from peers and be linked to professional accreditation. It also outlines how badges work, who is using them, and provides tips for developing a plan to implement badges, including what to badge, who issues them, designing badges, and choosing an issuing platform.
Extending Moodle - Moodlemoot Romania 2013Gavin Henrick
Presentation on Extending Moodle through Add-ons.
Presented at Moodlemoot Romania 2013.
Based on some of the principles from the book - http://moodleaddons.com
This document outlines various tools that can be used for course gamification, including groups, progress bars, checklists, certificates, activity completion, and badges. Groups allow for icons and manual or automatic assignment of students. Progress bars provide a graphical representation of completion. Checklists mark off tasks as complete. Certificates can be awarded upon certain criteria. Activity completion, grades, time, and profile fields can control conditional access. Badges provide evidence of achievements and can be awarded for various criteria.
Moodle 2.3 and 2.4 some of the improvements since moodle 2.2Gavin Henrick
This document summarizes some of the improvements made in Moodle since version 2.2, including major performance improvements, new navigation features, caching optimizations, improved statistics performance for IE browsers, new section formatting options, enhanced file management tools, an integrated book feature, improved assignment workflows, and automated plugin updating.
This document discusses different types of assessments that can be used for formative and summative evaluation including mini tests, calculated questions, and various question formats like multiple choice, essay, and matching. It also provides tips for creating, organizing, and using questions like adding images/video, randomizing questions, and mapping questions to course objectives. The document is intended to explore different assessment options available and provide best practices for utilizing questions in online courses.
Breaking down the barriers to learning technology imoot 2012 keynote Gavin Henrick
This keynote focused on IMS LTI, the challenges people face and the reason LTI can solve some of these issues.
This was presented as keynote at the imoot 2012 .
Moodle Tool Guide for Teachers - German version by Ralf Hilgenstock, Susanne Gebauer, Gerald Hartwig
http://eledia.de
http://moodle.de
http://dialoge.info
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
“ ePortfolios: fit for purpose?”, Dr Jen Harvey & Dr Roisin Donnelly , DIT- UUJ Conference Presentation 2009, “ Mahara and Professional Development”, Andrew Csizmadia, Newham University College, MaharaUK 09 http://www.slideshare.net/ULCCEvents/maharauk-09-andrew-csizmadia-mahara-and-professional-development “ The Professional Electronic Portfolio”, Feeney Luke, Pitman Steve, 4th International Quality Congress Middle East