Empowering YouTube for Higher Education3Play Media
This webinar will teach you how to leverage your YouTube videos to create an engaging learning portal for your students. Justin McCutcheon, the CEO and co-founder of Cattura, will walk you through the tools available for utilizing learning solutions that bridge Google Apps for Education, YouTube, and other Google services to create a rich video experience for your YouTube videos directly inside of your learning management system course.
This webinar will cover:
- An overview of video solutions with Google Apps for Education and YouTube
- Creating a well-organized YouTube course portal
- Delivering lecture capture and flipped classroom content to YouTube
- Making recorded and public YouTube videos accessible with closed captions
- Enriching YouTube videos with time-coded video metadata to drive notes, chapters, tags, and video search
- Creating a complete educational integration between Google Apps for Education and your LMS
- Leveraging Google tools such as YouTube annotations, video clipping, and Google Analytics to improve your educational video content
Using Twitter for Teaching, Learning, and Professional DevelopmentJason Rhode
Have you wondered what Twitter is and what if any practical applications there are for teaching and learning? Perhaps you are among the 30% of faculty who now use Twitter in some capacity and you would like to learn some tips and tricks for better utilizing Twitter in education context. During this online session offered 11/30/2012 we introduced the basics of Twitter and explored best practices for using Twitter in teaching, learning and professional development.
Maintaining Momentum: Successful Faculty Development Strategies for Supporti...Jason Rhode
How do rollouts of new Blackboard releases impact institutions? What steps are institutions taking to prepare faculty, teaching staff, and students for the changes brought about by Blackboard upgrades? During this presentation at the 2013 Blackboard Product Development Offsite on May 15, 2013, Northern Illinois University shared its comprehensive faculty development strategy for supporting faculty and preparing the campus community for new upgrades. Specific steps taken to prepare faculty and staff for each service pack were shared, including the initiatives underway in conjunction with NIU's upgrade from Learn 9.1 SP8 to SP11 in June 2013. Walk away with practical examples of how an institution is compiling and integrating available support documentation and resources from Blackboard to share with its campus as well as the wider Blackboard user community!
Social Teaching Strategies for Engaging Today's Active LearnerJason Rhode
The prevalence and widespread use of social media tools make possible a seemingly endless array of ways to share ideas and build new knowledge. During this keynote presentation on March 29, 2013 at Western Illinois University Symposium on Teaching, Research, and Creative Activities by Jason Rhode, we considered how students today are using social media in their daily lives and explore together how social media can be used to actively engage students in the learning process, both in and outside the classroom. A social teaching framework was shared as well as principles and best practices for leveraging social media in teaching and learning. Participants were encouraged to bring their own device to actively participate in the conversation!
Online and mobile versions of the handout accompanying the slides is available at http://j.mp/socialteaching
Session hashtag, for tweeting or other social media uses: #socialteaching
Assessment for Learning using Moodle
This presentation comes from a current 2010/2011 action learning project of the same name which is focused on the development and implementation of integrated assessment and learning strategies that aim to improve learner performance in the VET sector.
This project explores the five key strategies of "Assessment for Learning" in an e-learning context using Moodle as the application.
This presentation will discuss the "Assessment for Learning" strategies and how they are being implemented using Moodle as part of the current project and any findings so far.
More information on the Capability Builders - Assessment program can be found here: http://bit.ly/dfeest_cba.
Empowering YouTube for Higher Education3Play Media
This webinar will teach you how to leverage your YouTube videos to create an engaging learning portal for your students. Justin McCutcheon, the CEO and co-founder of Cattura, will walk you through the tools available for utilizing learning solutions that bridge Google Apps for Education, YouTube, and other Google services to create a rich video experience for your YouTube videos directly inside of your learning management system course.
This webinar will cover:
- An overview of video solutions with Google Apps for Education and YouTube
- Creating a well-organized YouTube course portal
- Delivering lecture capture and flipped classroom content to YouTube
- Making recorded and public YouTube videos accessible with closed captions
- Enriching YouTube videos with time-coded video metadata to drive notes, chapters, tags, and video search
- Creating a complete educational integration between Google Apps for Education and your LMS
- Leveraging Google tools such as YouTube annotations, video clipping, and Google Analytics to improve your educational video content
Using Twitter for Teaching, Learning, and Professional DevelopmentJason Rhode
Have you wondered what Twitter is and what if any practical applications there are for teaching and learning? Perhaps you are among the 30% of faculty who now use Twitter in some capacity and you would like to learn some tips and tricks for better utilizing Twitter in education context. During this online session offered 11/30/2012 we introduced the basics of Twitter and explored best practices for using Twitter in teaching, learning and professional development.
Maintaining Momentum: Successful Faculty Development Strategies for Supporti...Jason Rhode
How do rollouts of new Blackboard releases impact institutions? What steps are institutions taking to prepare faculty, teaching staff, and students for the changes brought about by Blackboard upgrades? During this presentation at the 2013 Blackboard Product Development Offsite on May 15, 2013, Northern Illinois University shared its comprehensive faculty development strategy for supporting faculty and preparing the campus community for new upgrades. Specific steps taken to prepare faculty and staff for each service pack were shared, including the initiatives underway in conjunction with NIU's upgrade from Learn 9.1 SP8 to SP11 in June 2013. Walk away with practical examples of how an institution is compiling and integrating available support documentation and resources from Blackboard to share with its campus as well as the wider Blackboard user community!
Social Teaching Strategies for Engaging Today's Active LearnerJason Rhode
The prevalence and widespread use of social media tools make possible a seemingly endless array of ways to share ideas and build new knowledge. During this keynote presentation on March 29, 2013 at Western Illinois University Symposium on Teaching, Research, and Creative Activities by Jason Rhode, we considered how students today are using social media in their daily lives and explore together how social media can be used to actively engage students in the learning process, both in and outside the classroom. A social teaching framework was shared as well as principles and best practices for leveraging social media in teaching and learning. Participants were encouraged to bring their own device to actively participate in the conversation!
Online and mobile versions of the handout accompanying the slides is available at http://j.mp/socialteaching
Session hashtag, for tweeting or other social media uses: #socialteaching
Assessment for Learning using Moodle
This presentation comes from a current 2010/2011 action learning project of the same name which is focused on the development and implementation of integrated assessment and learning strategies that aim to improve learner performance in the VET sector.
This project explores the five key strategies of "Assessment for Learning" in an e-learning context using Moodle as the application.
This presentation will discuss the "Assessment for Learning" strategies and how they are being implemented using Moodle as part of the current project and any findings so far.
More information on the Capability Builders - Assessment program can be found here: http://bit.ly/dfeest_cba.
Considerations for creating meaningful assessments in MoodleHazel Owen
What does a meaningful assessment look and feel like? How can Moodle be used to enhance a learner's assessment experience? In this session I will cover a few of the key factors to consider when designing assessments, as well as some of the activity types in Moodle that can be used. I will also dip into a couple of example to illustrate what can work well ... and what might not. By the end of the session you should have some additional ideas to take away and use when creating assessments in Moodle, along with considerations that will help ensure that they work for your learners and for you.
Content management systems, course management systems, learning management systems, learning content management systems: An overview and discussion of these systems to support learning.
Presentation for ACPET webinar for RTOs getting started with Moodle. The live session explores:
• understand the options available to RTOs to deliver part or all learning online
• understand how Moodle is integral to a blended learning strategy
• getting courses up and running with implementing Moodle
• options for hosting
• understand how resources and activities are created and distributed to learners
• how to teach and assess using Moodle
• implications for RTO resources, staffing and support
• reporting
• integration with other RTO systems
E/merge Africa Learning Festival Conference 2018
Digital Fluency Workshop - Brenda Mallinson & Shadrack Mbogela
5 modules: Digital Fundamentals; Working with OER; Course Design & Development for online provision; Academic Integrity in a Digital Age; Storage and Access of Digital Resources.
Online Forum succesfully integrating MOOC in training environmentInge de Waard
This is the slide deck I will use for the Online Forum that is planned by the eLearning Guild in May 2014. In this presentation I offer suggestions on how to integrate the MOOC platform successfully into an overall training environment.
A presentation on Course Design and Implementation of Course Delivery in Open and Distance Learning.
Delivered during University of Ibadan Cascade Training for all Academic Staffs in Distance Learning Programme.
UCISA Learning Anaytics Pre-Conference WorkshopMike Moore
UCISA Learning Analytics Pre-Conference Workshop
Mike Moore - Sr. Advisory Consultant - Analytics
Desire2Learn, Inc.
UCISA Conference 2014, Brighton, UK
Presented Mar 26, 2014
This talk was presented at EDRA43Seattle on June 1, 2012. http://www.edra.org
This show has much animation and builds, so it is better seen by downloading and viewing in PowerPoint 2010.
I claim educational fair use for all copyrighted logos or materials within, but am happy to remove such material at the request of the copyright holder.
Presentation for Queensland VDC
Topics covered include:
What is e-Assessment?
Issues and concerns around using eAssesments
Mobile evidence capture and submission
Principles for developing self paced assessment tasks
(Quizzes, Scenarios, Decision making trees)
Webinar based assessment and peer review
Using discussion forums to uncover student ?stories? and understanding
Tools and approaches for Student placement reporting
Group work projects ? measuring contributions
Other interesting approaches from the field.
Benefits and learning outcomes include:
* Understanding and application of various types e-assessments
* Application of relevant e-Assessment approaches to specific training context
Learn Local Moodle Webinar #3 - Course formating ideasYum Studio
-Moodle plug ins that can extend course formatting options and how to install them.
-How to exploit Moodle section, resource and activity links to create custom navigation inside your Moodle course from text or icons.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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
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
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
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
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?
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
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
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
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
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
60. •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
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/
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 -