DYNAMIC COURSES: INDIVIDUAL LEARNING PATHS AND ONLINE COLLABORATIVE EXERCISES IN MOODLE 2
Pieter van der Hijden MSc Sofos Consultancy, Amsterdam, The Netherlands
Dynamic courses: individual learning paths and online collaborative exercises...Pieter van der Hijden
Paper presented at Moodlemoot Ireland & UK, Dublin, Ireland, 2-4 April 2012
Moodle 2 enables new didactic applications like individual learning paths and online collaborative exercises. Their effective implementation requires a top-down approach from didactic goals to practical solutions. Monitoring and intervening the learning processes becomes more important than before.
In Moodle 2, it is possible to define a condition that has to be met by a student before a certain resource or activity will become visible to him/her. The completion status of another activity might be such a condition. From a didactic point of view, a pre-set sequence of activities or a list of options can be offered to the students.
In earlier versions already, students could be placed in groups and a range of activities could be switched to group mode eventually. Further, once a grouping (a set of groups) was defined, activities as well as resources could be restricted to students from one grouping only. This enables creating more sets of parallel groups, or using groupings for different maturity levels or for different stages the students have to go through.
The combination of groupings and conditional activities, gives powerful means to implement online collaborative exercises. This will be deminstrated, discussed and practised during the presentation.
What is personalized learning and why is it important?
Levelling content with Lessons
Providing choice using Assignments
Automating assessment with the question bank
Learning paths using conditional activities & access restriction
Scales & custom letters
Badges
A short overview of simple course design concepts using Moodle, presented by Mark Drechsler at the 2012 Murdoch Teaching & Learning Forum (http://www.murdoch.edu.au/Teaching-and-Learning-Forum/)
This is a Moodle 2 version based on the original Moodle Tool Guide created by Joyce Seitzinger.
It is a 2 page version with more tools, resources and aspects of Moodle 2 included.
Dynamic courses: individual learning paths and online collaborative exercises...Pieter van der Hijden
Paper presented at Moodlemoot Ireland & UK, Dublin, Ireland, 2-4 April 2012
Moodle 2 enables new didactic applications like individual learning paths and online collaborative exercises. Their effective implementation requires a top-down approach from didactic goals to practical solutions. Monitoring and intervening the learning processes becomes more important than before.
In Moodle 2, it is possible to define a condition that has to be met by a student before a certain resource or activity will become visible to him/her. The completion status of another activity might be such a condition. From a didactic point of view, a pre-set sequence of activities or a list of options can be offered to the students.
In earlier versions already, students could be placed in groups and a range of activities could be switched to group mode eventually. Further, once a grouping (a set of groups) was defined, activities as well as resources could be restricted to students from one grouping only. This enables creating more sets of parallel groups, or using groupings for different maturity levels or for different stages the students have to go through.
The combination of groupings and conditional activities, gives powerful means to implement online collaborative exercises. This will be deminstrated, discussed and practised during the presentation.
What is personalized learning and why is it important?
Levelling content with Lessons
Providing choice using Assignments
Automating assessment with the question bank
Learning paths using conditional activities & access restriction
Scales & custom letters
Badges
A short overview of simple course design concepts using Moodle, presented by Mark Drechsler at the 2012 Murdoch Teaching & Learning Forum (http://www.murdoch.edu.au/Teaching-and-Learning-Forum/)
This is a Moodle 2 version based on the original Moodle Tool Guide created by Joyce Seitzinger.
It is a 2 page version with more tools, resources and aspects of Moodle 2 included.
Professional Development On Moodle ResourcesBlair E
This document provides an introduction to Moodle, an open source learning management system. It discusses how Moodle was designed based on social constructivist pedagogy to help foster online learning communities. It also provides an overview of some of Moodle's key features, such as courses, activities, resources, and user profiles. The document aims to prepare students to navigate Moodle and interact with other students and instructors in an online learning environment.
The document describes the ECO project, which aims to broaden access to education in Europe through short modular open online courses (sMOOCs). It discusses the project's features and goals. The main points are:
- The ECO project has 22 partners across Europe and a budget of over 4.6 million euros. It aims to improve the quality and cost-effectiveness of teaching through sMOOCs.
- As of now, the project has hosted 22 sMOOCs in 6 languages attracting over 37,000 users across its 6 partner platforms.
- The sMOOCs are designed to be accessible on multiple devices and platforms. They follow socio-constructivist and connectivist
Using Moodle 2.2 in College (case study)Maria Moodle
Using Moodle 2.2 in College. Case study
Maryel Mendiola
The speaker discusses their experience using Moodle 2.2 at ESIME Culhuacan college in Mexico. They have been using Moodle for many years to supplement face-to-face classes. All students access Moodle daily and provide quality feedback in forums. The speaker encourages updating to newer Moodle versions and customizes Moodle for their courses, which have 4 groups of around 20 students each. Activities include forums, databases, and groups are used to display student grades. The top features highlighted are the dock, navigation block, and backup of activities and resources.
This document discusses an online course on web-based learning. The course objectives are to expose students to knowledge and competencies around different uses of information and communication technologies globally, with a focus on new web-based learning methods. It will provide hands-on experience with web 2.0 tools and allow students to analyze their own web usage. Throughout the course, students will work on collaborative projects using web technologies to benefit diverse learning communities. The document outlines various tools that will be introduced and used in the course, such as content and file management, collaboration, and productivity tools.
The document summarizes how SLOODLE tools were used to support teaching and learning with Second Life across two different classes at the University of the West of Scotland. In one class, Second Life was a core part of the course, while in the other class it was only briefly used. SLOODLE tools allowed students in both classes to collaborate online, present work in Second Life without extensive technical skills, and engage in virtual activities like field trips. The summary provides an overview of how SLOODLE supported different aspects of the two courses like group work, lectures, and student presentations.
The document discusses the iCamp project which aims to design learning experiences to develop soft skills through innovative and interactive learning environments. It describes trials conducted using tools like blogs, wikis and social networking sites to support self-directed learning, social networking and collaboration across borders. It recognizes challenges in balancing individual and collaborative work, and forming shared workspaces. It proposes moving from traditional instructional design models to an ecological model where learning niches are defined by affordances rather than specific tools.
The document discusses guidelines for implementing differentiated learning interventions (DLI). It suggests assessing student readiness through diagnostic assessments to determine their interests, strengths/weaknesses, learning styles, and preferences. Content, process, and products should be differentiated based on student needs. The content may vary in amount or difficulty level. Process can offer choices in how students access and interact with content. Products allow students to demonstrate knowledge in varied ways. The learning environment should foster socio-emotional support and physical accommodation of student needs. Sample interventions are provided for differentiating instruction on the digestive system across content, process, and products.
The document provides information about the Flat Classroom Project for elementary school students in grades 3-5. It discusses past Flat Classroom projects that connected hundreds of students from several countries. The current project, "A Week in the Life..." 2012-2, will connect over 500 students from multiple classrooms to learn about similarities and differences in topics like school, food, clothing, and environment. Students will work in teams to research and share multimedia about their weekly lives. The project will run from September to December and involve online collaboration tools like Edmodo, Wikispaces, and Google Docs.
Presentation on NJIT's pilot program using Moodle as a learning management system. Given in cooperation with NJEDge.Net for other NJ schools. Not somewhat, "historical" since it was presented in August 2007 (THis is a revised version from an earlier presentation also available here.)
The document outlines 20 potential improvements for Moodle including:
1) Adding real-time trending of course content to highlight popular materials.
2) Developing an advanced logging framework to collect detailed usage data.
3) Creating a simplified interface for older users.
4) Integrating social features like bookmarking and comments.
5) Improving the user interface with more AJAX functionality.
6) Simplifying the gradebook which is currently difficult for staff to use.
The document summarizes a course taught to teachers to introduce them to using the Moodle online learning platform. The course is divided into 4 phases: 1) getting acquainted with Moodle, 2) community building activities, 3) learning about online pedagogy through readings and discussion, 4) creating sample courses to get hands-on experience. Throughout the course, participants experience Moodle as students first before being asked to design activities. The goal is to spark interest in independent learning about online tools rather than providing comprehensive training.
Designing Engaging Curriculum for Global Collaboration in the ClassroomJulie Lindsay
Designing Engaging Curriculum for Global Collaboration in the Classroom - Learning 2.012 Conference Leader, Beijing, China. October 2012.
Let’s Go Global! Let’s connect with the world! This session will immerse participants in the exciting world of global collaborative projects at all levels of learning. After reviewing essential steps to flatten the classroom the focus will be on design and management for effective and successful global projects using emerging technologies and Web 2.0 tools. Existing projects will be explored for essential design parameters and new projects and opportunities discovered. This session is for teachers at all levels of learning, curriculum coordinators, administrators and anyone interested in improving learning outcomes and engaging learners.
This document discusses emerging trends in educational technology for higher education. It outlines trends like a culture of change and innovation in higher education, collaboration across institutions, measuring learning outcomes, open education resources, blended learning, and new learning spaces. Blended learning combines face-to-face and online learning using technology tools and multimedia. New active learning classrooms and maker spaces provide learner-centered environments. There is also a growing focus on learning analytics to measure and improve student learning. Emerging technologies include BYOD, flipped classrooms, adaptive learning, maker spaces, wearables, MOOCs, and games/simulations.
The document outlines an upcoming course titled "Eurodidaweb 2012" being held from July 2-6, 2012. The course objectives are to expose students to knowledge about uses of information and communication technologies globally, with a focus on new web-based learning methods. It will also provide hands-on experience with web 2.0 tools and international practices of web-based learning. Throughout the week-long course, students will work on globally-focused projects using information technologies to benefit diverse learning communities.
MODULAR OBJECT-ORIENTED DYNAMIC LEARNING ENVIRONMENT (MOODLE) is a free and open-source learning management system (LMS) that allows educators to create online courses with assignments, quizzes, forums, and other activities. It has a modular design that provides flexibility to add or remove features and is suitable for both fully online and blended courses. Moodle also offers features like resources, calendar, chat, forums, quizzes, glossary, assignments, and reports to help teachers facilitate learning and monitor student activity.
E learning fitness methodologies & technologies uniroma1 marco temperinieLearningFitness
The document discusses the design of an eLearning system composed of several interconnected web-based subsystems. It describes personalized eLearning based on tracking student knowledge and adapting courses accordingly. It also covers social and collaborative eLearning, including student interactions, group work, and reputation systems. The document emphasizes standards for learning objects and compliance with systems like SCORM to ensure interoperability across platforms.
Moodle is an open-source learning management system with general features for users including a modern interface, personalized dashboards, collaborative tools, calendar, file management, text editor, notifications, and progress tracking. It also has administrative features for customizing site design, secure authentication, multilingual support, bulk course creation, learning paths, security updates, reporting, collaboration, multimedia integration and group management.
Moodle is an open-source learning management system with general features for users including a modern interface, personalized dashboards, collaborative tools, calendar, file management, text editor, notifications, and progress tracking. It also has administrative features for customizing site design, secure authentication, multilingual support, bulk course creation, learning paths, security updates, reporting, collaboration, multimedia integration and group management.
Designing Active Learning in Moodle – a preview of the Learning Designer tools Eileen Kennedy, D. N. Dimakopoulos, Diana Laurillard
Presented at Moodlemoot Edinburgh 2014
www.moodlemoot.ie
The document describes enhancements made to the Moodle homepage interface to make it more course-focused for students. A new block was added to centralize key course information like the course description, recent forum posts from all modules, and tabs with modules, assignments, and tutor details. The goal is to emphasize the student's overall course rather than just a collection of individual modules. Other blocks on the homepage were chosen to complement this course-focused approach and target information to students, staff or faculty.
More Related Content
Similar to DYNAMIC COURSES: INDIVIDUAL LEARNING PATHS AND ONLINE COLLABORATIVE EXERCISES IN MOODLE 2
Professional Development On Moodle ResourcesBlair E
This document provides an introduction to Moodle, an open source learning management system. It discusses how Moodle was designed based on social constructivist pedagogy to help foster online learning communities. It also provides an overview of some of Moodle's key features, such as courses, activities, resources, and user profiles. The document aims to prepare students to navigate Moodle and interact with other students and instructors in an online learning environment.
The document describes the ECO project, which aims to broaden access to education in Europe through short modular open online courses (sMOOCs). It discusses the project's features and goals. The main points are:
- The ECO project has 22 partners across Europe and a budget of over 4.6 million euros. It aims to improve the quality and cost-effectiveness of teaching through sMOOCs.
- As of now, the project has hosted 22 sMOOCs in 6 languages attracting over 37,000 users across its 6 partner platforms.
- The sMOOCs are designed to be accessible on multiple devices and platforms. They follow socio-constructivist and connectivist
Using Moodle 2.2 in College (case study)Maria Moodle
Using Moodle 2.2 in College. Case study
Maryel Mendiola
The speaker discusses their experience using Moodle 2.2 at ESIME Culhuacan college in Mexico. They have been using Moodle for many years to supplement face-to-face classes. All students access Moodle daily and provide quality feedback in forums. The speaker encourages updating to newer Moodle versions and customizes Moodle for their courses, which have 4 groups of around 20 students each. Activities include forums, databases, and groups are used to display student grades. The top features highlighted are the dock, navigation block, and backup of activities and resources.
This document discusses an online course on web-based learning. The course objectives are to expose students to knowledge and competencies around different uses of information and communication technologies globally, with a focus on new web-based learning methods. It will provide hands-on experience with web 2.0 tools and allow students to analyze their own web usage. Throughout the course, students will work on collaborative projects using web technologies to benefit diverse learning communities. The document outlines various tools that will be introduced and used in the course, such as content and file management, collaboration, and productivity tools.
The document summarizes how SLOODLE tools were used to support teaching and learning with Second Life across two different classes at the University of the West of Scotland. In one class, Second Life was a core part of the course, while in the other class it was only briefly used. SLOODLE tools allowed students in both classes to collaborate online, present work in Second Life without extensive technical skills, and engage in virtual activities like field trips. The summary provides an overview of how SLOODLE supported different aspects of the two courses like group work, lectures, and student presentations.
The document discusses the iCamp project which aims to design learning experiences to develop soft skills through innovative and interactive learning environments. It describes trials conducted using tools like blogs, wikis and social networking sites to support self-directed learning, social networking and collaboration across borders. It recognizes challenges in balancing individual and collaborative work, and forming shared workspaces. It proposes moving from traditional instructional design models to an ecological model where learning niches are defined by affordances rather than specific tools.
The document discusses guidelines for implementing differentiated learning interventions (DLI). It suggests assessing student readiness through diagnostic assessments to determine their interests, strengths/weaknesses, learning styles, and preferences. Content, process, and products should be differentiated based on student needs. The content may vary in amount or difficulty level. Process can offer choices in how students access and interact with content. Products allow students to demonstrate knowledge in varied ways. The learning environment should foster socio-emotional support and physical accommodation of student needs. Sample interventions are provided for differentiating instruction on the digestive system across content, process, and products.
The document provides information about the Flat Classroom Project for elementary school students in grades 3-5. It discusses past Flat Classroom projects that connected hundreds of students from several countries. The current project, "A Week in the Life..." 2012-2, will connect over 500 students from multiple classrooms to learn about similarities and differences in topics like school, food, clothing, and environment. Students will work in teams to research and share multimedia about their weekly lives. The project will run from September to December and involve online collaboration tools like Edmodo, Wikispaces, and Google Docs.
Presentation on NJIT's pilot program using Moodle as a learning management system. Given in cooperation with NJEDge.Net for other NJ schools. Not somewhat, "historical" since it was presented in August 2007 (THis is a revised version from an earlier presentation also available here.)
The document outlines 20 potential improvements for Moodle including:
1) Adding real-time trending of course content to highlight popular materials.
2) Developing an advanced logging framework to collect detailed usage data.
3) Creating a simplified interface for older users.
4) Integrating social features like bookmarking and comments.
5) Improving the user interface with more AJAX functionality.
6) Simplifying the gradebook which is currently difficult for staff to use.
The document summarizes a course taught to teachers to introduce them to using the Moodle online learning platform. The course is divided into 4 phases: 1) getting acquainted with Moodle, 2) community building activities, 3) learning about online pedagogy through readings and discussion, 4) creating sample courses to get hands-on experience. Throughout the course, participants experience Moodle as students first before being asked to design activities. The goal is to spark interest in independent learning about online tools rather than providing comprehensive training.
Designing Engaging Curriculum for Global Collaboration in the ClassroomJulie Lindsay
Designing Engaging Curriculum for Global Collaboration in the Classroom - Learning 2.012 Conference Leader, Beijing, China. October 2012.
Let’s Go Global! Let’s connect with the world! This session will immerse participants in the exciting world of global collaborative projects at all levels of learning. After reviewing essential steps to flatten the classroom the focus will be on design and management for effective and successful global projects using emerging technologies and Web 2.0 tools. Existing projects will be explored for essential design parameters and new projects and opportunities discovered. This session is for teachers at all levels of learning, curriculum coordinators, administrators and anyone interested in improving learning outcomes and engaging learners.
This document discusses emerging trends in educational technology for higher education. It outlines trends like a culture of change and innovation in higher education, collaboration across institutions, measuring learning outcomes, open education resources, blended learning, and new learning spaces. Blended learning combines face-to-face and online learning using technology tools and multimedia. New active learning classrooms and maker spaces provide learner-centered environments. There is also a growing focus on learning analytics to measure and improve student learning. Emerging technologies include BYOD, flipped classrooms, adaptive learning, maker spaces, wearables, MOOCs, and games/simulations.
The document outlines an upcoming course titled "Eurodidaweb 2012" being held from July 2-6, 2012. The course objectives are to expose students to knowledge about uses of information and communication technologies globally, with a focus on new web-based learning methods. It will also provide hands-on experience with web 2.0 tools and international practices of web-based learning. Throughout the week-long course, students will work on globally-focused projects using information technologies to benefit diverse learning communities.
MODULAR OBJECT-ORIENTED DYNAMIC LEARNING ENVIRONMENT (MOODLE) is a free and open-source learning management system (LMS) that allows educators to create online courses with assignments, quizzes, forums, and other activities. It has a modular design that provides flexibility to add or remove features and is suitable for both fully online and blended courses. Moodle also offers features like resources, calendar, chat, forums, quizzes, glossary, assignments, and reports to help teachers facilitate learning and monitor student activity.
E learning fitness methodologies & technologies uniroma1 marco temperinieLearningFitness
The document discusses the design of an eLearning system composed of several interconnected web-based subsystems. It describes personalized eLearning based on tracking student knowledge and adapting courses accordingly. It also covers social and collaborative eLearning, including student interactions, group work, and reputation systems. The document emphasizes standards for learning objects and compliance with systems like SCORM to ensure interoperability across platforms.
Moodle is an open-source learning management system with general features for users including a modern interface, personalized dashboards, collaborative tools, calendar, file management, text editor, notifications, and progress tracking. It also has administrative features for customizing site design, secure authentication, multilingual support, bulk course creation, learning paths, security updates, reporting, collaboration, multimedia integration and group management.
Moodle is an open-source learning management system with general features for users including a modern interface, personalized dashboards, collaborative tools, calendar, file management, text editor, notifications, and progress tracking. It also has administrative features for customizing site design, secure authentication, multilingual support, bulk course creation, learning paths, security updates, reporting, collaboration, multimedia integration and group management.
Similar to DYNAMIC COURSES: INDIVIDUAL LEARNING PATHS AND ONLINE COLLABORATIVE EXERCISES IN MOODLE 2 (20)
Designing Active Learning in Moodle – a preview of the Learning Designer tools Eileen Kennedy, D. N. Dimakopoulos, Diana Laurillard
Presented at Moodlemoot Edinburgh 2014
www.moodlemoot.ie
The document describes enhancements made to the Moodle homepage interface to make it more course-focused for students. A new block was added to centralize key course information like the course description, recent forum posts from all modules, and tabs with modules, assignments, and tutor details. The goal is to emphasize the student's overall course rather than just a collection of individual modules. Other blocks on the homepage were chosen to complement this course-focused approach and target information to students, staff or faculty.
Broadening the scope of a Maths module for student Technology teachers Sue Milne, Sarah Honeychurch, Niall Barr
Presented at Moodlemoot Edinburgh 2014
www.moodlemoot.ie
A proposal for integrating Serious Games made with Unity3D into Moodle courses Frank Poschner, Dieter Wloka
Presented at Moodlemoot Edinburgh 2014
www.moodlemoot.ie
This document describes the assessment elements used in a Principles of Economics module, including weekly quizzes, two online tests, a case study, and tutorial participation. The quizzes contribute to the final grade if completed within a week of the material being presented, and also give students access to lecture notes and tutorial answers. The tests include multiple choice and true/false questions covering all chapters. The author has published papers arguing that this continuous assessment scheme using an online gradebook can help induce regular revisions in students' learning process.
Using the Moodle Quiz for Formative and Summative Assessment: Safe Exam Browser and Laptops for Assessments Projects Mike Wilson
Presented at Moodlemoot Edinburgh 2014
www.moodlemoot.ie
The document discusses proposed changes to the Moodle quiz editing page, including breaking questions into sections, replacing buttons with an add menu, allowing question dependencies, and adding drag and drop and flexible repagination functionality. Quiz authors could view more questions per page, drag and drop questions within and across sections, add dependencies, and flexibly repaginate. Students would benefit from questions organized into sections on the navigation block and quiz summary page, and could be prompted about dependencies and repeat questions in adaptive quizzes.
Many a Mickle Makes a Muckle: A multitude of Moodle mods to enhance the student learning experience Roger Emery, Daran Price
Presented at Moodlemoot Edinburgh 2014 www.moodlemoot.ie
The document discusses extending the capabilities of Moodle Books by adding active learning elements like questions and assessments. It proposes developing a Moodle Workbook module that would integrate question bank functionality to allow questions to be added directly within book chapters. This would provide a structured way for students to self-test their comprehension through questions embedded in the learning context. Teachers would be able to import, edit, review, grade and provide feedback on student question responses through a linked quiz available only to teachers. The document considers both developing a standalone Workbook plugin versus modifying Books to link to quizzes.
Design approach and evaluation of Moodle 2.4 course to support induction of remote part-time students Cathy Fenn
Presented at Edinburgh Moodlemoot 2014
www.moodlemoot.ie
This document discusses updating a message on a Moodle site. It contains page headings, intro text, the current message, and a form to update the message. Various Moodle context levels are also listed, including system, course category, course, and module.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
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
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
DYNAMIC COURSES: INDIVIDUAL LEARNING PATHS AND ONLINE COLLABORATIVE EXERCISES IN MOODLE 2
1. info@sofos.nl - www.sofos.nl
Pieter van der Hijden MSc
Sofos Consultancy, Amsterdam, The Netherlands
DYNAMIC COURSES: INDIVIDUAL LEARNING
PATHS AND ONLINE COLLABORATIVE
EXERCISES IN MOODLE 2
2012 – Sofos Consultancy / Pieter van der Hijden (pvdh@sofos.nl) - This work is licensed under
a Creative Commons Attribution- Noncommercial-Share Alike 3.0 Unported License.
1
8. info@sofos.nl - www.sofos.nl
1. DIGITAL DIDACTICS
The perls of the necklace have to be replaced by selected Moodle modules. 8
9. info@sofos.nl - www.sofos.nl
1. DIGITAL DIDACTICS
From now, life can be even more complex. No longer a sequence alone, but also
selections, iterations and parallel actions. 9
11. info@sofos.nl - www.sofos.nl
1. DIGITAL DIDACTICS
Type Example Description
Parallel groups 5 groups of 7 All resources are
students, shared, some
or 7 groups of 5 activities are in
students group mode
Level groups Level-1, Level-2, Each student is
Level-3 allocated to a
certain level; a
level has its own
resources and
activities
Stages or phases Stage-A, Stage-B, All students are
Stage-C allocated to a
certain stage; a
stage has its own
resources and
activities
11
13. info@sofos.nl - www.sofos.nl
2. PARALLEL GROUPS
What?
Set-up groups (example):
7 groups of 5
participants
5 groups of 7
participants
Occasionally using the first
or the second grouping.
The visible result, a
block for 7S group
work and a block for
5D group work.
13
14. info@sofos.nl - www.sofos.nl
2. PARALLEL GROUPS
How (1/2)?
1. Create various groups
2. Populate the groups
with participants
Manage groups via
the Settings block
14
15. info@sofos.nl - www.sofos.nl
2. PARALLEL GROUPS
How (2/2)?
3. Create facilities for
groups from this
grouping, e.g. forum, Grouping 7S uses separated group activities.
wiki, chat-room
4. Place them in an
orphaned section
5. Create an HTML block
to navigate to these
facilities easily
15
17. info@sofos.nl - www.sofos.nl
3. LEVEL GROUPS
What?
Create level groups, e.g.:
Level-1
Level-2
Level-3
Each level group has its The teacher sees all groupings, the participants only
see their own groupings.
own resources and
activities.
17
18. info@sofos.nl - www.sofos.nl
3. LEVEL GROUPS
How?
1. Create groups called Level 1 –
3.
2. Make participants member of
the group that corresponds with
their actual level.
3. Create 3 groupings as well
(Level 1, 2, 3)
4. Populate grouping level 1 with
group level 1 (etc.)
5. Specify for resources and
activities which level applies.
Note: The settings for a resource and
for an activity have the option to set
the grouping that is applicable.
18
20. info@sofos.nl - www.sofos.nl
4. PHASES
What?
To distinguish phases
(stages) that make
specific resources and
activities available to all
participants.
Part of the course page as seen by the teacher. The
participants only see the resources and activities for
the current phase.
20
21. info@sofos.nl - www.sofos.nl
4. PHASES
How?
1. Create a single group (“All”)
2. Populate this group with all
participants
3. Create groupings Phase-A,
Phase-B, Phase-C.
4. Populate grouping Phase-A
with group “All”. •
•
For each phase a separate grouping..
All participants in one group.
5. Create resources / activities • Teacher links group to one of the groupings.
for each of the phases.
6. Change the phase by
manually removing group
“All” from grouping “Phase-A”
and then adding it to
grouping “Phase-B”.
21
23. info@sofos.nl - www.sofos.nl
5. PROCESSES
What (1/2)?
Participant executes
activities 1, 2, 3 in
sequence.
Participant selects
between 4 and 5.
Participant executes
activity 6.
Participant executes
activities 7 and 8 in
arbitrary sequence. Hopscotch squares; foto BRC Krommenie
23
24. info@sofos.nl - www.sofos.nl
5. PROCESSES
What (2/2)?
Example of an individual
learning path as seen by the
teacher:
Participant executes
activities 1, 2, 3 in
sequence.
Participant selects between
4 and 5.
Participant executes activity
6.
Participant executes
activities 7 and 8 in
arbitrary sequence.
24
25. info@sofos.nl - www.sofos.nl
5. PROCESSES
How? (1/4)
Determine for each
resource and each
activity when it has to
be considered
“completed”.
On the settings page of every resource/activity you
can indicate whether the completeness has to be kept
or not. If so: should it be assessed by the participant or
by the system? In the latter case, which criteria apply?
25
26. info@sofos.nl - www.sofos.nl
5. PROCESSES
How? (2/4)
Set the completeness
criteria for every
resource and activity
The criteria for setting the completeness of a forum
contribution in an automatic way. Other activities come
with other criteria. For resources the only criteria is to
have opened the resource only for display.
26
27. info@sofos.nl - www.sofos.nl
5. PROCESSES
Overview of the automatic completeness criteria as available for the various activities and resources
Type Name Completed?
Activity Assignment advanced viewed and being rated (before possible deadline)
Activity Assignment offline viewed and being rated (before possible deadline)
Activity Assignment online viewed and being rated (before possible deadline)
Activity Assignment single upload viewed and being rated (before possible deadline)
Activity Chat viewed (before possible deadline)
Activity Choice viewed and/or submitted (before eventual deadline)
Activity Database viewed and/or rated (before eventual deadline)
Activity Feedback form viewed and/or submitted (before eventual deadline)
Activity Forum viewed, being rated, n times new discussion or reaction, n times new discussion only, n times
reaction only (before potential deadline)
Activity Glossary viewed, being rated, n times new entry (before possible deadline)
Activity Journal rated (before eventual deadline)
Activity Lesson viewed and/or rated (before eventual deadline)
Activity Quiz viewed and being rated (before possible deadline)
Activity Scorm viewed and/or rated (before eventual deadline)
Activity Survey viewed (before possible deadline)
Activity Wiki viewed (before possible deadline)
Activity Workshop viewed, being rated, n times new entry (before possible deadline)
Resource all viewed (before possible deadline)
27
28. info@sofos.nl - www.sofos.nl
5. PROCESSES
How? (3/4)
For each activity or resource:
set its restricted access
conditions (for the
participants)
Implementation (see picture):
a. Set via visible/hidden (eye
icon)
b. Set grouping
c. Set group modus
d. Set conditions on ratings and
completion
Note that only the conditions
labeled “d” are really individually
and automatically set.
28
29. info@sofos.nl - www.sofos.nl
5. PROCESSES
How? (4/4)
For each activity or
resource: set its
restricted access
conditions (for the
participants)
29
32. info@sofos.nl - www.sofos.nl
6. COLLABORATIVE EXERCISES
What?
1. Participants will work in
groups; each group
represents a certain role.
2. The role play passes
various phases; the
facilitator (teacher)
determines the moment
a new phase may start
(and which one). Planning board that may serve as basis for a role play:
the rows are roles, the columns are phases.
3. In each phase, each role
will have access to role
and phase specific
resources and activities.
32
33. info@sofos.nl - www.sofos.nl
6. COLLABORATIVE EXERCISES
How?
1. Use groupings to
indicate the different
phases.
2. Use opening a certain
web page to let a
participant select a
role.
3. Be sure that all roles
and activities:
Only are available in a
specific phase
Part of a course page as the teacher will see it. The participants only
Only are available for see the resources/activities for the current phase, i.e. as far as they
a specific role, i.e. regard their selected role.
available as a certain
role definition web
page has been
opened before.
33
35. info@sofos.nl - www.sofos.nl
7. CONCLUSION
Conclusions
Groupings can be used creatively (sub-groups according to various criteria, level
groups, phases/stages/steps-of-play.
Restricted access offers new and extended options, but also new challenges:
Less is more.
Structured learning paths, no spaghetti.
Wish list
Logical constructions “NOT” and “OR” (and brackets) for restricted access (now only “AND” is
supported).
Iteration of activities (including automatic reset of “completed”); now only concatenation, selection
and parallel are supported.
Migrations between individual level and group level and vice versa; populating groups via individual
choice.
Variables to be set, changed, displayed and used in conditions (now, the only way is working via the
grade book which is very clumsy).
Recommendation
Study well-known offline collaborative exercises and analyze whether they can
be supported by Moodle or not.
Follow-up
35
36. info@sofos.nl - www.sofos.nl
THANK YOU!
Pieter van der Hijden MSc
Sofos Consultancy, Amsterdam, The Netherlands
www.sofos.nl – pvdh@sofos.nl
36