Riverina Institute VLE- a journey of integration with Moodle
• 1. VLE - Integration with Moodle
• 2. My Journey to MEDMOOT13
• 3. Using Education to grow opportunities Gundagai
• 4. TAFENSW Riverina Institute
• 5. Dealing with the challenges of distance and population
• 6. Integration – An elusive pot of GOLD
• 7. Brainstorming!
• 8. Brainstorming!
• 9. An integrated Virtual Learning Environment (VLE)
• 10. Moodle as an integration tool
• 11. TAFE NSW Riverina Institute Learning Environment
• 12. > Autonomy - Individualism > Creativity > Brilliance > Genius > CHAOS!
• 13. CREATIVE HARMONY!
• 14. Systemic development
• 15. LMS Structural Models – Finding Balance
• 16. Structure & Templates
• 17. Unit Based Model 1:Many Many:Many Modular design
• 18. Unit Based Model - Effective clustering
• 19. Cohort – Unit Model
• 20. Faculty Landing Pages
• 21. Cohort Landing Pages
• 22. STAFF ROLES AND FUNCTIONS
• 23. CAPABILITY DEVELOPMENT
• 24. Automation
• 25. Bulk course upload •Import groups -
• 26. Import groups
• 27. Course Application Process
• 28. Moodle Backups
• 29. • Templates • Clustering • Cohorts • Groups •
• 30. > Don’t oversimplify! Kaizen could be small steps in the wrong direction!
Model of Learning Environment for Creative Education on Social Network to Dev...Chantana Papattha
Abstract: The purposes of this research were 1) to investigate factors essential for the learning environment of creative education on social network to develop creative thinking 2) to design a model for development learning environment, and 3) to evaluate the developed model. Three steps of the research study were: 1) reviewing literature to analyze and synthesize the factors essential to the model, 2) designing the model, and 3) evaluating the model. The sample group included eight experts who specialized in education, Information and technology, and creative thinking. The study found the following results: Three elements were essential for development of LECES Model feature. Knowledge Creation through learning process included seven steps: Problem Finding, Data Acquisition, Analysis, Solution Finding, Revise/Evaluation, Acceptance Finding, and Convergent Thinking. Source for learning environment included four elements: Learning Media, Technology Media, Context, and Communication). Technologies through social network in learning environment consisted of six elements: Identity Network, Creative Network, Interested Network, Collaboration Network, Gaming/Virtual Reality, and Peer to Peer Communication. Evaluation of LECES Model was in the highest level in both overall picture and each aspect i.e., Theories and aspect element concept, development factors, and the appropriateness of the design.
Virtual learning: A world of opportunityHeather Braum
A presentation given by Cindi Hickey and Heather Braum at the 2011 Computers in Libraries conference on March 23. A companion website is available here: http://passport2learning.wordpress.com
Model of Learning Environment for Creative Education on Social Network to Dev...Chantana Papattha
Abstract: The purposes of this research were 1) to investigate factors essential for the learning environment of creative education on social network to develop creative thinking 2) to design a model for development learning environment, and 3) to evaluate the developed model. Three steps of the research study were: 1) reviewing literature to analyze and synthesize the factors essential to the model, 2) designing the model, and 3) evaluating the model. The sample group included eight experts who specialized in education, Information and technology, and creative thinking. The study found the following results: Three elements were essential for development of LECES Model feature. Knowledge Creation through learning process included seven steps: Problem Finding, Data Acquisition, Analysis, Solution Finding, Revise/Evaluation, Acceptance Finding, and Convergent Thinking. Source for learning environment included four elements: Learning Media, Technology Media, Context, and Communication). Technologies through social network in learning environment consisted of six elements: Identity Network, Creative Network, Interested Network, Collaboration Network, Gaming/Virtual Reality, and Peer to Peer Communication. Evaluation of LECES Model was in the highest level in both overall picture and each aspect i.e., Theories and aspect element concept, development factors, and the appropriateness of the design.
Virtual learning: A world of opportunityHeather Braum
A presentation given by Cindi Hickey and Heather Braum at the 2011 Computers in Libraries conference on March 23. A companion website is available here: http://passport2learning.wordpress.com
The Connecticut Distance Learning Consortium (CTDLC) provides eLearning services and support for multiple platforms including Angel, Blackboard, and Moodle for K-20+ institutions. The CTDLC will review how it assists institutions in evaluating which LMS product is appropriate for their current and forecasted needs.
Transforming Education through Disruptive TechnologiesAspire Systems
IT budget cuts post-recession have forced education CIO’s to increase dependence on emerging cost-effective technologies like collaboration platforms, web based applications and the now buzzed Cloud Computing. However, the technology invasion in education is still nascent and various revolutionary concepts, like augmented reality and semantic web, are on the verge of becoming mainstream.
To penetrate beyond the inevitable hype and disruption, this webinar will be looking at the following:
- The best emerging technologies that education software providers should invest in
- Technologies recommended for classroom adoption among educational institutions
- Effects of adopting such disruptive technologies
- Obtaining the best out of established technologies
ahmed sami ahmed cv v10.2 vle coordinator - qatarAhmed Sami
Being the E-learning Coordinator at Ta’allum Group, Decision Support Systems & Technology Director in
the Biggest Oil & Gas Services Company in Egypt with 14 years of experience and a Certified Project
Management Professional who is responsible for the overall planning, execution and monitoring of all IT
functions in my Company and in many related Egyptian Oil & Gas Sector Companies and as a member of
the HSE Committee, I’m open to new challenges and I am willing to take the risk, walk the talk and complete
the mission. I’m self-motivated and excellent plan maker. I’m accustomed to work under pressure and I
understand the importance of time management. I always have big ideas that can save the day. I do not
care who gets credit however, I have received the best employee five times.
World's No. 1 School Management Information system Softwareguest2ce6683
COM is the world's Most comprehensive school management software with more than 100 modules. The presentation had the demo and company profile. All the processes of the school are covered and automated.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The Connecticut Distance Learning Consortium (CTDLC) provides eLearning services and support for multiple platforms including Angel, Blackboard, and Moodle for K-20+ institutions. The CTDLC will review how it assists institutions in evaluating which LMS product is appropriate for their current and forecasted needs.
Transforming Education through Disruptive TechnologiesAspire Systems
IT budget cuts post-recession have forced education CIO’s to increase dependence on emerging cost-effective technologies like collaboration platforms, web based applications and the now buzzed Cloud Computing. However, the technology invasion in education is still nascent and various revolutionary concepts, like augmented reality and semantic web, are on the verge of becoming mainstream.
To penetrate beyond the inevitable hype and disruption, this webinar will be looking at the following:
- The best emerging technologies that education software providers should invest in
- Technologies recommended for classroom adoption among educational institutions
- Effects of adopting such disruptive technologies
- Obtaining the best out of established technologies
ahmed sami ahmed cv v10.2 vle coordinator - qatarAhmed Sami
Being the E-learning Coordinator at Ta’allum Group, Decision Support Systems & Technology Director in
the Biggest Oil & Gas Services Company in Egypt with 14 years of experience and a Certified Project
Management Professional who is responsible for the overall planning, execution and monitoring of all IT
functions in my Company and in many related Egyptian Oil & Gas Sector Companies and as a member of
the HSE Committee, I’m open to new challenges and I am willing to take the risk, walk the talk and complete
the mission. I’m self-motivated and excellent plan maker. I’m accustomed to work under pressure and I
understand the importance of time management. I always have big ideas that can save the day. I do not
care who gets credit however, I have received the best employee five times.
World's No. 1 School Management Information system Softwareguest2ce6683
COM is the world's Most comprehensive school management software with more than 100 modules. The presentation had the demo and company profile. All the processes of the school are covered and automated.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
31. Course Application Process
> Landing Page(s)
> Cohort Site
> Units of competence or clusters of units
> Course Metadata to link to
– Learner Analytics
– Business Metrics
LandingPageSiteApplication-RiverinaInstituteShouldthisbe atextfield?Oromitted
*Application
Completedby
*LandingPage Full
Name
*Summary ProgramArea Campus *LandingPage Type orTemplate *LandingPage Site
Coordinator
*QualityAssurer Teacher(s) NonEditingTeachers *StartDate *EndDate *EstimatedArchive Date *Linkingto? Comments
Emailofperson
completingthis form
egICTTeachingDept Providea short1-2linesummaryofsitepurpose.
This informationis viewablebyusers browsingthe
Moodleserver
selecttherelevantprogramarea for
this site
ifapplicable eg.Business Line,METline,programarea,domain
area (sub-program)
DECusernameofwhois goingto
editormanagethis sitespace-can
bemorethanoneteacher
DECusernameofstaff
memberthatwillbe
responsibleforQA
checkofthis siteprior
toreleasetostudents
DECusername (comma
separated)ofstaffwho need
"teacher" role and therefore
rightsto editsite content
addtheDECusername(comma
separated)ofstafftobeadded
tothesiteinthenon-editing
teacherrole
pleasespecify
expecteddatesitewill
needtogoliveor
acceptenrolments
mm/dd/yyyy
entertheknownorestimated
enddatemm/dd/yyyyOR
enterrolling-enrollments
enddatewhensitecanbe
backedupforarchivingand
thendeleted
Whatotherlandingpageor
cohortsites willthis landing
pagelinkto? Insertsite
shortnameorURLforeachsite
tobelinkedtoseparatedby
commas
Ifyouhaveused'other'inanyfieldorwouldliketoadd
relevantnotes pleaseenterthemhere
32. Moodle Backups
> Summary
> ==================================================
> Courses: 914
> OK: 79
> Skipped: 540
> Error: 295
> Unfinished: 0
> Warning: 0
>
> Some of your courses weren't saved!!
>
> Please take a look at your backup logs:
>
> We need partial Moodle site resets
> Structure and clustering matters!
Error: 295!
33. • Templates
• Clustering
• Cohorts
• Groups
• User
Engagement
Scope and
Design• Planning
• Resources
Enrolments• Courses
• Skills sets
Roll books
• Class Groups
The missing link?
Import
groups
Bulk
Course
Upload
Learner
Analytics
34. > Don’t oversimplify! Kaizen could be small steps
in the wrong direction!
> Virtual Learning Environments VLE
> ADVANCED MOODLE SKILLS
– Automate creation of courses
– Automate addition of students
into cohorts, groups, groupings
> SYSTEMS
– Systems to talk together (Advertising,
enrolment, Moodle and ePortfolio’s)
> PLANNING
– Start planning earlier and in more detail
> Team based development
> CULTURE
– Sharing, planning and delegation for
accountability
THE CHALLENGES
Editor's Notes
Re: Automatic Moodle Back ups failingby Glen BYRAM - Monday, 16 September 2013, 12:32 PMI did some testing, and can confirm that Moodle 2.x (up to 2.4) is very slack with its housekeeping. Uploaded files (e.g. for assignments) STAY in the course and are included in the backup even when the students who uploaded them are un-enrolled. AND if the student is un-enrolled, the uploads don't show when viewing/grading assignments. (They appear again if the students are re-enrolled). So, a course can be left full of debris from past students, with no clear way of finding the uploaded files once the uploaders are un-enrolled.Maybe I could cook up a plugin that runs a partial "reset": delete all data in a course that belonged to students that are no longer enrolled. But it seems that without supplementing Moodle's base code, any course with "continual enrolments" that accepts student uploads (and maybe forum posts, adding to a database activity, etc.) will continue to grow in size ad infinitum. The only way I can see to avoid this with out-of-the-box Moodle is: a) don't have continual enrolments in the same course, i.e. clone a new course every so often, b) don't allow uploads into Moodle, i.e. use an external repository like Mahara (although this will still have continually accruing links to the external site, so course data size will still grow, but slower.)BTW, when I delete a whole course the student files stay in the "Moodledata" folder until the scheduled "cron job" runs. But files I uploaded as resources stay there. So this is another weakness in Moodle's housekeeping. (Moodle v2.4.3).Show parent | ReplySee this post in context