The document provides instructions for restoring an online course template in Moodle. It explains that teachers should first set the number of topics to 20 and set the course availability to not available to students. It then outlines the steps to download a template, upload it to Moodle, and restore the template, which will overwrite the existing course content. Setting up the template involves multiple steps including accessing course settings, uploading and selecting the template file, and confirming options before finalizing the restoration.
Blended Mode of Learning through Educational TechnologyDr.Kumuda Gururao
The presentation suggests how blended mode of learning can be realized in cost effective ways using important applications. The presentation also introduces social media learning through Elgg.
This document suggests the advantages of Social Media Learning realized through Elgg. It highlights the institutions that have implemented Elgg and suggests how Social Media Learning can be used in Educataion.
Keynote: The Future of Higher Education in Australia - Shirley Alexander - Un...Blackboard APAC
Shirley will share her thoughts via a keynote on what is driving the future of education in Australia and how UTS is working innovatively to meet the needs of today’s students and adapting to the evolving higher education landscape in the 21st century to develop future leaders. Now that the world is global, multidisciplinary, massively networked, and hyper-complex, she will share how universities should adapt to meet the changing times.
Blended Mode of Learning through Educational TechnologyDr.Kumuda Gururao
The presentation suggests how blended mode of learning can be realized in cost effective ways using important applications. The presentation also introduces social media learning through Elgg.
This document suggests the advantages of Social Media Learning realized through Elgg. It highlights the institutions that have implemented Elgg and suggests how Social Media Learning can be used in Educataion.
Keynote: The Future of Higher Education in Australia - Shirley Alexander - Un...Blackboard APAC
Shirley will share her thoughts via a keynote on what is driving the future of education in Australia and how UTS is working innovatively to meet the needs of today’s students and adapting to the evolving higher education landscape in the 21st century to develop future leaders. Now that the world is global, multidisciplinary, massively networked, and hyper-complex, she will share how universities should adapt to meet the changing times.
UOW Exemplar Moodle Site with DLT’s - Lynley Clark, Blackboard and Denise Spa...Blackboard APAC
The University of Wollongong and Blackboard have collaborated to develop an exemplary course for staff that demonstrates best practice for digital learning within Moodle. In 2015, the University implemented a set of minimum expectations and good practice elements called the Digital Learning Thresholds (DLT). The DLT strategy supports the principle that all students will have access to digital learning and both staff and students have clear expectations about the use of digital learning within the curriculum. This session will be co-presented by Lynley Clark from Blackboard and Denise Spanswick from the University of Wollongong (UOW). It will discuss how Lynley and a small team of Educational Designers from UOW worked together to incorporate the DLT elements into examples of activities and resources within a Moodle site with the aim of providing a model or exemplar to develop staff’s understanding of digital learning in a way that could more easily translate to their own subject development and an exceptional learning experience for UOW students.
some thoughts and samples on how to use the web to enhance the classroom. to have all the weblinks embedded to the slides just download the original slides from slideshare and click on all the visuals - it will bring you to the sample website
JISC Digital Experience Insights Presentation 20210519Mark Stubbs
Summary of the pandemic digital response at Manchester Met, setting out principles and a month-by-month timeline of digital capabilities introduced to enable students to complete their studies successfully
How can high quality “on-line teaching” be guaranteed in a business school context? Under what conditions can “on-line teaching” be a satisfactory substitute for traditional face-to-face teaching? Or is a combination of the two the most effective option for executive education?”
Teaching, not tech-ing: how Google technology enables learning in FEJisc
Speakers:
Steve Hope, head of independent learning, Leeds City College
Kirri Gooch, regional education manager, Google.
Join this hands-on session, where you’ll discover how the range of Google education products enhances learning in FE colleges, without causing IT headaches for the students and staff using them.
Hear about FE success stories, where colleges have made a huge difference to student engagement, academic results and the lives of teachers to provide inspiration and guidance on how your college can do the same.
You will leave this session with: a working knowledge of Google’s tools for education, including Classroom, G Suite and Chromebooks for learning, anytime, anywhere; practical ideas for engaging activities and methods of assessments designed specifically for an FE environment and the inspiration and motivation you need to empower key staff to drive digital transformation in your college.
Experience with Online Teaching with Open Source MOOC TechnologyGeoffrey Fox
This memo describes experiences with online teaching in Spring Semester 2014. We discuss the technologies used and the approach to teaching/learning.
This work is based on Google Course Builder for a Big Data overview course
Large-scale pedagogic transformation to active blended learning at the Univer...Jisc
Speaker: Professor Alejandro Armellini, dean of learning and teaching, University of Northampton.
The University of Northampton is committed to developing knowledgeable graduates, who are socially responsible, digitally proficient and highly employable global citizens – the changemakers of the future. Active blended learning, Northampton’s new normal in learning and teaching, is one of our key approaches to deliver that aim.
This interactive presentation will offer a summary and a critique of the story so far: the rationale for the changes, the process of pedagogic transformation, the achievements, the challenges we have encountered and of course, those that lie ahead. It will also discuss these major pedagogic changes in the context of the move to the university’s new £350m Waterside campus, opening in September 2018.
Presentation given by Prof K R Srivathsan, Pro Vice Chancellor, Indira Gandhi National Open University on July 13,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the Higher Education Track: OPEN UNIVERSITIES IN THE DIGITAL ERA (Special Session in association with Distance Education Council)
Role Based Design - A practical way to build organisational e-Learning design...Steven Parker
"Role Based Design" - MoodleMoot 2015 presentation
This presentation describes the Role Based Design (RBD) model which consists of educational design and training strategies that teach Moodle co-design processes to teachers working in teams. The information science behind the Role Based Design model is based on the concept of 'boundary objects'. Boundary objects are abstract cultural or physical artifacts that enable teams to develop a mutual understanding of how they will work cooperatively, communicate and share information in Moodle. This short presentation outlines the various RBD boundary objects which consist of AGILE practices, learning design techniques, templates and training that scaffold teachers' creative and collaborative capacity to co-design courses. The main thesis of the RBD model is that to systemically develop e-Learning design capacity there first needs to be targeted mentoring of 'Team Leaders' and one to one tutoring of 'Teachers as e-Learning Designers'. The presentation also presents feedback on the impact of the RBD training and touches on how the model can be scaled in larger organisations.
Published as...
Parker, S. 2014. 'Role Based Design An evaluation of a 'schediogogical' (ski.dio.gogical) approach for developing systemic eLearning capacity by leading and facilitating agile co-design processes', International Journal of Instructional Technology and Distance Learning, vol. 11, no. 8, pp. 3-28.
Understanding The Cloud For Enterprise Businesses, an eBook from Triaxil!Ezhilarasan Natarajan
Cloud is getting lots of attention these days. Cloud is a transformational platform that can support the opportunities of today’s digital business being shaped and driven by mobile, social, IoT (Internet of Things), Big Data and other forces. Cloud Computing not only is a powerful agent of change, but it also can accelerate transformation.
The benefits are big. “Cloud computing is a disruptive phenomenon, with the
potential to make IT organizations more responsive than ever,” says research firm Gartner. “Cloud computing promises economic advantages, speed, agility,
flexibility,infinite elasticity and innovation.” As a result, more and more enterprises are moving to the cloud. According to Gartner, 78 percent of enterprises are planning to increase their investment in cloud through 2017.
Interested further?
UOW Exemplar Moodle Site with DLT’s - Lynley Clark, Blackboard and Denise Spa...Blackboard APAC
The University of Wollongong and Blackboard have collaborated to develop an exemplary course for staff that demonstrates best practice for digital learning within Moodle. In 2015, the University implemented a set of minimum expectations and good practice elements called the Digital Learning Thresholds (DLT). The DLT strategy supports the principle that all students will have access to digital learning and both staff and students have clear expectations about the use of digital learning within the curriculum. This session will be co-presented by Lynley Clark from Blackboard and Denise Spanswick from the University of Wollongong (UOW). It will discuss how Lynley and a small team of Educational Designers from UOW worked together to incorporate the DLT elements into examples of activities and resources within a Moodle site with the aim of providing a model or exemplar to develop staff’s understanding of digital learning in a way that could more easily translate to their own subject development and an exceptional learning experience for UOW students.
some thoughts and samples on how to use the web to enhance the classroom. to have all the weblinks embedded to the slides just download the original slides from slideshare and click on all the visuals - it will bring you to the sample website
JISC Digital Experience Insights Presentation 20210519Mark Stubbs
Summary of the pandemic digital response at Manchester Met, setting out principles and a month-by-month timeline of digital capabilities introduced to enable students to complete their studies successfully
How can high quality “on-line teaching” be guaranteed in a business school context? Under what conditions can “on-line teaching” be a satisfactory substitute for traditional face-to-face teaching? Or is a combination of the two the most effective option for executive education?”
Teaching, not tech-ing: how Google technology enables learning in FEJisc
Speakers:
Steve Hope, head of independent learning, Leeds City College
Kirri Gooch, regional education manager, Google.
Join this hands-on session, where you’ll discover how the range of Google education products enhances learning in FE colleges, without causing IT headaches for the students and staff using them.
Hear about FE success stories, where colleges have made a huge difference to student engagement, academic results and the lives of teachers to provide inspiration and guidance on how your college can do the same.
You will leave this session with: a working knowledge of Google’s tools for education, including Classroom, G Suite and Chromebooks for learning, anytime, anywhere; practical ideas for engaging activities and methods of assessments designed specifically for an FE environment and the inspiration and motivation you need to empower key staff to drive digital transformation in your college.
Experience with Online Teaching with Open Source MOOC TechnologyGeoffrey Fox
This memo describes experiences with online teaching in Spring Semester 2014. We discuss the technologies used and the approach to teaching/learning.
This work is based on Google Course Builder for a Big Data overview course
Large-scale pedagogic transformation to active blended learning at the Univer...Jisc
Speaker: Professor Alejandro Armellini, dean of learning and teaching, University of Northampton.
The University of Northampton is committed to developing knowledgeable graduates, who are socially responsible, digitally proficient and highly employable global citizens – the changemakers of the future. Active blended learning, Northampton’s new normal in learning and teaching, is one of our key approaches to deliver that aim.
This interactive presentation will offer a summary and a critique of the story so far: the rationale for the changes, the process of pedagogic transformation, the achievements, the challenges we have encountered and of course, those that lie ahead. It will also discuss these major pedagogic changes in the context of the move to the university’s new £350m Waterside campus, opening in September 2018.
Presentation given by Prof K R Srivathsan, Pro Vice Chancellor, Indira Gandhi National Open University on July 13,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the Higher Education Track: OPEN UNIVERSITIES IN THE DIGITAL ERA (Special Session in association with Distance Education Council)
Role Based Design - A practical way to build organisational e-Learning design...Steven Parker
"Role Based Design" - MoodleMoot 2015 presentation
This presentation describes the Role Based Design (RBD) model which consists of educational design and training strategies that teach Moodle co-design processes to teachers working in teams. The information science behind the Role Based Design model is based on the concept of 'boundary objects'. Boundary objects are abstract cultural or physical artifacts that enable teams to develop a mutual understanding of how they will work cooperatively, communicate and share information in Moodle. This short presentation outlines the various RBD boundary objects which consist of AGILE practices, learning design techniques, templates and training that scaffold teachers' creative and collaborative capacity to co-design courses. The main thesis of the RBD model is that to systemically develop e-Learning design capacity there first needs to be targeted mentoring of 'Team Leaders' and one to one tutoring of 'Teachers as e-Learning Designers'. The presentation also presents feedback on the impact of the RBD training and touches on how the model can be scaled in larger organisations.
Published as...
Parker, S. 2014. 'Role Based Design An evaluation of a 'schediogogical' (ski.dio.gogical) approach for developing systemic eLearning capacity by leading and facilitating agile co-design processes', International Journal of Instructional Technology and Distance Learning, vol. 11, no. 8, pp. 3-28.
Understanding The Cloud For Enterprise Businesses, an eBook from Triaxil!Ezhilarasan Natarajan
Cloud is getting lots of attention these days. Cloud is a transformational platform that can support the opportunities of today’s digital business being shaped and driven by mobile, social, IoT (Internet of Things), Big Data and other forces. Cloud Computing not only is a powerful agent of change, but it also can accelerate transformation.
The benefits are big. “Cloud computing is a disruptive phenomenon, with the
potential to make IT organizations more responsive than ever,” says research firm Gartner. “Cloud computing promises economic advantages, speed, agility,
flexibility,infinite elasticity and innovation.” As a result, more and more enterprises are moving to the cloud. According to Gartner, 78 percent of enterprises are planning to increase their investment in cloud through 2017.
Interested further?
Charla presentada en la SG Virtual Conference el 27 de abril de 2016 dónde se ofrece una perspectiva de lo que son los productos innovadores basados en datos y en ciencia de datos.
Presentación para una plática con Mensa México. Trata sobre la identidad virtual en el ámbito personal, académico, laboral y romántico. Se ven ejemplos y estudios.
When purchasing upholstery fabric or upholstered furniture, be aware that the higher the thread count, the more tightly woven the fabric is, and the better it will wear.
Presentación de la clase Cognición y Tecnologías Educativas. Se tratan los beneficios del trabajo colaborativo, consejos para llevarlo a cabo y herramientas útiles.
BMS Career development skills using Google sitestelshef
Presentation on the content of a module focusing on new media skills that is now core in BMS (Biomedical Science). This modules focus was on students developing new skills in media as well as being aware of their digital footprint
presented at TELfest September 2014
Instructional Design for Online and Blended Learning Course SlidesCity Vision University
These are the slides for our free course on Udemy at:
https://www.udemy.com/disruptive-innovation-in-higher-education/
You can find the course videos at:
https://www.youtube.com/playlist?list=PLXa3JWoXGD0WFaRBmLZAyhGPII1SGMEaL
Here are how the course will work:
1. The course will start with a template for you to conduct needs analysis and research for your course.
2. You will then design learning outcomes and use our templates to develop a learner-centered syllabus to meet requirements of accreditors and a course introduction.
3. You will then use our Course Blueprint template to build each week of your course. While you do that, you will use the OSCAR course evaluation rubric to evaluate your course for best practices.
4. We will share all we know about how to use the latest technology, videos and screencasts to improve the engagement of your course.
5. For those who come from faith-based institutions, we will provide sections on how to integrate faith into learning in your course. For those who do not come from faith based sections, you can skip this section.
6. You will use the course blueprint you developed to create and publish your course using Canvas.
Beyond the blend: practical approaches to designing fully online learningJisc
A presentation from Connect More 2020 by Kate Lindsay, head of digital education, University College of Estate Management.
The University College of Estate Management has been delivering remote teaching and learning for over a century. Their current programme of digital transformation puts their students learning experience at it heart with a focus on flexibility and embedding active online pedagogies. Based on experience and evidence from practice, this presentation will outline the changes and methods we have put in place to design online education, along with a set of resources to share with the sector.
Interconnecting and Enriching Higher Education Programs using Linked Datafzablith
In this presentation, we present our work that aims to de-blackbox the representation of a higher education curriculum. We rely on linked data to generate and represent the conceptual connections around the courses in a higher education program. We deploy a Semantic Mediawiki platform to collaboratively build the knowledge graph around the courses. We highlight the value of this linked data layer through two use cases to (1) enrich online learning environments and (2) support the program review process.
This presentation describes how Carrollton-Farmers Branch ISD (K-12) has begun using the Moodle LMS to enhance existing traditional and blended model classes.
1. Advancing Online Learning: Aligning Pedagogy, Course Design and ICT
Project funded by the Teaching Development Grants
2. Highlights
1. Pre-steps
0 Before the ‘restore’, you’ll need to change the below
settings of your Moodle course:
0 The number of topics
0 Availability
2. Upload template
3. Restore template
Advancing Online Learning: Aligning Pedagogy, Course Design and ICT
Project funded by the Teaching Development Grants 2
3. Queries?
Why do I need to set the number of topics to 20?
0 This setting determines the number of week/topic sections that appear on
the course home page.
0 As you can see from our template structure, in additional to the lesson
contents, we’ve also included sections for assessments and resources – so
we need a few more extra sections.
Why do I need to turn availability to not available to students?
0 This setting determines whether students can access your course.
0 We suggest you to turn it into not available to students so the students will
not be able to access your course while you’re still in the middle of
preparation.
0 **Remember to reset it to This course is available to students after editing.
Advancing Online Learning: Aligning Pedagogy, Course Design and ICT
Project funded by the Teaching Development Grants 3
4. How-To?
Course settings
Advancing Online Learning: Aligning Pedagogy, Course Design and ICT
Project funded by the Teaching Development Grants 4
5. Course settings:
The number of topics
1. Open your Moodle course
2. On the main course page, locate Administration block (left
side), click Settings
Advancing Online Learning: Aligning Pedagogy, Course Design and ICT
Project funded by the Teaching Development Grants 5
6. Course settings:
The number of topics
3. Set Number of weeks/topics to 20
Advancing Online Learning: Aligning Pedagogy, Course Design and ICT
Project funded by the Teaching Development Grants 6
7. Course settings:
Availability
1. Scroll down a little bit, locate Availability.
2. Set it to This course is not available to students
3. Save Changes to return to the main page.
Advancing Online Learning: Aligning Pedagogy, Course Design and ICT
Project funded by the Teaching Development Grants 7
8. How-To?
Upload template
Advancing Online Learning: Aligning Pedagogy, Course Design and ICT
Project funded by the Teaching Development Grants 8
9. Step 1:
Download your favourite template
0 Please visit the Download page of the Project website
http://www.ied.edu.hk/apclc/advancingonlinelearning
Advancing Online Learning: Aligning Pedagogy, Course Design and ICT
Project funded by the Teaching Development Grants 9
10. Step 2:
Upload a template
1. Locate the Administration block, click Restore
Advancing Online Learning: Aligning Pedagogy, Course Design and ICT
Project funded by the Teaching Development Grants 10
11. Step 2:
Upload a template
2. Click Upload a file
3. Locate the template file (which
is a zip file) you’ve just
downloaded, select it then click
Open
*It may take awhile to upload, please
wait and you’ll be directed back to the
Files page automatically
Advancing Online Learning: Aligning Pedagogy, Course Design and ICT
Project funded by the Teaching Development Grants 11
12. How-To?
Restore template
Advancing Online Learning: Aligning Pedagogy, Course Design and ICT
Project funded by the Teaching Development Grants 12
13. Restore template
1. Click Restore
Advancing Online Learning: Aligning Pedagogy, Course Design and ICT
Project funded by the Teaching Development Grants 13
14. Restore template
2. Click Yes to continue
Advancing Online Learning: Aligning Pedagogy, Course Design and ICT
Project funded by the Teaching Development Grants 14
15. Restore template
3. This shows the summary of the template contents.
Scroll down to the bottom of the page.
4. Click Continue
Advancing Online Learning: Aligning Pedagogy, Course Design and ICT
Project funded by the Teaching Development Grants 15
16. Restore template
5. Select Restore to Current Course, deleting it first
6. Leave all default
settings and Click
Continue
Advancing Online Learning: Aligning Pedagogy, Course Design and ICT
Project funded by the Teaching Development Grants 16
17. Restore template
7. Click Restore this course now!
Advancing Online Learning: Aligning Pedagogy, Course Design and ICT
Project funded by the Teaching Development Grants 17
18. Restore template
8. The course will then start the restoring process.
**It may take awhile.
**Don’t close the window/tab during the process!
8. Scroll down to the bottom of the page,
you’ll see
9. Click Continue
Advancing Online Learning: Aligning Pedagogy, Course Design and ICT
Project funded by the Teaching Development Grants 18