This document compares and contrasts Moodle and Mahara learning management systems. It discusses how Moodle is course-centric and teacher-driven while Mahara is user-centric and individually-driven. It explores possibilities for integrating the two systems including using LTI to push assets between the platforms and grading in one system that feeds into the other. Brainstorming sessions are mentioned to contribute ideas towards a "Mahoodle" design challenge.
The document discusses using e-portfolios for a digital media class. It outlines some issues with e-portfolios such as anonymity limiting identity, censorship concerns, difficulty finding submitted work, and learners needing to be pushed to comply. However, it also notes benefits like gaining rapid insight into learners' characters and skills, more interaction between learners, better integration of project-based learning, learners having a portable portfolio, and teachers having a record of student work.
This document compares and contrasts Moodle and Mahara learning management systems. It discusses how Moodle is course-centric and teacher-driven while Mahara is user-centric and individually-driven. It explores possibilities for integrating the two systems including using LTI to push assets between the platforms and grading in one system that feeds into the other. Brainstorming sessions are mentioned to contribute ideas towards a "Mahoodle" design challenge.
The document discusses using e-portfolios for a digital media class. It outlines some issues with e-portfolios such as anonymity limiting identity, censorship concerns, difficulty finding submitted work, and learners needing to be pushed to comply. However, it also notes benefits like gaining rapid insight into learners' characters and skills, more interaction between learners, better integration of project-based learning, learners having a portable portfolio, and teachers having a record of student work.
Assessing on the go. collecting and storing the evidence. E-Assessment case s...Moodle Mahara Meetup
The document discusses Gold Coast Institute of TAFE piloting the use of iPads and e-portfolios for collecting evidence and assessments for their in-house Diploma of VET staff development program. Some benefits highlighted are an enhanced professional development process, modeling innovative teaching practices, and sustainability. Evidence collected meets criteria for units related to maintaining professional practice, facilitating, assessing, and evaluating training programs.
The document discusses using e-portfolios for a digital media class. It outlines some issues with the e-portfolio system, including students using nicknames that hide their identity, censorship of informal comments, pages not being shared, and difficulty finding submitted work. It also notes it was hard to get students to comply. However, the document also lists benefits, such as gaining rapid insight into students' character and skills, more interaction between students, better integration of project-based learning across units and teachers, students having a portfolio to take with them after the class, and teachers having a record of student work completed that year.
Intergrating SFIA with Moodle and Mahara in continuing Professional Developme...Moodle Mahara Meetup
This document discusses integrating the Skills Framework for the Information Age (SFIA) with the learning management system Moodle and e-portfolio platform Mahara for continuing professional development of IT professionals. It describes how SFIA is used to map skills and identify gaps for students in the Australian Computer Society's Professional Year program. Students develop an e-portfolio in Mahara to record skills and plan career development using SFIA descriptors. Feedback from students found assessing skills and planning development using SFIA to be valuable.
Este boletim informativo apresenta informações sobre o Programa de Educação Tutorial do Curso de História da Universidade Federal de Campina Grande, com foco na recepção aos calouros. Contém detalhes sobre a coordenação do curso, corpo docente, coordenações, histórico do curso, dicas para estudos, programas de iniciação científica e à docência.
История самого популярного, "народного", самого эффективного вида рекламы, который дает результат практически с первых минут размещения.
Из презентации вы узнаете, как развивалась контекстная реклама с 1998 года до наших дней и какое будущее ждёт контекст. Также вы сможете понять логику работы сервисов контекстной рекламы и рассмотреть примеры использования различных возможностей контекста для достижения высоких результатов рекламных кампаний.
Спикер - Анна Зимина, исполнительный директор агентства Click.ru Место - бизнес-инкубатор Высшей Школы Экономики.
http://inc.hse.ru/article/2013/03/21/_2580.htm
Assessing on the go. collecting and storing the evidence. E-Assessment case s...Moodle Mahara Meetup
The document discusses Gold Coast Institute of TAFE piloting the use of iPads and e-portfolios for collecting evidence and assessments for their in-house Diploma of VET staff development program. Some benefits highlighted are an enhanced professional development process, modeling innovative teaching practices, and sustainability. Evidence collected meets criteria for units related to maintaining professional practice, facilitating, assessing, and evaluating training programs.
The document discusses using e-portfolios for a digital media class. It outlines some issues with the e-portfolio system, including students using nicknames that hide their identity, censorship of informal comments, pages not being shared, and difficulty finding submitted work. It also notes it was hard to get students to comply. However, the document also lists benefits, such as gaining rapid insight into students' character and skills, more interaction between students, better integration of project-based learning across units and teachers, students having a portfolio to take with them after the class, and teachers having a record of student work completed that year.
Intergrating SFIA with Moodle and Mahara in continuing Professional Developme...Moodle Mahara Meetup
This document discusses integrating the Skills Framework for the Information Age (SFIA) with the learning management system Moodle and e-portfolio platform Mahara for continuing professional development of IT professionals. It describes how SFIA is used to map skills and identify gaps for students in the Australian Computer Society's Professional Year program. Students develop an e-portfolio in Mahara to record skills and plan career development using SFIA descriptors. Feedback from students found assessing skills and planning development using SFIA to be valuable.
Este boletim informativo apresenta informações sobre o Programa de Educação Tutorial do Curso de História da Universidade Federal de Campina Grande, com foco na recepção aos calouros. Contém detalhes sobre a coordenação do curso, corpo docente, coordenações, histórico do curso, dicas para estudos, programas de iniciação científica e à docência.
История самого популярного, "народного", самого эффективного вида рекламы, который дает результат практически с первых минут размещения.
Из презентации вы узнаете, как развивалась контекстная реклама с 1998 года до наших дней и какое будущее ждёт контекст. Также вы сможете понять логику работы сервисов контекстной рекламы и рассмотреть примеры использования различных возможностей контекста для достижения высоких результатов рекламных кампаний.
Спикер - Анна Зимина, исполнительный директор агентства Click.ru Место - бизнес-инкубатор Высшей Школы Экономики.
http://inc.hse.ru/article/2013/03/21/_2580.htm
1. 1. MODELO EN LENGUAJE MATEMÁTICO
VARIABLES DE DECISIÓN
SC i,j : Cantidad de sustancia i comprada en el mes j
SR i,j : Cantidad de sustancia i refinada en el mes j
II i,j : Inventario Inicial de sustancia i en el mes j
IF i,j : Inventario Final de sustancia i en el mes j
Donde: i: Art1=1, Art2=2, Nat1=3, Nat2=4, Nat3=5
j: Enero=1, Febrero=2, Marzo=3, Abril=4, Mayo=5, Junio=6
FUNCIÓN OBJETIVO
Maximizar Z = - -
RESTRICCIONES
; i=1,2 (Límite por mes de refinamiento artificial)
; i=3,4,5 (Límite por mes de refinamiento natural)
II i,j = 730 ; i=1..5 , j=1 (Inventario inicial de cada sustancia en el mes 1)
SR i,j<= II i,j + SC i,j ; i=1..5 , j=1..6 (Lo que refinas tiene que ser menor a lo que
tienes ese mes en tu inventario más lo que compras)
II i,j = IF I,j-1 ; i=1..5 , j≠1 (El inventario inicial de este mes es el inventario final
del mes pasado)
IF i,j = II i,j + SC i,j – SR i,j ; i=1..5 , j=1..6 (El inventario final de este mes es
igual al inventario inicial de este mes, más lo que compras de sustancias, menos
lo que refinas de sustancias)
IF i,j<= 1360 ; i=1..5 , j≠6 (Límite de almacenamiento mensual por producto)
IF i,j = 730 ; i=1..5 , j=6 ( Inventario final de cada sustancia en el último mes)
; i=1..5 (Dureza mínima que debe tener el producto final)
2. ; i=1..5 (Dureza máxima que debe tener el producto final)
RANGO DE EXISTENCIA
SC i,j>=0
SR i,j>=0
II i,j>=0
IF i,j>=0
2. MODELO EN EL LENGUAJE DEL LINGO
Model:
Sets:
Sustancia/Art1 Art2 Nat1 Nat2 Nat3/: Dureza;
Mes/En Feb Mar Abr May Jun/;
SustanciaxMes(Sustancia, Mes): PrecioSust, CantSustComprada,
CantSustRefinada, InvFinal, InvInicial;
Endsets
Data:
PrecioAlim = 170;
CostoAlm = 6;
MaxRefinadoArt= 320;
MaxRefinadoNat = 350;
AlmacenMax = 1360;
Inicial = 730;
Dureza = 9.5 7.1 3.4 5.2 4.8;
PrecioSust = 130 150 130 140 120 110
140 150 160 130 140 120
150 130 150 140 170 160
130 110 120 140 130 100
135 135 115 145 125 155;
Enddata
max = (@sum(SustanciaxMes(I,J):CantSustRefinada(I,J)) * PrecioAlim)
- @sum(SustanciaxMes(I,J):PrecioSust(I,J)*CantSustComprada(I,J))
-@sum(SustanciaxMes(I,J):InvFinal(I,J))*CostoAlm;
@for(Mes(J):@sum(SustanciaxMes(I,J)| I #LE# 2: CantSustRefinada(I,J))
<=MaxRefinadoArt);
@for(Mes(J):@sum(SustanciaxMes(I,J)| I #GE# 3: CantSustRefinada(I,J)) <=
MaxRefinadoNat);
@for(SustanciaxMes(I,J)| J #EQ# 1 : InvInicial(I,J) = Inicial);
13. 4. INTERPRETACIÓN DE RESULTADOS
La máxima utilidad que se obtiene es de 149231,7 u.m.
Se compra casi nada de las sustancias (salvo en algún mes para cada
sustancia) debido a que más se trabaja con los inventarios iniciales de cada
sustancia en el mes de enero.
Para la elaboración del producto alimenticio no se toma en cuenta la sustancia
natural 1 porque, según el reporte de Lingo, se compra 0 y se refina 0 de esta
sustancia. Por lo tanto, el inventario inicial en cada mes será igual al inventario
final en cada mes (La cantidad de 730 se mantiene constante durante todo el
semestre).