This document discusses Moodle, an open-source learning management system. It provides an overview of Moodle, including that it is a web-based virtual classroom to help educators provide quality learning experiences using social constructivist pedagogy. The document also outlines some advantages and applications of Moodle, as well as good practices for its classroom use.
Web 2.0 & Active Learning: Creating a Digital-Rich ClassroomDouglas Strahler
This presentation for my Best Instructional Practices course examines Meg Ormiston's "Creating a Digital-Rich Classroom" and examines how Web 2.0 tools can create an active learning environment.
Reach Out! Exploring the Potential of OSS for Adult EducationMarisa Ponti
I gave this talk at Västra Götalandsregionen in Göteborg on June 14, 2012.
In times when knowledge is becoming obsolete faster and faster a four years' university student enrolled for a technical degree might face that half of what has been learned during the first year will be out of date by the third year of study.
Educational settings will need to adapt to new structures and models to keep the pace. Education at large struggles to update their courses within shorter and shorter cycles or to develop new ones, with lessons still being largely given like 100 years ago. Higher education – but also continuing education – should keep an eye on the learning opportunities the web provides, especially in contexts where practical experience is considered equally or even more important than “theoretical” education at school or university.
Understanding web success cases like e.g. Open Source Software communities can help educational organizations to adapt themselves to the new realities. OSS relies on self-directed learning, and this kind of learning is increasingly important in times of rapid pace of change where most of our skills that we learn today will be obsolete within few years.
Web 2.0 & Active Learning: Creating a Digital-Rich ClassroomDouglas Strahler
This presentation for my Best Instructional Practices course examines Meg Ormiston's "Creating a Digital-Rich Classroom" and examines how Web 2.0 tools can create an active learning environment.
Reach Out! Exploring the Potential of OSS for Adult EducationMarisa Ponti
I gave this talk at Västra Götalandsregionen in Göteborg on June 14, 2012.
In times when knowledge is becoming obsolete faster and faster a four years' university student enrolled for a technical degree might face that half of what has been learned during the first year will be out of date by the third year of study.
Educational settings will need to adapt to new structures and models to keep the pace. Education at large struggles to update their courses within shorter and shorter cycles or to develop new ones, with lessons still being largely given like 100 years ago. Higher education – but also continuing education – should keep an eye on the learning opportunities the web provides, especially in contexts where practical experience is considered equally or even more important than “theoretical” education at school or university.
Understanding web success cases like e.g. Open Source Software communities can help educational organizations to adapt themselves to the new realities. OSS relies on self-directed learning, and this kind of learning is increasingly important in times of rapid pace of change where most of our skills that we learn today will be obsolete within few years.
Benefits of Online Developmental MathematicsSara Revesz
Incorporating online active learning components into your developmental mathematics courses creates value for your students and your school. Student success leads to student retention. Here's a short presentation that will help get educators and schools up to speed on measurable advantages.
Opportunity out of Change: designing a new approach to student and teaching s...UCD Library
Presentation given at Academic & Special Libraries Annual Conference and Exhibition, February 27, 2014, in Dublin Ireland. Authors Susan Boyle and James Molloy, Liaison Librarians at UCD Library, University College Dublin. Please contact authors directly for permission to quote or reuse.
Presentation at CUE 2011
Teachers in our large rural division have created two Moodle sites that have increased student engagement. Teachers collaborate and students have access to high quality on-line courses on their Moodle site (24/7) in addition to classroom instruction.
Abstract
This presentation aims to inform stakeholders in Africa so they support instructors by meeting their online basic needs because online instruction cannot be carried out in isolation. The report is based on a piece of research which was carried out from 2010 to 2013 in Rwanda. It will focus on a teacher training institute in Rwanda, Central Africa, where instructors have been trained on how to create, develop, and manage online courses in Moodle.
Firstly, the study will lay down background information which, in addition to literature review, highlights a needs analysis that was carried out by the institution and which found out that there was a great need to raise the effectiveness of instruction through Information and Communication Technology (ICT). Also, the institution wanted to meet the professional development needs of a growing teaching and student population by developing and using online educational materials beyond the classroom. Afterwards, the paper will evaluate the training, based on the project’s expected outcomes i.e. development of training materials and introduction and use of online learning materials. It will draw on instructors’ own Moodle experience, including online courses they have created on the platform and challenges they have faced during the implementation process. It will then recommend Moodle because it’s an open source and is free to customise to any context. Furthermore, though there may be low hosting cost, it has a lot of potential to reach out and educate more people , develop learning and teaching beyond the classroom. Finally, it will make suggestions to stakeholders as to what needs to be done to support instructors and learners with a view to adopt Moodle, a growing online learning environment across the world.
This presentation was created as part of a team project for Designing a New Learning Environment, MOOC offered by Stanford University, Fall 2012. Team members who contributed to this presentation are Kimberly Hayworth, Cathleen Galas, Laura Gibbs, Susan Lieberman, Donna Murdoch.
Wikiwijs, an unexpected journey: lessons learnedRobert Schuwer
The Wikiwijs program on OER lasted 5 years from 2009-2013. In this presentation the main lessons learned are presented. This presentation was at the Open Courseware Consortium Global Meeting 2014, 23 April in Ljubljana (Slovenia)
A paper with more information on these lessons can be found here: http://openpraxis.org/index.php/OpenPraxis/article/view/116
Benefits of Online Developmental MathematicsSara Revesz
Incorporating online active learning components into your developmental mathematics courses creates value for your students and your school. Student success leads to student retention. Here's a short presentation that will help get educators and schools up to speed on measurable advantages.
Opportunity out of Change: designing a new approach to student and teaching s...UCD Library
Presentation given at Academic & Special Libraries Annual Conference and Exhibition, February 27, 2014, in Dublin Ireland. Authors Susan Boyle and James Molloy, Liaison Librarians at UCD Library, University College Dublin. Please contact authors directly for permission to quote or reuse.
Presentation at CUE 2011
Teachers in our large rural division have created two Moodle sites that have increased student engagement. Teachers collaborate and students have access to high quality on-line courses on their Moodle site (24/7) in addition to classroom instruction.
Abstract
This presentation aims to inform stakeholders in Africa so they support instructors by meeting their online basic needs because online instruction cannot be carried out in isolation. The report is based on a piece of research which was carried out from 2010 to 2013 in Rwanda. It will focus on a teacher training institute in Rwanda, Central Africa, where instructors have been trained on how to create, develop, and manage online courses in Moodle.
Firstly, the study will lay down background information which, in addition to literature review, highlights a needs analysis that was carried out by the institution and which found out that there was a great need to raise the effectiveness of instruction through Information and Communication Technology (ICT). Also, the institution wanted to meet the professional development needs of a growing teaching and student population by developing and using online educational materials beyond the classroom. Afterwards, the paper will evaluate the training, based on the project’s expected outcomes i.e. development of training materials and introduction and use of online learning materials. It will draw on instructors’ own Moodle experience, including online courses they have created on the platform and challenges they have faced during the implementation process. It will then recommend Moodle because it’s an open source and is free to customise to any context. Furthermore, though there may be low hosting cost, it has a lot of potential to reach out and educate more people , develop learning and teaching beyond the classroom. Finally, it will make suggestions to stakeholders as to what needs to be done to support instructors and learners with a view to adopt Moodle, a growing online learning environment across the world.
This presentation was created as part of a team project for Designing a New Learning Environment, MOOC offered by Stanford University, Fall 2012. Team members who contributed to this presentation are Kimberly Hayworth, Cathleen Galas, Laura Gibbs, Susan Lieberman, Donna Murdoch.
Wikiwijs, an unexpected journey: lessons learnedRobert Schuwer
The Wikiwijs program on OER lasted 5 years from 2009-2013. In this presentation the main lessons learned are presented. This presentation was at the Open Courseware Consortium Global Meeting 2014, 23 April in Ljubljana (Slovenia)
A paper with more information on these lessons can be found here: http://openpraxis.org/index.php/OpenPraxis/article/view/116
Presentation from one of the keynote presentations from the iMoot2013.
I Moodle, they Moodle, we all Moodle together!
A focus on Learning with Moodle.
Those of us at the iMoot know Moodle. We are probably already sold on what it can do and the benefits to education.
However, for everyday teachers who use Moodle because their organisation provides it, the term Moodle is often used as a noun - a title for a system that can be used to store content and has a wide range of features to support learning (but are not necessarily used).
This keynote looks at Moodle as a verb instead of a noun. Not the verb to ‘meander or tinker away with something’ but as a ‘doing word’ to use in the same context as the term ‘to learn’. We will look at how we can structure Moodle activities for learning rather than content and look at how we promote it to others so that it does get used for learning.
The presentation will show practical examples to illustrate some good (and not so good) practice.
• Definition of a learning management system
• Open source advantages and the adoption of Moodle
• Incorporating Moodle into traditional classroom based learning
• Using Moodle to support distance learning
• Moodle implementation – challenges and requirements
Becoming a Moodle Wizard: A Course for TeachersMichelle Moore
It all started with an idea to create a "wizard" for Moodle, a built-in support system designed to help teachers progress beyond resources, forums, and assignments. It turned into an opportunity to explore the boundaries of our Moodle expertise and the limits of Moodle's capabilities.
During this session we'll take you on a guided tour of our "Becoming a Moodle Wizard" course, the prototype for our "wizard" idea. We'll demonstrate how we've combined lessons, conditional activities, and the progress bar plug-in to create a personalized, adaptive experience for those looking to expand their Moodle skills. Then we'll take you behind the scenes where we'll discuss the design and show you how it all works.
As we wrap things up, we'll present our future plans for the course as well as applications for these ideas in your own courses. We'll also share our thoughts regarding the ultimate Moodle "wizard" and take any ideas you can offer to make it better!
E/merge Africa Learning Festival Conference 2018
Digital Fluency Workshop - Brenda Mallinson & Shadrack Mbogela
5 modules: Digital Fundamentals; Working with OER; Course Design & Development for online provision; Academic Integrity in a Digital Age; Storage and Access of Digital Resources.
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.)
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.
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.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2. Making Moodle Work for You
Strategies for Classroom Use –
An Open Source Learning Management
System
Presented by:
Dr. Dan McDougall
Receive future educator’s discount of10% off
your next purchase at bizedquest.web.officelive.com
4. Introduction to Moodle
• Modular Object-Oriented Dynamic
Learning Environment
• Moodle is a software package for
producing Internet-based courses and web
sites
• Social Constructivist Pedagogy
5. About Moodle
• Moodle is a web-based virtual classroom
designed to help educators provide quality
learning experiences
• Modular Object-Oriented Dynamic Learning
Environment
• Moodle is a web-based software package designed
to help educators create quality online courses1
• Social Constructivist Pedagogy2
– Constructivism
– Constructionism
– Social Constructivism
• Moodle. Retrieved from http://en.wikipedia.org/wiki/Moodle on June 28, 2006.
• About Moodle: Philosophy. Retrieved from http://docs.moodle.org/en/Philosophy on June 28, 2006.
6. Moodle Advantages
• Access (24/7)
• Extended Education Time
• Resources at your fingertips
• Activities
• Collaboration
• FREE!!!!!!!
7. Pedagogical
Considerations
• Advantages • Limitations
– 24/7 Access – Not all Students
– Expanded have Internet Access
Collaborative – Student artifacts are
Opportunities locked up in Moodle
– Variety of Online where outside users
Activities available cannot view them
9. Applications of Moodle
“Online learning is really about how
traditional schools use online services to
expand educational options and
opportunities for students.” – John Bailey,
former director of Office of Educational
Technology, Dept. of Ed.
Michigan is the first state to require online
learning for graduation
10. Moodle, Learning, & NCLB
“Your school district should have an online
learning strategy to help enhance the
educational options for your students and
for your district to meet the goals of No
Child Left Behind (NCLB)” – John Bailey,
former director of Office of Educational
Technology, Dept. of Ed.
14. General Good
Practices
• Reasoning
– What are the advantages to using the VLE in this
case?
– Can I accomplish this activity more efficiently
using F2F?
• Preparation/Training
– What tasks are the students to complete?
– Do my students have the skills to accomplish the
required tasks?
• Accountability
• Grouping
15. VLE Good
Practices
• Expectations
• Organization
– K.I.S.S. (Keep It Simple for Students)
• Integration
17. Internet
Access
• No “One fits all solution”
• Suggestions
– Learn about your students
– Enlist parental support
– Identify additional access opportunities
– Consider/Plan alternative options
18. Discussion
Forums
• Suggestions
– Use robust, open-ended questions
– Provide response expectations
• Include sample responses (at least initially)
– Participate, don’t Dominate!
– Groups