Presentation for ACPET webinar for RTOs getting started with Moodle. The live session explores:
• understand the options available to RTOs to deliver part or all learning online
• understand how Moodle is integral to a blended learning strategy
• getting courses up and running with implementing Moodle
• options for hosting
• understand how resources and activities are created and distributed to learners
• how to teach and assess using Moodle
• implications for RTO resources, staffing and support
• reporting
• integration with other RTO systems
Some basic information MOOC, a new concept in learning. This was presented on 26th of June at Brasov Tech Meetup at Kronwell Hotel.
It also contains some interesting references from people involved in creating MOOCs or from some MOOC providers like Udacity, Coursera.
CloudSocial: A New Approach to Enabling Open-Content for Broad ReuseCharles Severance
This was a presentation of my "inverted learning management system" which I gave to the Conexions conference in February 2009.
2009-02-20-cloudsocial-cnx
Overview of Open edX Birch Release
There are many techie release notes and feature lists of the new Open edX Birch release. This overview provides an introduction to what is offered in the new release, and serves as an introduction to the newbie interested in learning more about edX and Open edX
Some basic information MOOC, a new concept in learning. This was presented on 26th of June at Brasov Tech Meetup at Kronwell Hotel.
It also contains some interesting references from people involved in creating MOOCs or from some MOOC providers like Udacity, Coursera.
CloudSocial: A New Approach to Enabling Open-Content for Broad ReuseCharles Severance
This was a presentation of my "inverted learning management system" which I gave to the Conexions conference in February 2009.
2009-02-20-cloudsocial-cnx
Overview of Open edX Birch Release
There are many techie release notes and feature lists of the new Open edX Birch release. This overview provides an introduction to what is offered in the new release, and serves as an introduction to the newbie interested in learning more about edX and Open edX
This was my presentation at "Jornada TELSpain: "eLearning 2020: empresas y universidades"
http://symposium.uoc.edu/event_detail/3133/detail/jornada-telspain.html
The Future of Moodle and How Not to Stop ItHans de Zwart
There has been a lot of discussion lately about whether the VLE is dead and what should come in its place. This presentations tries to see how the main points in this debate reflect on Moodle.
H5P is rapidly becoming the best choice for creating interactive contents right from your browser window. The presentation covers the basics of H5P project and How It can be used with Moodle.
The presentation delivered during iMoot 2017 (#imoot17) also includes the top 10 H5P content types which can be used in Moodle course to add interactive elements.
The process of integrating accessibility into the core WordPress development process has been challenging, but also rewarding. This presentation talks about the path we've taken in building the process, what steps we take to handle accessibility in WordPress, and where we're going in the future.
Seat eXchanger: The Mobile, Open Source, Web App that Facilitates Flexible Mu...Rich McCue
A significant problem facing Multi-Access courses with a limited number of face-to-face and online seats, is accommodating students who want or need to move between modalities without imposing an onerous administrative burden on instructors. One possible solution is the Seat eXchanger mobile web app under development in the TIE Lab at the University of Victoria. The Seat eXchanger app allows students to reserve and exchange of “seats,” depending on availability, and move seamlessly between modalities. At the beginning of the semester students indicate their primary mode of participation in the course, and then as needed or desired during the semester, they can use the web app to reserve a “seat” in a different modality for a session. For example if a student whose primary modality is face-to-face, wants to attend via remote video, they use the web app to reserve a virtual seat, which frees up their face-to-face “seat” in for someone else to use. The project roadmap includes:
- Release of source code under an Open Source license to allow others to contribute code and documentation back to the project.
- Integration with Moodle for authentication and seamless access for students.
- Waitlist functionality for students to add themselves to a waitlist if no seats are available in their desired modality for a session.
During this session, we will briefly demonstrate typical use cases for the software from the administrator and user perspectives, and then engage participants in a discussion about future functionality, features, and opportunities to contribute to the project.
Deck presented during Open edX conference ("Research & Pedagogy" track).
What have we (IONISx) built on top of Open edX tracking logs.
Single solution for instructors, devs, ops, marketing…
This was my presentation at "Jornada TELSpain: "eLearning 2020: empresas y universidades"
http://symposium.uoc.edu/event_detail/3133/detail/jornada-telspain.html
The Future of Moodle and How Not to Stop ItHans de Zwart
There has been a lot of discussion lately about whether the VLE is dead and what should come in its place. This presentations tries to see how the main points in this debate reflect on Moodle.
H5P is rapidly becoming the best choice for creating interactive contents right from your browser window. The presentation covers the basics of H5P project and How It can be used with Moodle.
The presentation delivered during iMoot 2017 (#imoot17) also includes the top 10 H5P content types which can be used in Moodle course to add interactive elements.
The process of integrating accessibility into the core WordPress development process has been challenging, but also rewarding. This presentation talks about the path we've taken in building the process, what steps we take to handle accessibility in WordPress, and where we're going in the future.
Seat eXchanger: The Mobile, Open Source, Web App that Facilitates Flexible Mu...Rich McCue
A significant problem facing Multi-Access courses with a limited number of face-to-face and online seats, is accommodating students who want or need to move between modalities without imposing an onerous administrative burden on instructors. One possible solution is the Seat eXchanger mobile web app under development in the TIE Lab at the University of Victoria. The Seat eXchanger app allows students to reserve and exchange of “seats,” depending on availability, and move seamlessly between modalities. At the beginning of the semester students indicate their primary mode of participation in the course, and then as needed or desired during the semester, they can use the web app to reserve a “seat” in a different modality for a session. For example if a student whose primary modality is face-to-face, wants to attend via remote video, they use the web app to reserve a virtual seat, which frees up their face-to-face “seat” in for someone else to use. The project roadmap includes:
- Release of source code under an Open Source license to allow others to contribute code and documentation back to the project.
- Integration with Moodle for authentication and seamless access for students.
- Waitlist functionality for students to add themselves to a waitlist if no seats are available in their desired modality for a session.
During this session, we will briefly demonstrate typical use cases for the software from the administrator and user perspectives, and then engage participants in a discussion about future functionality, features, and opportunities to contribute to the project.
Deck presented during Open edX conference ("Research & Pedagogy" track).
What have we (IONISx) built on top of Open edX tracking logs.
Single solution for instructors, devs, ops, marketing…
Quick intro to blended learning for participants in the Community Colleges Australia Victorian networking project. Developed and presented by Michael Gwyther
Nurturing Professional Development EcosystemsJulia Parra
Online teaching transcends the use of a singular tool and emerges as an ecosystem of multiple touch points for learning. A professional development ecosystem utilizes blogs, wikis, web-conferencing, and course management tools. Balanced ecosystems foster experiential learning for educators and model how educators can teach across networks and channels of communication. Find out about the architecture and assessment/evaluation of this type of professional learning and engage in an interactive conversation about balancing your own learning ecosystem.
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 for Queensland VDC
Topics covered include:
What is e-Assessment?
Issues and concerns around using eAssesments
Mobile evidence capture and submission
Principles for developing self paced assessment tasks
(Quizzes, Scenarios, Decision making trees)
Webinar based assessment and peer review
Using discussion forums to uncover student ?stories? and understanding
Tools and approaches for Student placement reporting
Group work projects ? measuring contributions
Other interesting approaches from the field.
Benefits and learning outcomes include:
* Understanding and application of various types e-assessments
* Application of relevant e-Assessment approaches to specific training context
Course Design for Blended Learning
Dr. Rebecca Frost Davis, Program Officer for the Humanities, National Institute for Technology in Liberal Education (NITLE)
Blended learning offers many opportunities for liberal arts colleges to enhance the curriculum, but how can faculty maintain the essential values of liberal education in an educational context combining online and face-to-face interaction? This seminar will examine successful methods and processes for blended learning course design. Examples will include designing online courses from liberal arts values, flipping the classroom, and academic collaboration between campuses. Interactive exercises for course design will help participants leave with a process and next steps for developing blended learning experiences in their own courses.
Designing effective assessments with MaharaSam Taylor
My slides from my presentation at Mahara UK 2013.
This was an opportunity for me to share our experiences at Solent. Over the last 3 years we have seen support requests from lecturers skyrocket! This meant that we had to rethink our strategy and come up with a new process to help our lecturers.
This presentation helps you to address the key challenges in remote teaching through various teaching platforms & tools for specific purpose, Effective use of technology using SAMR model. Educators can use this content to manage their own professional growth and well-being.
Learn Local Moodle Webinar #3 - Course formating ideasYum Studio
-Moodle plug ins that can extend course formatting options and how to install them.
-How to exploit Moodle section, resource and activity links to create custom navigation inside your Moodle course from text or icons.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
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.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2. Programme
• Options to deliver part or all learning online
• How Moodle is integral to a blended learning strategy
• Getting courses up and running with implementing
Moodle
• Options for hosting
• How resources and activities are created and distributed
to learners
• How to teach and assess using Moodle
• Implications for RTO resources, staffing and support and
reporting
• Integration with other RTO systems
6. Applying a blend
Face to Face
Self Paced
Online
Facilitated
Content
Activities
Assessment
Skills
Knowledge
7. What is your Moodle itch?
Photo Credit: http://www.flickr.com/photos/7149027@N07/6066027411/ left-hand
CC: http://creativecommons.org/licenses/by-nd/2.0/
8. Straw Poll
A Our RTO has an LMS - Moodle
B Our RTO has an LMS – Not Moodle
C Our RTO does not have an LMS
16. Resource Tools
• Moodle supports a range of different resource
types that allow you to include almost any kind
of digital content into your courses. You can
create your own text and webpages.
• Of course the resource may already exist in
electronic form (word, PDF, etc.) so you may
want to link to an uploaded file or external
website or simply display the complete
contents of a directory in your course files and
let your users pick the file themselves.
18. 3rd Party Repositories integration
Search,
contribute, tag
and import
content into
courses from file
managed
Repository.
19. What content do you have?
What digital content do you have now?
What might you need to develop?
Do you have capacity in-house short term or need to
outsource?
Photo Credit: http://www.flickr.com/photos/58826468@N00/1692621748/ Jasmic
http://creativecommons.org/licenses/by-nc/2.0/
21. Communication Tools
• Use Wikis to create content together,
Forums and Comments to exchange
ideas, Database to collectively gather
resources, Glossary to create shared
understanding of concepts and Choices
to gain group feedback/collective
understanding.
• Each tool can be set to become a
graded assessment task.
22. Communication Management
•Link to assessment
•Base on participants sharing experiences
& prior knowledge
•Application to workplace or experience
•Make pre readings short
•Mix of problems, case studies, reflections
•Commenting/Building on postings
•Use to demonstrate employability skills
Photo Credit: http://www.flickr.com/photos/25622716@N02/8471963889
http://creativecommons.org/licenses/by-nc/2.0/
24. Content Tools
Content can be generated quickly using
purpose built “rapid elearning software”
such as:
•Articulate Storyline
•Captivate
•Camtasia
•iSpring Presenter
25. SCORM
The SCORM standard makes
sure that all e-learning content
and LMSs can work with each other:
27. Assessment
• Work can be submitted by students and
marked by teachers using Assignments or
Workshops. Automatic marking can be
achieved by using Quizzes. You can integrate
quizzes from third party software.
• Content may be delivered and supported using
Lesson module and SCORM activities. Key
words can be added to Glossaries by yourself
or, if you allow it, your students. You can add
content from third party software
• Surveys and Databases are also very
powerful additions to any course.
28. Assessment
• Grades can be created in each activity in a
course which are then added to the Gradebook.
For example, grades in Assignment (all types),
Quiz and Workshop activities are automatically
added to Gradebook. In some activities you will
have to turn grading on, such as ratings 'on' in
Forum, Glossary and Database to send them to
the Gradebook.
• Students can do self and peer assessment
type tasks by evaluating (and even rate) each
other's Forum posts, Glossary entries, and
Database entries.
29. Assessment
Are there are the issues for your
RTO is using e-Assessment?
What types of assessment could
you distribute through Moodle?
30. Plug ins
Photo Credit: http://www.flickr.com/photos/33037761@N07/5077808426/
http://creativecommons.org/licenses/by-nc/2.0/
31. Case Studies – F2F course
Face to Face
Content
Activities
Assessment
Self Paced
Online
Facilitated
32. Case Studies – Self Paced
Face to Face
Content
Activities
Assessment
Self Paced
Online
Facilitated
33. Case Studies – Blended/Online
Face to Face
Content
Activities
Assessment
Self Paced
Online
Facilitated
34. Case Studies – Social Learning
Face to Face
Content
Activities
Assessment
Self Paced
Online
Facilitated
35. Straw Poll
A Face to Face Training
B Blended – No Webinars
C Blended – Webinars
D Blended/Webinars/Social
36. Where could you use an LMS?
Face to Face
Content
Activities
Assessment
Self Paced
Online
Facilitated
37. Grading and Reports
• Gradebook
• Scales and Outcomes
• Student data
Photo Credit: http://www.flickr.com/photos/55838112@N04/6927737462/
http://creativecommons.org/licenses/by-nc/2.0/
38. 3 Ages of Moodle
• Repository
• Active teaching
• Social learning
Photo Credit http://www.flickr.com/photos/22490717@N02/2216791949 archer10 (Dennis)
http://creativecommons.org/licenses/by-nc/2.0/
40. 3 Ages of Moodle – Active Teaching
Photo Credit http://www.flickr.com/photos/22326055@N06/3219348119/ theirhistory
http://creativecommons.org/licenses/by-nc/2.0/
41. 3 Ages of Moodle – Social Learning
Photo Credit http://www.flickr.com/photos/47823583@N03/8619909248/ Enokson
http://creativecommons.org/licenses/by-nc/2.0/
42. Hosting Options
• Moodle Partners hosting
• Other hosting providers
• Hosting your site on your own servers
Photo Credit: http://www.flickr.com/photos/51764681@N02/11189803153/ BobMical
http://creativecommons.org/licenses/by-nc/2.0/
43. Hosting Providers
Look at external hosting unless you have very good inhouse IT support and capacity to support
Other Moodle Hosts
Photo Credit: http://www.flickr.com/photos/51764681@N02/11189803153/ BobMical
http://creativecommons.org/licenses/by-nc/2.0/
44. Student Management Systems
• Integration with Moodle
• Enrolment
• Reporting
Photo Credit http://www.flickr.com/photos/83346641@N00/4617759902/
http://creativecommons.org/licenses/by-nc/2.0/
45. Staff Implications
•
•
•
•
•
•
•
Branding
Integration with existing systems
Administrator
Digital Literacy
Champions who model good practice
Help Desk (Trainers & Learners)
Identify authentication/ identity fraud / Plagiarism
Photo Credit: http://www.flickr.com/photos/40927340@N03/6142305956/
http://creativecommons.org/licenses/by-nc/2.0/
46. What support issues do you foresee?
Photo Credit: http://www.flickr.com/photos/40927340@N03/6142305956/
http://creativecommons.org/licenses/by-nc/2.0/
47. Implementing Moodle
•Define your delivery model
•Plan your delivery – adapt!
•Link activities to assessment
•Determine your support
•Embed knowledge sharing and industry
knowledge
•Consider peer review and collaboration
•Use Multimedia in your content
•Consider rapid eLearning tools
Photo Credit: http://www.flickr.com/photos/92033577@N00/4508020659
http://creativecommons.org/licenses/by-nc/2.0/
54. Help and Documentation
•Moodle Docs
•Moodle Man
•iMoot
Photo Credit: http://www.flickr.com/photos/31191642@N05/4031388571/
http://creativecommons.org/licenses/by-nc/2.0/
It is easier to think of Elearning as a suite of Blended delivery choices available to RTOS:
These modes can be any mix of face to face and either or a combination of online self paced, facilitated or group work sessions. Students participate in both traditional face to face classes and virtual classes such as online tutorials or discussion forum activities.
Face to Face – Trainers and learners participate in online activities or resources during face to face sessions.
Flexible, Self Paced Trainer or computer assessed – Learner works through prepared learning content that is assessed as they progress. Access to trainer generally for support or higher level assessment task feedback.
Facilitated online – learning is conducted entirely online through course material provision provided through a Learner Management System and online activities provided though either virtual classroom tutorials or discussion forums. Not such an attractive model for RTOs as it does not attract Government funding incentives for training placements.
Many RTOs commence using Elearning via the provision to learners of a Resource repository – learners access content online and refer to resources that are used in a face to face class. Not really considered elearning.
Informal networks based on knowledge sharing (also known as social learning) – “The revolution that is social media means that now everyone can have access to the Social Web and a range of services and applications to support their own as well as their team’s learning, performance and productivity. “ Jane Hart.
For each course we can determine the best mix of delivery modes according to:
Infrastructure available to deliver in each mode
Capability of our organisation and our learners to teach and learn in each mode
Strategic choices about how to package courses for blended learning
The types of content we will need to delivery
Learning activities
Assessment methods and potential for assessment submission.
For each course we can determine the best mix of delivery modes according to:
Infrastructure available to deliver in each mode
Capability of our organisation and our learners to teach and learn in each mode
Strategic choices about how to package courses for blended learning
The types of content we will need to delivery
Learning activities
Assessment methods and potential for assessment submission.
Write down the one biggest thing you would like to understand by the end of today
Take a minute or two to complete
If choose C – then ask if considering Moodle and what is the attraction for them, draw backs and issues and concerns they have.
What is an LMS
a software application or Web-based technology used to plan, implement, and assess a specific learning process.
provides the trainer with a way to create and deliver content, monitor student participation, and assess student performance.
provides students with the ability to use interactive features such as threaded discussions, video conferencing, and discussion forums.
Moodle is a software package for producing Internet-based courses and web sites. It is a global development project designed to support a social constructionist framework of education.
Moodle is provided freely as Open Source software (under the GNU Public License). Basically this means Moodle is copyrighted, but that you have additional freedoms. You are allowed to copy, use and modify Moodle provided that you agree to: provide the source to others; not modify or remove the original license and copyrights, and apply this same license to any derivative work
Constructivism asserts that learning is particularly effective when constructing something for others to experience. This can be anything from a spoken sentence or an internet posting, to more complex artifacts like a painting, a house or a software package. Moodle provides a range of methods for learners to create course content to demonstrate their knowledge. This can be assessed and rated by other learners.
Constructivism, in very simple terms suggests that people learn best when they
are constructing something for someone else. This makes sense, and if you
think about the old saying “If you want to learn something really well, then teach
it to others!” we all know this anyway. Preparing to teach someone else some
knowledge really does help ensure you know your stuff backwards!
Social constructivism extends the constructivism idea into social settings. So for
example, groups may construct knowledge for one another, collaboratively
creating a collection of knowledge. To see this in action, just think about ways
people use Forums. Someone may ask a question, another may answer, and
third may ask for clarification, a fourth may offer an alternative solution, the first
poster may now have a different question, the second may re-evaluate their
contribution and change their opinion, and so on. And all the people in the
Forum that are not posting can still read and reflect on this discussion (although
it's more beneficial if they get involved).
Another example of social constructivism in action within a course could be
giving small groups an individual task, and having them share their findings
Course
Moodle uses the term Course to mean a single self-contained 'study unit’ that a Student can be enrolled into. A Course has Participants – members who are usually Teachers and Students. Courses can be arranged by the RTO to suit them – Unit of competency, Cluster of Units, Qualification, Group work space, Space PD, Information portal, Community of Practice.
Catergories - Course categories organize courses for all Moodle site participants. For example courses may be catergorised by School, Qualification, Topic etc to reflect your delivery structure. Categories enable bulk actions like enrolment of learners into subsequent courses.
Users
Student, Learner, User, Trainee, Client, may be used to refer to the people who use your Moodle site to learn. In Moodle the default description is a Student (although this can be changed). In Moodle the default description is a Teacher (although this can be changed). People are added to Moodle as a user and then allocated a role per course.
Roles
Site Administrator - Site administrator - can "do everything" on the site
Manager - a lesser administrator role. Can change settings that affect the whole Moodle site.
Course creator - can create courses
Teacher - can manage and add content to courses
Non-editing teacher can grade in courses but not edit them
Student - can access and participate in courses
Guest - can view courses but not participate
Groups - A teacher can organise users into groups within the course or within particular activities. Could be within a course or to use the same content with a variety of different client or regional delivery instances.
Cohorts - Cohorts, or site-wide groups, enable all members of a cohort to be enrolled in a course in one action, either manually or synchronised automatically.
A resource is an item that a teacher can use to support learning, such as a file or link. Moodle supports a range of resource types which teachers can add to their courses. In edit mode, a teacher can add resources via a drop down menu. Resources appear as a single link with an icon in front of it that represents the type of resource.
Repositories in Moodle enable users to upload files, access previously uploaded files and to easily bring content into Moodle from external repositories, such as Flickr or Google Docs. Enabled repositories are available in the File picker.
Google Docs - bring files from your Google docs account
Flickr public - search for and display images from Flickr
Flickr - search for and display images from your personal Flickr account
Picasa web album - search for and display images from your Picasa account
Alfresco - link to or copy files from Alfresco into Moodle
Amazon S3
Box.net - bring files in from your Box.net account
Dropbox - bring files in from Dropbox
File system - access files uploaded to a folder on your server (by, eg FTP)
Legacy course files - use the old system from 1.9 of "course files"
Merlot.org - bring resources in from Merlot.org
WebDAV -bring in files using webdav
EQUELLA - link to files in an EQUELLA installation
You can integrate with 3rd party plugins for repository purposes allowing document control independent of Moodle.
Repository's are integrated tool to discover, contribute and import content into their courses.
EQUELLA is a digital repository used for storing teaching and learning materials including all forms of multimedia. It allows fast targeted retrieval of educational assets through keywords or other metadata devised by the department in which the resource belongs.
Links to resources can be placed within Moodle, videos can be streamed, or students can be given access to browse a department’s collection.
With careful design, Repositories represents a unique opportunity for the sharing of teaching and learning resources between staff within different departments, and the potential benefits to students and staff through improved resource creation and teaching and learning support.
Alfresco – http://www.alfresco.com
Equella http://www.equella.com/solutions/learning-technology/lms-integrations/
An activity is a general name for a group of features in a Moodle course. Usually an activity is something that a student will do that interacts with other students and or the teacher.
http://tincanapi.com/scorm-vs-the-tin-can-api/
Previous specifications were difficult and had limitations (see Tin Can vs SCORM), but the Tin Can API is simple and flexible. It lifts many of the older restrictions. Mobile learning, simulations, virtual worlds, serious games, real-world activities, experiential learning, social learning, offline learning, and collaborative learning are just some of the things that can now be recognized and communicated well with the Tin Can API.
It’s important to know that we don’t own the Tin Can API. ADL is the steward of the specification. We just know this space so well that ADL asked us to help develop it. The Tin Can API is community-driven, and free to implement.
How does the Tin Can API work?
People learn from interactions with other people, content, and beyond. These actions can happen anywhere and signal an event where learning could occur. All of these can be recorded with the Tin Can API.
When an activity needs to be recorded, the application sends secure statements in the form of “Noun, verb, object” or “I did this” to a Learning Record Store (LRS.)
Learning Record Stores record all of the statements made. An LRS can share these statements with other LRSs. An LRS can exist on its own, or inside an LMS.
The freedoms of the Tin Can API
Statement freedom: the structure of “statements” using nouns, verbs and objects lets you us record almost any activity. Think: “I did this.”
History freedom: the Tin Can API allows LRSs to talk to each other. LRSs can share data and transcripts with one another, and your experiences can follow you from one LRS (or organization) to another. Learners can even have their own “personal data lockers” with their personal learning information inside them.
Device freedom: any enabled device can send Tin Can API statements (mobile phones, simulations, games, a CPR dummy, the list goes on). A constant network connection isn’t necessary — occasional connectivity is fine.
Workflow freedom: tracking learning events doesn’t have to start or end in an LMS, it can start wherever the learner is and on whatever device they choose to use. Your content isn’t tied to an LMS.
Work can be submitted by students and marked by teachers using Assignments or Workshops. Automatic marking can be achieved by using Quizzes. You can integrate quizzes from third party software.
Content may be delivered and supported using Lesson module and SCORM activities. Key words can be added to Glossaries by yourself or, if you allow it, your students.
You can add content from third party software
Surveys and Databases are also very powerful additions to any course.
Moodle = core code + plugins
Plugins may be either standard plugins (included in the Moodle download package) or add-ons.
https://moodle.org/plugins/ and https://moodle.org/plugins/stats.php
Hot Potatoes - http://hotpot.uvic.ca/
Big Blue Button – http://bigbluebutton.org/
Turnitin - http://turnitin.com/
Moodle used to add value to face to face courses by distributing additonal resources, YouTube, Multimedia, conducting surveys, ongoing discussions. Learners can also download and submit assignments here.
Some examples of how RTOs use learning technologies in the training room include:
Conducting a quiz in the classroom
Workplace assessment
evidence using mobile
Using video and audio
Using Blogs & Wikis for group tasks
Supporting students using digital tools in learning
Some examples of how RTOs use learning technologies to provide self paced content includes:
Compliance testing
Communication scenarios
Application of policy & procedure decision making trees
Course Content
Assessment tasks and associated guided readings/resources/multimedia
RPL
Some examples of how RTOs facilitate online learning interaction includes
Group research projects
QnA of industry experts/past learners
Online lecture
Assessment task pitch & presentation
Peer Review of learners’ work
Role play
Group problem solving
Remote trainee/third party assessor catch up
Assessment verification and moderation
RPL
If choose C – then ask if considering Moodle and what is the attraction for them, draw backs and issues and concerns they have.
For each course we can determine the best mix of delivery modes according to:
Infrastructure available to deliver in each mode
Capability of our organisation and our learners to teach and learn in each mode
Strategic choices about how to package courses for blended learning
The types of content we will need to delivery
Learning activities
Assessment methods and potential for assessment submission.
Simple FAQ discussion forums.
Repository of course content to support F2F learning (PDFs, Lecture PPTs, YouTube and other files)
Distribution and retrieval of written assessment
Simple Quizzes
Inconsistent course style and application of style guide
Text heavy, few images, long page of information or “scroll of death” and use of standard Moodle navigation.
Assessed and student rated discussions forums promote problem solving and research and student interaction.
Comprehensive labels explain each course step
Repository resources are individually labeled for course context and are searchable
A variety of assessments are offered including discussions, projects, skills demonstration using smartphones, group work and task upload
Quizzes are supplemented with Lessons containing Decision making trees
Consistent course header title and navigation icons
Use of in-house or 3rd Party SCORM material integrating content and interactive scored activities
Course styled according to Moodle style guide for consistent look and feel of course headers, icons and images that reflects JMC brand.
RSS fees from Industry leader blogs
Parallel student social spaces encouraged (e.g.: Facebook, Twitter, YouTube, Instagram, Dropbox, Yammer)
Students build industry profile as course progresses on appropriate portal (e.g. LinkedIn)
Students actively construct knowledge through building glossaries and databases of information and concepts for assessment
Group projects drafted in wikis
Courses “gamified” through conditional release of content and resources and issuing of open source badges for completing various competencies. http://openbadges.org/ and http://moodlebadges.com
Peer review and rubric development for specific assessments
Moodle used in conjunction with face-to-face and live online (webinar) modes are part of a true Blended learning strategy.
Students build assessments progressively over series of dialogues with trainers to hone their response. http://docs.moodle.org/23/en/Dialogue_module
Hosts:
Moodle Partners:Moodle Partners are Certified Service Providers worldwide that can help you with your Moodle implementation.
They provide services such as hosting, customisation, support, training and even full management of a Moodle project.
Partners contribute 10% of their earnings to support the development and maintenance of the Moodle project, so to help improve the Moodle software we ask that you always use certified Moodle Partners!
Moodle Partners
eCreators - http://www.ecreators.com.au
Pukinui - http://moodle.com.au/
NetSpot - http://netspot.com.au
eWorks - http://eworks.edu.au/
WiseNet - http://www.mywisenet.com.au/
Bright Cookie - http://www.brightcookie.com/
API – for
VetTrak - http://www.ozsoft.com.au
Gecko – http://vetgecko.com/moodle-lms.cfm
WiseNet - http://www.mywisenet.com.au/
Axcelerate- http://www.axcelerate.com.au/
implications for RTO resources, staffing and support
Moodle sits on themes. Themes provide a "skin" to completely change the look and feel of your site (or even an individual course).
Coding – Moodle can be customised in php to provide additional functionality.
Plug Ins -