Moodle learning analytics from different perspectives (#moothr19)David Monllaó
Description of the analytics features in Moodle from different perspectives: From developers and site administrators to teachers and students. The presentation will include a description of the new features in 3.7, an overview of what we are working on for Moodle 3.8 and an outline of the long term objectives for analytics in Moodle.
Evaluating Educational Technology Project Using Actions Modelathra29
This document outlines an evaluation of an educational technology project that taught grade 8 students how to create an annual calendar using Microsoft Publisher desktop publishing software. The project was evaluated using the ACTIONS model, which focuses on Accessibility, Interactivity, and User Friendliness. Accessibility was evaluated through a student survey to assess ease of access to required hardware, software, and the program itself. Teaching and Learning was evaluated through an achievement test and observation to determine if learning objectives and skills were effectively taught. Interactivity and user-friendliness were evaluated by assessing the different types of interactions supported and the usability of the program interface and instructional design.
Evaluating Educational Technology Project using ACTIONS MODELu0612345
The document outlines an educational technology project that teaches grade 8 students how to create an annual calendar using Microsoft Publisher. It describes the goal of creating an annual calendar and lists objectives related to opening, customizing, and embedding events in the calendar. The project uses the ACTIONS model to evaluate accessibility, interactivity/user-friendliness, and teaching/learning. Accessibility is evaluated through a student survey on hardware/software access and usability. Teaching/learning is assessed through achievement tests and observations. Interactivity is examined based on student interaction with content, peers, teachers, and the program interface/instructional design.
This document discusses a study that developed a path model to examine factors affecting technology integration in K-12 classrooms. The study found that teachers' computer proficiency had the strongest direct effect on technology integration. Additional factors that indirectly affected integration included teachers' beliefs about technology, availability of technical support, and teachers' readiness to adopt technology for instruction. The path model provides insight into relationships between teacher characteristics and effective technology use in classrooms.
The document outlines the roles and responsibilities of key leadership positions in integrating technology within a school district. The superintendent and principal are responsible for providing data and gaining support for technology advancement plans. The technology director assesses current technology and maintains systems. Meanwhile, other positions help develop professional development, ensure technology implementation in classrooms, and provide technical support. The overall goal is a strategic technology plan to support 21st century learning.
The document outlines the roles and responsibilities of key leadership positions in integrating technology within a school district. The superintendent and principal are responsible for providing data and gaining support for technology advancement plans. The technology director assesses current technology and maintains systems. Meanwhile, other positions help develop professional development, ensure technology implementation in classrooms, and provide technical support. The overall goal is a strategic technology plan that creates 21st century learners.
Moodle learning analytics from different perspectives (#moothr19)David Monllaó
Description of the analytics features in Moodle from different perspectives: From developers and site administrators to teachers and students. The presentation will include a description of the new features in 3.7, an overview of what we are working on for Moodle 3.8 and an outline of the long term objectives for analytics in Moodle.
Evaluating Educational Technology Project Using Actions Modelathra29
This document outlines an evaluation of an educational technology project that taught grade 8 students how to create an annual calendar using Microsoft Publisher desktop publishing software. The project was evaluated using the ACTIONS model, which focuses on Accessibility, Interactivity, and User Friendliness. Accessibility was evaluated through a student survey to assess ease of access to required hardware, software, and the program itself. Teaching and Learning was evaluated through an achievement test and observation to determine if learning objectives and skills were effectively taught. Interactivity and user-friendliness were evaluated by assessing the different types of interactions supported and the usability of the program interface and instructional design.
Evaluating Educational Technology Project using ACTIONS MODELu0612345
The document outlines an educational technology project that teaches grade 8 students how to create an annual calendar using Microsoft Publisher. It describes the goal of creating an annual calendar and lists objectives related to opening, customizing, and embedding events in the calendar. The project uses the ACTIONS model to evaluate accessibility, interactivity/user-friendliness, and teaching/learning. Accessibility is evaluated through a student survey on hardware/software access and usability. Teaching/learning is assessed through achievement tests and observations. Interactivity is examined based on student interaction with content, peers, teachers, and the program interface/instructional design.
This document discusses a study that developed a path model to examine factors affecting technology integration in K-12 classrooms. The study found that teachers' computer proficiency had the strongest direct effect on technology integration. Additional factors that indirectly affected integration included teachers' beliefs about technology, availability of technical support, and teachers' readiness to adopt technology for instruction. The path model provides insight into relationships between teacher characteristics and effective technology use in classrooms.
The document outlines the roles and responsibilities of key leadership positions in integrating technology within a school district. The superintendent and principal are responsible for providing data and gaining support for technology advancement plans. The technology director assesses current technology and maintains systems. Meanwhile, other positions help develop professional development, ensure technology implementation in classrooms, and provide technical support. The overall goal is a strategic technology plan to support 21st century learning.
The document outlines the roles and responsibilities of key leadership positions in integrating technology within a school district. The superintendent and principal are responsible for providing data and gaining support for technology advancement plans. The technology director assesses current technology and maintains systems. Meanwhile, other positions help develop professional development, ensure technology implementation in classrooms, and provide technical support. The overall goal is a strategic technology plan that creates 21st century learners.
The document discusses the ADDIE model for designing training courses. It describes the five phases of ADDIE: analysis, design, development, implementation, and evaluation. The analysis phase identifies learning objectives and audience needs. The design phase determines content, graphics, and user interface. The development phase creates learning materials. The implementation phase delivers materials to learners. The evaluation phase assesses if objectives were achieved.
This program was designed to teach basic word processing skills to 5th grade students in Oman. The program was evaluated using the ACTIONS model across several criteria: Access, Teaching and Learning, Interactivity and User-Friendliness, Organizational Issues, and Speed. Based on exams, observations, and the program's design, it was found to be easily accessible, interactive, user-friendly with clear instructions and buttons, useful for individualized learning, and not requiring changes to content. However, some organizational changes would be needed for teachers and students.
The objective was to create a reporting tool to obtain all the information provided by the course to get closer to the objective of the course. This tool is useful to the students, teachers and managers.
The document outlines the roles and responsibilities of various positions related to technology use at Bauerschlag schools. It discusses how students have access to classroom computers, media centers, online learning tools, and digital textbooks. Teachers receive professional development on technology integration and work with a Technology Integration Specialist. The specialist coordinates hardware and software needs and assists with technology-integrated lessons. A Computer Technician solves issues and maintains inventory. The Principal leads the technology vision and coordinates resources. Higher-level directors oversee professional development, systems, and network engineering to support instructional technology goals.
Presentation delivered at openSUSE Conference 2015 in The Hague, Netherlands, on Sunday, 3 May 2015. This presentation discusses how opensource techniques and values are not taught sufficiently or effectively in primary, secondary, or university schools.
Marta Higueras: Frameworks of language teaching competences revisitedeaquals
This document discusses uses of the Instituto Cervantes Key Competences framework for second and foreign language teachers. It outlines an activity where teachers select a concern, map how it relates to other factors, and then use the competences framework to gain new insights and develop an action plan. The framework has helped teachers at various Instituto Cervantes centers better understand problems by considering additional aspects. This familiarization activity aims to focus reflection, introduce the framework, empower users, broaden perspectives, and conceptualize issues in new ways.
Richard Rossner, Marta Higueras: Frameworks of language teaching competences ...eaquals
1) The document discusses competence frameworks for language teaching, including the CEFR, Cervantes Framework, and Eaquals Professional Guidelines (EPG).
2) Competence frameworks describe or exemplify the attitudes, knowledge, and skills involved in an area of competence, enabling self-assessment and assessment by others.
3) The session plans to discuss using the Cervantes Framework for an activity, scenarios for introducing frameworks to teachers, and an overview of the Eaquals Framework for language teacher training and development.
2017 UK/IE MoodleMoot: What makes a good moodle quiz? Lessons from the Open U...Tim Hunt
A talk about two things in tandem: good practices for using the Moodle quiz; and how the quiz is used in reality at the Open University. Hopefully those two things have some things in common.
DreamSpark is a Microsoft program that provides students, educators, and academic institutions free access to Microsoft professional-level developer and designer tools to support technical education. It aims to help students pursue their dreams of technological breakthroughs and get a head start in their careers. For educators, it helps teach the latest technologies and enables experimentation in research. Academic institutions can subscribe to access Microsoft developer tools, platforms, and servers for learning and research purposes at a reduced cost. To get access, users need to register online using their Microsoft or school email, verify their academic affiliation, and check their email for a verification link.
The Texas STaR Chart is a tool that assesses school campuses' progression in technological ability based on four key areas: teaching and learning, educator preparation and development, leadership/administration/instructional support, and infrastructure/technology. It designates four classifications - Early Tech, Developing Tech, Advanced Tech, and Target Tech - based on a campus's use of technology in these areas. The document provides details on Kahn Elementary's 2006-2010 results, including technology training offered to staff and students, and its campus technology plan goals.
This document provides an outline for developing a technology use plan for Lincoln School. It proposes establishing a diverse planning team to research current technology use, develop a plan, get feedback, and finalize the plan. The goal is to enhance student learning by providing teachers with technology training and ensuring students graduate with strong technological skills to succeed in a technology-focused world. The plan will be continually assessed and revised.
Eko Priyo Triasmoro introduces JogjaCBT, an e-learning system built using OpenSUSE and Moodle. It was created to help schools in Yogyakarta, Indonesia prepare for computer-based final exams mandated by the Indonesian Ministry of Education. The system packages the operating system and Moodle in a virtual machine for easy distribution. It has been deployed in 28 vocational schools in Yogyakarta City and some schools outside the city to familiarize teachers and students with e-learning and computer-based testing. The system allows schools without internet access to practice online exams offline.
The STaR Chart evaluates Texas schools' use of technology across five categories: teaching and learning, educator preparation, leadership, infrastructure, and results. It aims to help all classrooms reach the "Target Tech" level where technology is fully integrated into instruction. The document summarizes Mayde Creek's STaR Chart results, finding it needs to improve teachers' technology use in lessons to boost student achievement, like other campuses in the Katy Independent School District working to achieve the Target Tech goals.
Using the moodle platform - US ICT ProjectIulianaIonita4
The document discusses using the Moodle e-learning platform for a virtual mobility project between Romanian students and teachers. It describes Moodle as an open-source learning management system that allows teachers to create interactive online courses. It then outlines the steps teachers took to set up a Moodle course for the project, including lessons, activities, and a discussion forum. The document concludes that Moodle is easy for both teachers and students to use and allows teachers to generate detailed reports on course participation and progress.
This document summarizes an international conference on learning innovation and quality held on May 16-17, 2013 in Rome. The conference was co-organized by the University of Duisburg-Essen and the UN's Food and Agriculture Organization. It featured four parallel sessions on learning innovations and quality. The keynote speaker was Christian M. Stracke, who discussed topics such as open learning, quality development, and visions for open learning in the future to promote innovation and quality. He cited several projects and provided references for further information.
The document discusses the eMadrid Network, a consortium of Spanish universities researching e-learning. It outlines the network's partners and associated institutions. It then summarizes the research areas and challenges being studied by UC3M as part of the network, including educational modeling, adaptive learning methods, standardization, immersive 3D learning, mobile learning, and applying Web 2.0 technologies to authoring.
Uttara University is seeking to develop a Learning Management System called UULMS to improve distance education delivery and provide faculty tools to manage courses. The proposed system would allow students to access lecture notes, assignments, and other materials online. It would also help faculty maintain records and materials for multiple classes. The project aims to develop a web-based LMS using tools like PHP and MySQL. It will have sections for administration, faculty, and students. Admin can add user and course data. Faculty can upload materials and provide feedback. Students can access notes and contact faculty. The proposed system intends to create an online educational environment and address issues like missing classes and maintaining materials.
The document discusses the ADDIE model for designing training courses. It describes the five phases of ADDIE: analysis, design, development, implementation, and evaluation. The analysis phase identifies learning objectives and audience needs. The design phase determines content, graphics, and user interface. The development phase creates learning materials. The implementation phase delivers materials to learners. The evaluation phase assesses if objectives were achieved.
This program was designed to teach basic word processing skills to 5th grade students in Oman. The program was evaluated using the ACTIONS model across several criteria: Access, Teaching and Learning, Interactivity and User-Friendliness, Organizational Issues, and Speed. Based on exams, observations, and the program's design, it was found to be easily accessible, interactive, user-friendly with clear instructions and buttons, useful for individualized learning, and not requiring changes to content. However, some organizational changes would be needed for teachers and students.
The objective was to create a reporting tool to obtain all the information provided by the course to get closer to the objective of the course. This tool is useful to the students, teachers and managers.
The document outlines the roles and responsibilities of various positions related to technology use at Bauerschlag schools. It discusses how students have access to classroom computers, media centers, online learning tools, and digital textbooks. Teachers receive professional development on technology integration and work with a Technology Integration Specialist. The specialist coordinates hardware and software needs and assists with technology-integrated lessons. A Computer Technician solves issues and maintains inventory. The Principal leads the technology vision and coordinates resources. Higher-level directors oversee professional development, systems, and network engineering to support instructional technology goals.
Presentation delivered at openSUSE Conference 2015 in The Hague, Netherlands, on Sunday, 3 May 2015. This presentation discusses how opensource techniques and values are not taught sufficiently or effectively in primary, secondary, or university schools.
Marta Higueras: Frameworks of language teaching competences revisitedeaquals
This document discusses uses of the Instituto Cervantes Key Competences framework for second and foreign language teachers. It outlines an activity where teachers select a concern, map how it relates to other factors, and then use the competences framework to gain new insights and develop an action plan. The framework has helped teachers at various Instituto Cervantes centers better understand problems by considering additional aspects. This familiarization activity aims to focus reflection, introduce the framework, empower users, broaden perspectives, and conceptualize issues in new ways.
Richard Rossner, Marta Higueras: Frameworks of language teaching competences ...eaquals
1) The document discusses competence frameworks for language teaching, including the CEFR, Cervantes Framework, and Eaquals Professional Guidelines (EPG).
2) Competence frameworks describe or exemplify the attitudes, knowledge, and skills involved in an area of competence, enabling self-assessment and assessment by others.
3) The session plans to discuss using the Cervantes Framework for an activity, scenarios for introducing frameworks to teachers, and an overview of the Eaquals Framework for language teacher training and development.
2017 UK/IE MoodleMoot: What makes a good moodle quiz? Lessons from the Open U...Tim Hunt
A talk about two things in tandem: good practices for using the Moodle quiz; and how the quiz is used in reality at the Open University. Hopefully those two things have some things in common.
DreamSpark is a Microsoft program that provides students, educators, and academic institutions free access to Microsoft professional-level developer and designer tools to support technical education. It aims to help students pursue their dreams of technological breakthroughs and get a head start in their careers. For educators, it helps teach the latest technologies and enables experimentation in research. Academic institutions can subscribe to access Microsoft developer tools, platforms, and servers for learning and research purposes at a reduced cost. To get access, users need to register online using their Microsoft or school email, verify their academic affiliation, and check their email for a verification link.
The Texas STaR Chart is a tool that assesses school campuses' progression in technological ability based on four key areas: teaching and learning, educator preparation and development, leadership/administration/instructional support, and infrastructure/technology. It designates four classifications - Early Tech, Developing Tech, Advanced Tech, and Target Tech - based on a campus's use of technology in these areas. The document provides details on Kahn Elementary's 2006-2010 results, including technology training offered to staff and students, and its campus technology plan goals.
This document provides an outline for developing a technology use plan for Lincoln School. It proposes establishing a diverse planning team to research current technology use, develop a plan, get feedback, and finalize the plan. The goal is to enhance student learning by providing teachers with technology training and ensuring students graduate with strong technological skills to succeed in a technology-focused world. The plan will be continually assessed and revised.
Eko Priyo Triasmoro introduces JogjaCBT, an e-learning system built using OpenSUSE and Moodle. It was created to help schools in Yogyakarta, Indonesia prepare for computer-based final exams mandated by the Indonesian Ministry of Education. The system packages the operating system and Moodle in a virtual machine for easy distribution. It has been deployed in 28 vocational schools in Yogyakarta City and some schools outside the city to familiarize teachers and students with e-learning and computer-based testing. The system allows schools without internet access to practice online exams offline.
The STaR Chart evaluates Texas schools' use of technology across five categories: teaching and learning, educator preparation, leadership, infrastructure, and results. It aims to help all classrooms reach the "Target Tech" level where technology is fully integrated into instruction. The document summarizes Mayde Creek's STaR Chart results, finding it needs to improve teachers' technology use in lessons to boost student achievement, like other campuses in the Katy Independent School District working to achieve the Target Tech goals.
Using the moodle platform - US ICT ProjectIulianaIonita4
The document discusses using the Moodle e-learning platform for a virtual mobility project between Romanian students and teachers. It describes Moodle as an open-source learning management system that allows teachers to create interactive online courses. It then outlines the steps teachers took to set up a Moodle course for the project, including lessons, activities, and a discussion forum. The document concludes that Moodle is easy for both teachers and students to use and allows teachers to generate detailed reports on course participation and progress.
This document summarizes an international conference on learning innovation and quality held on May 16-17, 2013 in Rome. The conference was co-organized by the University of Duisburg-Essen and the UN's Food and Agriculture Organization. It featured four parallel sessions on learning innovations and quality. The keynote speaker was Christian M. Stracke, who discussed topics such as open learning, quality development, and visions for open learning in the future to promote innovation and quality. He cited several projects and provided references for further information.
The document discusses the eMadrid Network, a consortium of Spanish universities researching e-learning. It outlines the network's partners and associated institutions. It then summarizes the research areas and challenges being studied by UC3M as part of the network, including educational modeling, adaptive learning methods, standardization, immersive 3D learning, mobile learning, and applying Web 2.0 technologies to authoring.
Uttara University is seeking to develop a Learning Management System called UULMS to improve distance education delivery and provide faculty tools to manage courses. The proposed system would allow students to access lecture notes, assignments, and other materials online. It would also help faculty maintain records and materials for multiple classes. The project aims to develop a web-based LMS using tools like PHP and MySQL. It will have sections for administration, faculty, and students. Admin can add user and course data. Faculty can upload materials and provide feedback. Students can access notes and contact faculty. The proposed system intends to create an online educational environment and address issues like missing classes and maintaining materials.
The document discusses best practices for linked data education used by the EUCLID project. It summarizes the EUCLID project which delivers a linked data curriculum through various open educational resources including eBook chapters, webinars, screencasts, exercises and online courses. The curriculum is designed based on best practices like ensuring industrial relevance, using real data and tools, and showing scalable solutions. The learning materials are produced through a collaborative process and are available in multiple open formats.
Students Co-creators of Digital EducationDiana Andone
Presentation "Students Co-creators of Digital Education" by Dr. Diana Andone, Politehnica University of Timisoara, done at "ALTA’21 - Advanced Learning Technologies and Applications. From Distance to Hybrid Learning” on December 1st 2021 Lithuania, online Conference Conference organized by
Informatics Faculty at Kaunas University of Technology and National Association of Distance Education Lithuania.
OER refers to open educational resources which include full courses, course materials, and other learning content that can be freely accessed and used online. MIT's OpenCourseWare initiative is an example of an institutional OER program that makes course materials from over 1,900 courses freely available on the web. Educators use OER in a variety of ways like reusing content, adapting course syllabi, and combining OER materials with other resources. There are benefits to creating OER like lowering costs for students and fostering pedagogical innovation through customizable learning materials.
The document summarizes best practices for developing a Linked Data curriculum. It describes the EUCLID project, which delivers a Linked Data curriculum through various learning materials including eBook chapters, online courses, webinars, and screencasts. The curriculum is designed based on best practices like ensuring industrial relevance, using real data and tools, and addressing scalability. The curriculum consists of modules that gradually build knowledge in crucial Linked Data tasks. Materials go through a production process involving subject matter experts to ensure high quality.
The document discusses COER13, a MOOC on Open Educational Resources (OER) held in 2013. It was organized by 8 partners from different institutions and aimed to promote OER in Germany. The MOOC used a connectivist model with online videos, readings and discussion forums. Over 1,000 people registered and many engaged through blog posts and tweets. While the MOOC helped raise awareness of OER, its impact was difficult to measure and it also raised issues around accreditation within the lead institution. Overall, the document assessed that COER13 advanced the OER cause in Germany but that more research is needed to fully understand its impact.
Orchestration of outcome based technology-enhanced learning opportunitiesMichael Derntl
- The document discusses outcome-based education, which focuses on defining learning outcomes that state what learners will know, understand, and be able to do after completing a learning process.
- It introduces the Open ICOPER Content Space (OICS), an architecture based on standards that allows for sharing of educational resources and metadata between different applications and repositories.
- Several prototype applications are shown that were developed to demonstrate the interoperability of OICS, including tools for authoring learning designs, importing designs into courses, and viewing personal achievement profiles.
Thoughts on Future University in 2030 Keynote Speaker Presentation for the ICIER International Conference on Interdisciplinary Educational Reflections 9 June 2022, virtual
"From Making to Learning" : Dev Camps as a Blueprint for Re-inventing Project...Irene-Angelica Chounta
Dev Camps are events that enable participants to tackle challenges using software tools and different kinds of hardware devices in collaborative project style activities. The participants conceptualize and develop their solutions in a self-directed way, involving technical, organizational and social skills. In this sense, they are autonomous producers or " makers ". The Dev Camp activity format resonates with skills such as communication, critical thinking, creativity, decision making and planning and can be considered as a bridge between education and industry. In this paper we present and analyze experience from a series of such events that were co-organized between an industrial partner acting as a host and several university partners. We take this as an indication to envision new opportunities for project-based learning in more formal educational scenarios.
V Jornadas eMadrid sobre “Educación Digital”. Edmundo Tovar, Universidad Poli...eMadrid network
V Jornadas eMadrid sobre “Educación Digital”. Edmundo Tovar, Universidad Politécnica de Madrid: Entrepreneurship training as a practice based on OERs. 2015-06-30
This document summarizes an international collaboration between educators at the University of Sonora in Mexico and Northern Arizona University to implement the open-source learning management system Moodle. It describes the key participants in the collaboration, an introduction to Moodle features for course and learner management, how Moodle is being used at UniSon, the impacts and strengths and weaknesses observed, and recommendations and future plans.
Knowledge Building and Competence Development in eLearning 2.0 SystemsMalinka Ivanova
The document discusses eLearning 2.0 systems and their ability to support knowledge building and competence development. It outlines key aspects of eLearning 2.0 including user-generated content, collaboration, and use of various online tools. The document then analyzes several eLearning 2.0 systems based on their knowledge capturing, sharing, and communication features. It compares these systems to the IEEE Learning Technology Systems Architecture standard.
Similar to Moodle, the de facto learning platform to facilitate research and experimentation with educational data (20)
Moodle learning analytics desde diferentes perspectivas (#mootgt19)David Monllaó
Moodle es una plataforma de aprendizaje en línea utilizada por 162 millones de usuarios en todo el mundo. Este documento describe cómo Moodle HQ está desarrollando herramientas de análisis de aprendizaje para mejorar la experiencia de los estudiantes, profesores, administradores e investigadores en la plataforma. Actualmente, Moodle puede identificar estudiantes en riesgo de no completar un curso con éxito y proporciona notificaciones sugeridas. En el futuro, Moodle agregará un asistente virtual, informes mejorados
The document discusses installing and configuring Solr and global search for Moodle. It provides instructions on downloading and starting the Solr server, creating an index to store Moodle site contents, and installing the necessary PHP extension. The document also mentions that global search in Moodle is available from version 3.1 onward and allows storing and searching a site's contents via a search engine plugin and API.
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The document provides tips for improving Moodle site performance based on user roles. It suggests that teachers enable only necessary filters, resize images before uploading, and reduce sections/recent activity blocks. Moodle administrators should use performance reports, disable log legacy data, and reduce frontpage courses. System administrators can implement memcached, Opcache, compare session storage, and optimize hardware. Developers should reduce database queries in loops, join on indexes, and add caching. Moodle HQ ensures no regressions and looks for performance issues and more caches.
This document provides an overview of how Moodle HQ tests Moodle functionality automatically. It describes using a human-friendly language to write testing scenarios, Selenium to simulate real user interactions, and Jenkins to run the tests automatically on multiple browser and OS combinations. The goal is to ensure new code changes don't break functionality and to expand coverage of Moodle's features.
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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Moodle, the de facto learning platform to facilitate research and experimentation with educational data
1. David Monllaó Olivé
Lead Data Scientist, Moodle HQ
#MLW2019
@DavidMonllao
UNESCO - Mobile Learning Week 2019
Moodle, the de facto learning platform to facilitate
research and experimentation with educational data
2. Moodle
“Moodle is the world’s open source learning platform.”
Our mission
“Empowering educators to improve our world.”
Our values
Education, Respect, Integrity, Innovation and
Openness.
https://moodle.com/about/
4. Slide with Moodle usage stats worldwide
147 million users.
18 million courses.
321 million forum posts.
1,442 million quiz questions.
1.5 million mobile app downloads.
https://moodle.net/stats/ (28th February 2019)
5. Moodle HQ
73 employees (28th February 2019).
Headquarters in Perth,
Australia.
Branch in Barcelona.
(Image: essetefano, [CC BY-SA 3.0])(Image: JJ Harrison [CC BY-SA 3.0])
8. Educational research
Is Moodle the de facto learning platform to facilitate
research and experimentation with educational data?
Nous ne savons pas, mais...
9. Research - Some curious numbers
Moodle
Noodles
Paella
(Image: Kropsoq [CC BY-SA 3.0])
(Image: Jan Harenburg [CC BY-SA 4.0])
13. Analytics engine in Moodle core
● Predictive analytics engine for experimentation and
deployment to production. Powered by Machine Learning
algorithms.
● 100% open source and 100% extendable.
● Implements Moodle's Privacy API to meet EU’s General
Data Protection Regulation (GDPR) requirements.
(Image: https://opensource.org/)(Image: https://fontawesome.com/) (Image: https://europa.eu)
14. The data and the trained algorithms are
private to each Moodle site
15. Evaluation of predictive models
85%
accurate
(Images: https://fontawesome.com/)
Moodle
database
Machine
Learning
algorithm● Number of forum posts.
● The student completed the
previous assignments.
● Course access frequency.
● …..
No Machine Learning knowledge required.
● Students at risk of
dropping out.
Target
Indicators
17. Indicators
● Based on students activity (no predictions based on
discriminatory criteria).
● Examples:
○ Number of forum posts.
○ The student completed the previous assignments.
○ Course access frequency.
● Extendable according to each institution needs:
○ Link to other data sources.
Students
Information
System
18. Targets
● What we want to predict.
● Examples:
○ Students at risk of dropping out of courses.
○ Students at risk of missing assignment due dates.
○ Courses at risk of not being engaging.
21. Ongoing and upcoming improvements
● Import and export of trained models.
● More predictive models for Moodle core.
● Regression and Multi-class classification (Google
Summer of Code).
The Moodle Educator Certification Program provides a core foundation of digital competency for teaching and learning using the Moodle Platform.
The primary aim of the Moodle Educator Certification Program is to provide opportunities where educators:
develop skills and digital competencies in their teaching and learning practice;
design instructional resources and learning experiences with Moodle;
build capacity to facilitate learning activities to reach learning goals; and
connect and engage in collaborative learning experiences and activities that contribute to quality education.
We’re pleased to announce the launch of the Moodle Educator Certification Program through Certified Moodle Partners on March 19, 2019.