Update for 2012-02-29 Moodle User Group at Manchester Metropolitan University covering marks handling, engagement tracking, arrangements for the coming academic year and plans for moving to Moodle2
The document discusses enhancements to the version 2.1 instructional model for eSkwela, an e-learning program. Key features of the enhanced model include a learner diagnostic test and interview, personalized learning plans, an online learning management system, modules and guides, facilitation of collaborative and experiential learning, and monitoring of learner progress. Major interventions proposed are engaging an expert consultant, enhancing module guides, shifting to a new LMS, and providing training to teachers based on needs assessments.
The document summarizes an orientation and planning workshop held in January 2010 to discuss the development of eSkwela, an open source learning management system. It provides an overview of pilot systems used, workshops conducted in 2009 to analyze requirements, and key systems to be developed in 2010, including a user account management system, personal learning environment, instructional model management system, site management system, and content management systems. An entity relationship diagram for the eSkwela systems is also mentioned.
The document discusses the college's implementation of an e-portfolio and assessment tracking system called Assessment Manager across the entire college. Key points:
1) Assessment Manager was redeveloped from the college's existing system and launched institution-wide to improve information sharing between systems and aid the learning experience.
2) Students and staff were consulted during the redesign and helped shape a learner-centered portal for tracking progress.
3) Benefits include 24/7 access to learning materials and student data, time savings for staff, and improved oversight of student performance.
The Solent experience - migration to Moodle and beyondJISC RSC Southeast
Presentation as delivered by The Solent LTU team at the RSC South East's e-Learning Fair 2007, focusing on their process of choosing and implementing a new virtual learning environment
Enhancing the assessment experience through closer integration between the SR...RichardM_Walker
Presentation on the customisation of the University of York's institutional virtual learning environment to support an anonymous e-marking workflow, based on closer integration with the student records system.
Current CSU LMS Activities: Campus and Systemwide StrategiesJohn Whitmer, Ed.D.
In this webinar from April 2010, Dr. David Levin from CSU Northridge and Dr. Linda Scott from CSU San Marcos spoke about their campus migrations from Blackboard to Moodle. They discussed the decision-making process on their campus, their timeline, course migrations, implementations, training and support resources, and lessons learned.
Kathy Fernandes and John Whitmer spoke about the Chancellor’s Office Initiative to provide systemwide LMS Services. These services began with the LMS RFP and CSU Sandboxes, and were expanded to provide an LMS “safety net” and a “superset” of LMS services that include systems, integrations, migrations, support services, and educational practices.
Participants will learn about these current efforts and plans for the implementation of the LMS recommendations approved by the CSU Academic Technology Steering Committee in December 2009.
TTN Solutions developed a web-based grade tracking system called the Alta Vista Grade Tracking System (AVGT) to help Alta Vista High School in Mountain View, CA track student academic progress. The AVGT integrates with the school's existing Aeries SIS and allows teachers to input and track student grades, credits and progress electronically. It generates comprehensive student progress reports and allows comments on student performance to facilitate communication between staff.
The document discusses implementing open source computing and a school management system in Tamil schools in Malaysia to improve education. Over 25 computer labs have been set up using thin client terminals connected to centralized servers, providing equal access to resources. An open source ERP system integrates student, teacher, attendance and other management functions. This centralized approach reduces costs, improves administration and access to materials, while securing student data. The system aims to enhance teaching quality and equalize educational opportunities in Malaysia.
The document discusses enhancements to the version 2.1 instructional model for eSkwela, an e-learning program. Key features of the enhanced model include a learner diagnostic test and interview, personalized learning plans, an online learning management system, modules and guides, facilitation of collaborative and experiential learning, and monitoring of learner progress. Major interventions proposed are engaging an expert consultant, enhancing module guides, shifting to a new LMS, and providing training to teachers based on needs assessments.
The document summarizes an orientation and planning workshop held in January 2010 to discuss the development of eSkwela, an open source learning management system. It provides an overview of pilot systems used, workshops conducted in 2009 to analyze requirements, and key systems to be developed in 2010, including a user account management system, personal learning environment, instructional model management system, site management system, and content management systems. An entity relationship diagram for the eSkwela systems is also mentioned.
The document discusses the college's implementation of an e-portfolio and assessment tracking system called Assessment Manager across the entire college. Key points:
1) Assessment Manager was redeveloped from the college's existing system and launched institution-wide to improve information sharing between systems and aid the learning experience.
2) Students and staff were consulted during the redesign and helped shape a learner-centered portal for tracking progress.
3) Benefits include 24/7 access to learning materials and student data, time savings for staff, and improved oversight of student performance.
The Solent experience - migration to Moodle and beyondJISC RSC Southeast
Presentation as delivered by The Solent LTU team at the RSC South East's e-Learning Fair 2007, focusing on their process of choosing and implementing a new virtual learning environment
Enhancing the assessment experience through closer integration between the SR...RichardM_Walker
Presentation on the customisation of the University of York's institutional virtual learning environment to support an anonymous e-marking workflow, based on closer integration with the student records system.
Current CSU LMS Activities: Campus and Systemwide StrategiesJohn Whitmer, Ed.D.
In this webinar from April 2010, Dr. David Levin from CSU Northridge and Dr. Linda Scott from CSU San Marcos spoke about their campus migrations from Blackboard to Moodle. They discussed the decision-making process on their campus, their timeline, course migrations, implementations, training and support resources, and lessons learned.
Kathy Fernandes and John Whitmer spoke about the Chancellor’s Office Initiative to provide systemwide LMS Services. These services began with the LMS RFP and CSU Sandboxes, and were expanded to provide an LMS “safety net” and a “superset” of LMS services that include systems, integrations, migrations, support services, and educational practices.
Participants will learn about these current efforts and plans for the implementation of the LMS recommendations approved by the CSU Academic Technology Steering Committee in December 2009.
TTN Solutions developed a web-based grade tracking system called the Alta Vista Grade Tracking System (AVGT) to help Alta Vista High School in Mountain View, CA track student academic progress. The AVGT integrates with the school's existing Aeries SIS and allows teachers to input and track student grades, credits and progress electronically. It generates comprehensive student progress reports and allows comments on student performance to facilitate communication between staff.
The document discusses implementing open source computing and a school management system in Tamil schools in Malaysia to improve education. Over 25 computer labs have been set up using thin client terminals connected to centralized servers, providing equal access to resources. An open source ERP system integrates student, teacher, attendance and other management functions. This centralized approach reduces costs, improves administration and access to materials, while securing student data. The system aims to enhance teaching quality and equalize educational opportunities in Malaysia.
This document summarizes the administrative requirements and structure for Moodle sites at an institute. It discusses how sites reflect the organizational structure and types of sites that can be created. It outlines the process for site creation and account creation. It describes the roles and responsibilities of different groups as well as business rules around site usage. It also provides information on using tools like Mahara, LORN, and Equella within Moodle sites.
Our smart e-school ERP Software solution is considered the most preferable and trusted school management system that will make your educational campus go paperless as it streamlines all the tedious administrative tasks.
Smart School Plus - A School Management ERP to Automate and Computerize all t...Prem Kumar S
SmartSchoolPlus is a cloud-based school management system that handles administrative, management, and communication activities for educational institutions. It organizes student, teacher, and management information and enables communication through SMS. It has modules for tasks like student and staff profiles, attendance, timetables, fees, examinations, libraries, and dashboards for students, parents, teachers and management. It aims to automate school processes, improve communication, and make information easily accessible from any location.
Learning management System Techniques By Ravinder Tulsianiravindertulsiani1
When starting with a Learning Management System evaluation, it is more important for an organization to determine key goals for the LMS project which has straight connection with your organizational goals. It should not only think about your persent goals but also think about your all future requirements
School Management System to manage school and its entities such as Classes, Sections, Students, ID Cards, Teachers, Staff, Fees, Invoices, Noticeboard and much.School management systems positively impact students, parents, teachers, administration or non-education staff and management. It does as such by decreasing the weight of dull errands and procedures by assuming control over them or by making correspondence or work simpler using instinctive highlights.
Evaluating and Selecting a Learning Management SystemMonica Rysavy
This presentation was given at the 2012 AECT Conference. It discusses how to evaluate and select a Learning Management System (LMS) based upon an organization’s needs and learning goals. This presentation illustrates how to identify the learning needs of an organization, compare these needs with available LMSs, select potential LMS options, and evaluate these options based upon a presenter-provided rubric. It also shares emerging trends with Learning Management Systems.
This document describes an online campus management system called iScope. It allows schools to manage student information and the entire student lifecycle online. Key features include tracking student attendance, grades, fees and generating reports. It also includes an e-learning module to provide online lectures, quizzes and assessments. The system aims to provide a global platform to attract students and teachers from around the world through its web-based access from any device.
Edu paradise best school management systemPradip Thakar
EduParadise is best school management system design with progressive attitude to change traditional education management system. EduParadise is designed after actual requirement gathering from research undertaken for six months with different institutes in different localities. Our team of skilled developers have developed EduParadise a complete solution to meet exact requirement of customers from different institutions. Thousands of users using EduParadise and experiencing hassle free education system. EduParadise focuses on product innovation to enhance the functionality and provide best service in lowest cost.
As an administrative officer at Monash University from 2008-2014, the individual was responsible for tasks like timetabling, administering course and unit offerings, and assessments. Some key duties included being a Moodle administrator, providing frontline support to students and staff, and conducting training sessions. The individual also performed testing of new software versions and systems before university-wide rollout.
The Intelli-Seat app was created by Andy E., Adrienne R., and Aurelio C-G. to address the need for an easy way for teachers to record formative assessment data on students in real-time using a mobile device. Standardized tests only provide limited information about student needs, and currently there is no simple one-stop method for teachers to record qualitative and quantitative data about student performance and progress. The app allows teachers to input assessment scores, observations, and student needs into an interactive seating chart format to gain a more complete picture of how each student is doing.
The seamless integration of virtualized lessons with a fully automated workfl...wigl
In 2002 the Virtual Medical Campus Graz (VMC), the eLearning portal of the Medical University of Graz (MUG), was launched. Since 1 Oct 2010 the primary learning management system is VMC/Moodle. It currently holds more than 10,600 unique learning objects, and serves more than 4,300 students from three studies. We introduce the concept and its technical implementation of virtual lessons within the study of the diploma study human medicine. Once the eLearning content is created, the process is fully automated from the teachers’ point of view. This includes generation of the virtual lessons for the enrolled students and the transmission of grades to our central course administration system MEDonline. No further administrative interaction by the teachers are needed. Teachers can fully concentrate on continuously updating of the virtual content and can answer questions, which students might have during execution of the virtual lesson.
These slides are to support a demonstration of the support offered to staff and students in the use of moodle & mahara. Some of the links will only work for those with a Solent IT account.
The grant aims to raise student achievement levels through integrating technology into the school culture and curriculum over the 2008-2010 school years. Goals include infusing technology within the school community, equipping labs for teachers and students, and collaboratively teaching with technology. Success will be measured by improved ELA scores, ongoing technology assessments, and observations by administrators, evaluators, and through surveys. Professional development on technology will be provided to accommodate varying skill levels.
During this short presentation, I will be sharing with the community the process of moving to Moodle 2 including the time plan, road map, problems faced, alternatives we found, enhancement we did on our Moodle 2 version, transition period, training faculty, piloting period, course migration, features missing, integrations with 3rd party applications and all obstacles we faced during the move to Moodle 2 and finally our success story. I want to share these issues to encourage others who are planning to move to Moodle 2 but still reluctant, to go for it on top of all these obstacles. Also to help them avoid the problems we faced.
Presented by Wissam Nahas at Moodlemoot Dublin 2013 - http://moodlemoot.ie
This document discusses two online technologies: electronic mail (e-mail) and learning management systems (LMS). It provides details on the functions of each:
- E-mail allows individuals to send messages via telecommunications links between computers.
- An LMS is a software or web-based system that allows users to create e-learning content and courses, deliver courses to participants, track progress, and manage materials.
It then discusses the components and functions of an e-learning platform, including rosters, registration control, course materials portals, document management, multi-device access, distributed instructors/students, import/export, course calendars, student engagement tools, video libraries, group functions, assessments
OpenERP for schools & universities: the education offer. Charline Louis, OpenERPOdoo
The document discusses OpenERP's education program which provides free access to its SAAS platform for schools and universities. The program aims to give students experience with real business tools. Previously, OpenERP offered educational access for 250 euros per year but faced issues with costs and administration. Now, the education program provides free access to OpenERP's online SAAS for 6 months to help students learn. Schools must provide proof of use and have students complete graded work to qualify for the program which has engaged over 60 schools globally so far in subjects like management, supply chain, and IT.
The taskstream enterprise data hub moodletaskstream
The document describes how Moodle, a learning management system, can connect to Taskstream, an assessment management system. The Moodle administrator sets up the initial connection, while the assessment program manager links specific Moodle course sections to Taskstream assignments. Students access and submit Taskstream assessments through their Moodle courses, and faculty evaluate the submissions and send grades back to the Moodle gradebook.
Professor Mark Stubbs shares his experience of an ambitious JISC-supported change programme at Manchester Metropolitan University (MMU) to completely redesign undergraduate programmes within 12 months and to design agile systems and processes to support the change.
The presentation explores the dynamic relationships between curriculum design, learning, teaching, assessment and course administration processes. Mark shares lessons learned from the holistic approach used at MMU and contrast it with other change methodologies.
This document discusses the origins and development of XCRI (eXchanging Course-Related Information), an open standard for exchanging course information. It began in 2005 when JISC funded the XCRI reference model project to create a better way to exchange course data than the existing primitive methods. The XCRI standard was developed through trials and engagement with European partners to harmonize with the CEN MLO course advertising standard. While XCRI adoption has faced challenges due to systems and processes, it is positioned to be the UK implementation of MLO and align with the upcoming Key Information Sets requirement for UK universities to publish standard course information.
This document discusses the need for more flexible and responsive university curriculum systems to support innovative curriculum design. It notes that current administrative systems are typically isolated "islands" oriented around annual academic periods rather than curriculum development. A gap exists between these administrative systems and databases used for curriculum innovation, quality assurance, and marketing. The author outlines lessons learned from a project at Manchester Metropolitan University aimed at overcoming barriers to curriculum innovation by improving the links between curriculum design and dependent administrative systems like enrolment and timetabling. While challenges exist in terminology and managing interdependencies, the University of Southern Queensland provides an example of integrating previously separate systems to better support flexible curriculum change.
This document summarizes the administrative requirements and structure for Moodle sites at an institute. It discusses how sites reflect the organizational structure and types of sites that can be created. It outlines the process for site creation and account creation. It describes the roles and responsibilities of different groups as well as business rules around site usage. It also provides information on using tools like Mahara, LORN, and Equella within Moodle sites.
Our smart e-school ERP Software solution is considered the most preferable and trusted school management system that will make your educational campus go paperless as it streamlines all the tedious administrative tasks.
Smart School Plus - A School Management ERP to Automate and Computerize all t...Prem Kumar S
SmartSchoolPlus is a cloud-based school management system that handles administrative, management, and communication activities for educational institutions. It organizes student, teacher, and management information and enables communication through SMS. It has modules for tasks like student and staff profiles, attendance, timetables, fees, examinations, libraries, and dashboards for students, parents, teachers and management. It aims to automate school processes, improve communication, and make information easily accessible from any location.
Learning management System Techniques By Ravinder Tulsianiravindertulsiani1
When starting with a Learning Management System evaluation, it is more important for an organization to determine key goals for the LMS project which has straight connection with your organizational goals. It should not only think about your persent goals but also think about your all future requirements
School Management System to manage school and its entities such as Classes, Sections, Students, ID Cards, Teachers, Staff, Fees, Invoices, Noticeboard and much.School management systems positively impact students, parents, teachers, administration or non-education staff and management. It does as such by decreasing the weight of dull errands and procedures by assuming control over them or by making correspondence or work simpler using instinctive highlights.
Evaluating and Selecting a Learning Management SystemMonica Rysavy
This presentation was given at the 2012 AECT Conference. It discusses how to evaluate and select a Learning Management System (LMS) based upon an organization’s needs and learning goals. This presentation illustrates how to identify the learning needs of an organization, compare these needs with available LMSs, select potential LMS options, and evaluate these options based upon a presenter-provided rubric. It also shares emerging trends with Learning Management Systems.
This document describes an online campus management system called iScope. It allows schools to manage student information and the entire student lifecycle online. Key features include tracking student attendance, grades, fees and generating reports. It also includes an e-learning module to provide online lectures, quizzes and assessments. The system aims to provide a global platform to attract students and teachers from around the world through its web-based access from any device.
Edu paradise best school management systemPradip Thakar
EduParadise is best school management system design with progressive attitude to change traditional education management system. EduParadise is designed after actual requirement gathering from research undertaken for six months with different institutes in different localities. Our team of skilled developers have developed EduParadise a complete solution to meet exact requirement of customers from different institutions. Thousands of users using EduParadise and experiencing hassle free education system. EduParadise focuses on product innovation to enhance the functionality and provide best service in lowest cost.
As an administrative officer at Monash University from 2008-2014, the individual was responsible for tasks like timetabling, administering course and unit offerings, and assessments. Some key duties included being a Moodle administrator, providing frontline support to students and staff, and conducting training sessions. The individual also performed testing of new software versions and systems before university-wide rollout.
The Intelli-Seat app was created by Andy E., Adrienne R., and Aurelio C-G. to address the need for an easy way for teachers to record formative assessment data on students in real-time using a mobile device. Standardized tests only provide limited information about student needs, and currently there is no simple one-stop method for teachers to record qualitative and quantitative data about student performance and progress. The app allows teachers to input assessment scores, observations, and student needs into an interactive seating chart format to gain a more complete picture of how each student is doing.
The seamless integration of virtualized lessons with a fully automated workfl...wigl
In 2002 the Virtual Medical Campus Graz (VMC), the eLearning portal of the Medical University of Graz (MUG), was launched. Since 1 Oct 2010 the primary learning management system is VMC/Moodle. It currently holds more than 10,600 unique learning objects, and serves more than 4,300 students from three studies. We introduce the concept and its technical implementation of virtual lessons within the study of the diploma study human medicine. Once the eLearning content is created, the process is fully automated from the teachers’ point of view. This includes generation of the virtual lessons for the enrolled students and the transmission of grades to our central course administration system MEDonline. No further administrative interaction by the teachers are needed. Teachers can fully concentrate on continuously updating of the virtual content and can answer questions, which students might have during execution of the virtual lesson.
These slides are to support a demonstration of the support offered to staff and students in the use of moodle & mahara. Some of the links will only work for those with a Solent IT account.
The grant aims to raise student achievement levels through integrating technology into the school culture and curriculum over the 2008-2010 school years. Goals include infusing technology within the school community, equipping labs for teachers and students, and collaboratively teaching with technology. Success will be measured by improved ELA scores, ongoing technology assessments, and observations by administrators, evaluators, and through surveys. Professional development on technology will be provided to accommodate varying skill levels.
During this short presentation, I will be sharing with the community the process of moving to Moodle 2 including the time plan, road map, problems faced, alternatives we found, enhancement we did on our Moodle 2 version, transition period, training faculty, piloting period, course migration, features missing, integrations with 3rd party applications and all obstacles we faced during the move to Moodle 2 and finally our success story. I want to share these issues to encourage others who are planning to move to Moodle 2 but still reluctant, to go for it on top of all these obstacles. Also to help them avoid the problems we faced.
Presented by Wissam Nahas at Moodlemoot Dublin 2013 - http://moodlemoot.ie
This document discusses two online technologies: electronic mail (e-mail) and learning management systems (LMS). It provides details on the functions of each:
- E-mail allows individuals to send messages via telecommunications links between computers.
- An LMS is a software or web-based system that allows users to create e-learning content and courses, deliver courses to participants, track progress, and manage materials.
It then discusses the components and functions of an e-learning platform, including rosters, registration control, course materials portals, document management, multi-device access, distributed instructors/students, import/export, course calendars, student engagement tools, video libraries, group functions, assessments
OpenERP for schools & universities: the education offer. Charline Louis, OpenERPOdoo
The document discusses OpenERP's education program which provides free access to its SAAS platform for schools and universities. The program aims to give students experience with real business tools. Previously, OpenERP offered educational access for 250 euros per year but faced issues with costs and administration. Now, the education program provides free access to OpenERP's online SAAS for 6 months to help students learn. Schools must provide proof of use and have students complete graded work to qualify for the program which has engaged over 60 schools globally so far in subjects like management, supply chain, and IT.
The taskstream enterprise data hub moodletaskstream
The document describes how Moodle, a learning management system, can connect to Taskstream, an assessment management system. The Moodle administrator sets up the initial connection, while the assessment program manager links specific Moodle course sections to Taskstream assignments. Students access and submit Taskstream assessments through their Moodle courses, and faculty evaluate the submissions and send grades back to the Moodle gradebook.
Professor Mark Stubbs shares his experience of an ambitious JISC-supported change programme at Manchester Metropolitan University (MMU) to completely redesign undergraduate programmes within 12 months and to design agile systems and processes to support the change.
The presentation explores the dynamic relationships between curriculum design, learning, teaching, assessment and course administration processes. Mark shares lessons learned from the holistic approach used at MMU and contrast it with other change methodologies.
This document discusses the origins and development of XCRI (eXchanging Course-Related Information), an open standard for exchanging course information. It began in 2005 when JISC funded the XCRI reference model project to create a better way to exchange course data than the existing primitive methods. The XCRI standard was developed through trials and engagement with European partners to harmonize with the CEN MLO course advertising standard. While XCRI adoption has faced challenges due to systems and processes, it is positioned to be the UK implementation of MLO and align with the upcoming Key Information Sets requirement for UK universities to publish standard course information.
This document discusses the need for more flexible and responsive university curriculum systems to support innovative curriculum design. It notes that current administrative systems are typically isolated "islands" oriented around annual academic periods rather than curriculum development. A gap exists between these administrative systems and databases used for curriculum innovation, quality assurance, and marketing. The author outlines lessons learned from a project at Manchester Metropolitan University aimed at overcoming barriers to curriculum innovation by improving the links between curriculum design and dependent administrative systems like enrolment and timetabling. While challenges exist in terminology and managing interdependencies, the University of Southern Queensland provides an example of integrating previously separate systems to better support flexible curriculum change.
Outlines the roadmap for Manchester Metropolitan University's Managed Learning Environment, highlights the experience so far, presents a model of the underlying teacher-learner relationship that is ensuring interventions target more than technology; concludes by outlining the process for a major review of the institution's learning technologies
Contains some personal reflections on how my university has responded to opportunities and challenges presented by emerging technologies, and the fundamental issues to be dealt with
Closing keynote for the 2012 JISC-CETIS conference reflecting on a response to the challenge to mainstream innovation laid down at the 2007 conference.
Introduction to the JISC's Course Data programme meeting, summarising XCRI's original objectives from 2005, MMU's use of the XCRI approach to capture a new undergraduate curriculum and some thoughts on where the approach might take us next
Glyndŵr University is upgrading their Moodle learning management system from version 1.9 to 2.2 and integrating it with their student information system (SITS) data. This will allow course sites to be automatically created based on student enrollment and improve tools like Turnitin integration. The upgrade is happening to support newer features, keep the system supported, and better meet student and staff needs. Communicating the changes, training staff, and addressing issues during the transition are priorities to help students and instructors. Lessons from the process emphasize the importance of communication, leadership support, and working closely with partners.
This document summarizes Daniel Mackley's presentation at the Ireland & UK MoodleMoot 2012 conference. The presentation discussed York St John University's migration from Blackboard to Moodle, including automating course creation, developing customizations like a new theme and course filters, and integrating Moodle with their student portal. It also outlined goals like further integrating Moodle with their student records system and enabling bulk uploads of assignments.
This document outlines the agenda for a Moodle User Group meeting on March 6th, 2012. The agenda included introductions, a presentation on Moodle 2 by Sam Tanner from Loughborough College, networking, a discussion on structuring Moodle sites, and updates on moving to Moodle 2 and new plugins. Contact information was provided for Phil Hardcastle and Lyn Lall from the RSC Help organization to assist with Moodle 2 implementation plans and training.
Enabling e labs experiments delivery using Moodle LMSMohamed EL Zayat
This document discusses enabling e-lab experiments using the Moodle learning management system (LMS). It provides an overview of LMSs, focusing on Moodle. Moodle was chosen for an e-lab project to allow experiment reusability, interoperability, scalability and maintenance. It also enables user management, collaboration, documentation and project outcomes transfer. Statistics on the Moodle implementation across project partners include over 3000 registered users, 1600 students, 41 courses/38 experiments, and 4 quizzes/assignments.
This document describes using a Moodle workshop activity to facilitate peer assessment of student project proposals. Key features include:
1) Students will submit anonymous project proposals through the workshop for peer assessment, allowing the tutor to provide rapid feedback without hard-copy submissions.
2) During the assessment period, students will peer review three randomly assigned proposals and submit comments on criteria set by the tutor.
3) The tutor will then review peer assessments and provide overall feedback to improve students' understanding of expectations before final projects are due. The goal is to enhance feedback and increase the quality of student work through this online mechanism.
Implementation of College Management Module in MoodleSushil Karampuri
This presentation is on implementing College Management System in Moodle. The following are modules built in Moodle: Create and Manage - Schools, Degree Programs, Curriculums, Modules, Semesters, Academic Calendar, Custom Grading, Departments, Koha ILS integration …etc
It is a complete college management software containing 18 modules which works in integration to computerize all functions of college. It helps to manage functions like fee submission, library, hostel management, canteen, payroll and many other function. It helps management to regularise college functions and focus on greater ROI, time management, resource utilization, saves money and helps in mature planning.
The software is made for different users of the college processes. This includes roles like accountant, librarian, canteen manager, students, college staff, people from management position, parents etc. Each of these roles have something to access and use from Acumen.
This software does more than the record keeping. Through its integrated modules, the data and information flows in the entire system thus making available all the dependent data or information to all others who need it.
The interfaces are user-friendly which helps its users to use the system without much if and buts.
It is now an essential part of any educational institution.
This document discusses Moodle implementation at MMU between 2010-2011, including:
1. Moodle was selected in 2010 to replace WebCT and integrated with Equella and Aspire. Policies were approved and unit areas/sandboxes created from 2011 onwards.
2. Moodle provides a core integrated VLE alongside other recommended and recognized tools. Digitization workflows were established to integrate reading lists between Aspire and Equella.
3. The portal was enhanced to integrate Moodle unit areas and aggregate news, with additional student-facing features planned from 2010-2012 like assignment schedules and transcripts.
Moodle Moot IE UK 2015 - My Feedback: A student’s complete submission, grade ...Jessica Gramp
The document discusses a proposed solution to provide students and tutors access to a student's complete submission, grade, and feedback history across all courses at University College London (UCL). Currently, this information is stored across different systems and is not easily accessible. The proposed solution involves developing reports in Moodle, UCL's virtual learning environment, that compile a student's full submission and assessment history. This would allow students and tutors to better track progress, identify areas for improvement, and engage in feedback dialogues. The project is currently in the requirements gathering phase to modify existing reports and obtain funding to fully develop the integrated solution within Moodle.
Being the middle (wo)man - Designing assessment workflows that make everyone ...Adel Gordon
1) The document discusses designing assessment workflows that integrate online submission, marking, and grading tools to satisfy various stakeholders.
2) It provides background on two parallel projects - one integrating quality systems and another implementing online submitting and grading tools.
3) Successes so far include online student submission, basic online marking, and provisional grades/feedback, but challenges remain around timelines, training, integration of tools and information.
South Devon College is upgrading its learning management system from Moodle 1 to Moodle 2. It has undertaken a review of existing Moodle 1 courses and begun testing Moodle 2. From May to July, staff tested how Moodle 1 resources work in Moodle 2 and developed courses for the September 2011 term. Support is provided to help staff update courses to meet quality standards or recreate them in Moodle 2. The full upgrade will take place on August 1st after a testing period, with all upgraded and developed courses moving to the new Moodle 2 platform.
This document discusses approaches and scenarios for organizations moving to Moodle 2. It identifies the main issues in upgrading as either doing a fresh install and moving courses manually, upgrading an existing installation, or dealing with existing plugins. It outlines scenarios that early adopters, mainstream adopters, and late adopters may take, such as a planned big bang approach or phased introduction. Benefits include spring cleaning courses and taking the opportunity for staff development.
The document summarizes new features for an upcoming QMplus upgrade. Key new features include enhancements to assessment and feedback tools like grades, quizzes, and assignments. Design and build tools will also see improvements like mass actions, new text editors, and course administration features. Testing of the upgrade is currently underway with the official release planned for July 22nd and additional rollouts through late August.
This document describes the growing pains experienced by the Institute of Technology Blanchardstown in managing their Moodle installation. As Moodle usage increased from a small number of early adopters to over 55% of faculty, course management became untenable doing it manually. They developed an automated Course Manager block for Moodle that streamlines the course request process, automatically creates courses, and sends notifications. This has drastically reduced the time needed to manage course requests from several minutes each to under 30 seconds. Future work includes additional reporting and customization features.
Moodle Update for MMU's EQAL Programme, Feb 2011Mark Stubbs
These slides summarize progress and plans for Manchester Metropolitan University's deployment of Moodle to support it's Enhancing the Quality of Assessment for Learning (EQAL) initiative
MMU Quality Enhancement Conference 2010-09-08: a new VLE, an enhanced PortalMark Stubbs
Presentation to Manchester Metropolitan University's 4th Quality Enhancement Conference on Flexible Learning in a Changing World. Slides set out plans to introduce a new VLE and improve the student Portal as part of the university-wide EQAL initiative to improve student satisfaction and success.
The document discusses a diagram tool called Course Sequencing that was created by Mark Melia to help visualize and define prerequisite relationships between courses in Moodle. The tool allows users to specify that a course can only be self-enrolled in once a prerequisite course is completed. This helps define course paths in a visual way rather than using confusing form-based interfaces. The document concludes by noting future work will focus on stabilizing the code and releasing it to the Moodle community. Feedback on additional ideas is also welcomed.
These slides summarise the process Manchester Metropolitan University went through when reviewing its learning technologies and outlines the direction it will be taking. Further details are available at http://lrt.mmu.ac.uk/ltreview
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Chapter 4
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Chapter 6
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Moodle User Group Update 2012-02-29
1. This work is licensed under a Attribution-
NonCommercial-ShareAlike 2.0 licence
Moodle User Group
Manchester | February 2012
Professor Mark Stubbs
Head of Learning & Research Technologies
m.stubbs@mmu.ac.uk | http://twitter.com/thestubbs
http://slideshare.net/markstubbs
Marks | Engagement tracker | Plan for 12/13 | Moodle2
Thursday, March 01, 2012 1
4. Steps to releasing marks via Moodle
Policy Technical
EQAL deliverable
Detailed testing
LIRE SG
confirmation
Technical sign-off
Deputy Registrar
sign-off
All-staff email with
release date
5. Position on marks upload from Moodle
• Following the Assessments Steering Group’s recent decision to allow
marks upload from Moodle, ULCC have been commissioned to provide
a marks extract web service, which is currently undergoing testing. The
service extracts data from columns in the Moodle Gradebook where the
column’s “GradeItemInfo” field contains the QLS Assessment Element
ID followed by _OK (to indicate that the marks are for a particular QLS
assessment and have all been confirmed as ready for upload). Work is
in an early stage of testing and is expected to go live in early April.
LIRE SG members should note that Agresso screens remain the main
route for marks entry, and there is a risk that Moodle marks upload may
not deliver in time for the Unit boards
7. Plan for 2012/13
• Detailed plan coming soon
• 12/13 Unit + Prog areas appear May 1 to …
– 12/13 Unit and Prog leaders (QLS)
– 11/12 tutors on units/progs with same code
(others can be added via webform)
• No automatic copy of content
• ULCC commissioned to write
– Next year / last year accordion-style My Areas page
– Improved “Import” area option, so Unit + Prog areas can be copied
easily if required
• Podcast & ELSO support being planned
• Student access to 12/13 areas from Sept 2012
8. Moodle2
• Stick with Moodle 1.9 for 12/13
• Upgrade to Moodle 2.4 in June 2013
• Risk
– No more security patches for 1.9
– V.low likelihood / V.high impact risk of being
forced to upgrade to Moodle 2 mid-year
– To reduce impact, planning for Moodle 2.2
development server with ULCC