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www.moodlemoot.ie
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This document provides an overview and training on Desire2Learn's ePortfolio tool. It outlines the key elements and functions of ePortfolios including storing artifacts, sharing content internally and externally, and getting feedback. It details how to configure roles and permissions, use tagging, create forms and collections, add reflections, and manage sharing and feedback. The document concludes with best practices for ePortfolios such as designating instructor champions, using templates and pre-defined sharing groups, and hosting presentation contests to encourage use.
This document provides an overview of a webinar on Microsoft training resources. It includes instructions for participating in the webinar using ReadyTalk, as well as an agenda that outlines the topics to be covered, including understanding the breadth of Microsoft training resources, determining which resources are appropriate for different needs, and learning how to access the resources. Contact information is also provided for webinar support.
XStream is a library for serializing Java objects to XML and back again. It allows any object to be serialized to XML without requiring the object's classes to be modified. XStream handles serialization of object graphs, duplicate references, and circular references. It provides a simple API and performs serialization without needing mappings or configuration for most common cases. The document provides examples of using XStream to serialize Java objects to XML and deserialize XML back into objects.
Introduction to XML Foundations CourseHoang Nguyen
This document outlines topics to be covered in a lecture series on XML technologies including basic XML, namespaces, schema languages, the XML information set, DOM, XPath, XSLT, XQuery, feed technologies, web services, and Ajax. It also lists the recommended references and chapters for each topic. The grading breakdown is provided which allocates 10% for regular attention, 30% for a midterm, and 60% for a final exam, totaling 100%.
Broadening the scope of a Maths module for student Technology teachers Sue Milne, Sarah Honeychurch, Niall Barr
Presented at Moodlemoot Edinburgh 2014
www.moodlemoot.ie
The document describes enhancements made to the Moodle homepage interface to make it more course-focused for students. A new block was added to centralize key course information like the course description, recent forum posts from all modules, and tabs with modules, assignments, and tutor details. The goal is to emphasize the student's overall course rather than just a collection of individual modules. Other blocks on the homepage were chosen to complement this course-focused approach and target information to students, staff or faculty.
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This document discusses managing complex print deliverables using Arbortext 5.4 and Adobe PageMaker (APP) software. It provides an overview of modern enterprise publishing systems using content management systems and XML. Key features of Arbortext 5.4 include integration with APP for advanced print composition capabilities. APP excels at complex typesetting tasks that exceed the capabilities of programs like InDesign. The document demonstrates how PTC's Arbortext platform combined with APP can automate composition of complex printed materials from structured XML content.
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- The proposed structure includes stacking certificates and degrees through marketable skills awards and industry certifications. Student support is provided through specialists who advocate for students and monitor their progress.
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A presentation at the MoodleMoot NZ 2014, Nelson Marlborough Institute of Technology, Nelson. NMIT has been using Moodle since 2004 and this presentation covers the highlights, including adoption strategies, collaborative projects and using a selection of non-standard plugins.
Perpetual Learning provides end-to-end learning solutions using an open edX platform, with experience delivering solutions for businesses. Their process involves installing an open edX solution, conducting instructional design, creating courseware, customizing the platform, launching the product, and providing support. Open edX is a flexible, customizable learning platform that allows for rich course content creation, learning analytics, and a full learning experience for students.
This document summarizes a workshop that demonstrates how interactive content libraries like H5P can be fully integrated into Moodle activities at scale. It shows how learning materials developed independently of any delivery platform using semantically rich XML can be automatically produced in Moodle with tight integration. The methodology uses standards-based digital repositories and XML markup to allow single-source content production across multiple formats. Author-developed learning materials focusing on pedagogy can then be automatically delivered through Moodle with a highly functional and integrated experience, while remaining future-proofed against technology changes.
Building MOOCs: Scalable Course Development & DeliveryOpus Learning
This document discusses strategies for designing, developing, delivering and assessing online courses at scale. It emphasizes that an engineering approach using standards-based content management and semantic markup is needed to efficiently author, publish and distribute large volumes of online learning materials. It also highlights the need for learning analytics to longitudinally assess student progress and provide formative feedback. A digital workbook is proposed as a way to capture this analytic data and provide a portfolio of student work.
This document discusses e-learning products like learning management systems (LMS) and authoring tools. It provides an overview of the functions of LMS including student and instructor features, as well as the functions of authoring platforms. Guidelines for choosing tools are presented. Demos of specific authoring systems and LMS are also included.
A presentation on Course Design and Implementation of Course Delivery in Open and Distance Learning.
Delivered during University of Ibadan Cascade Training for all Academic Staffs in Distance Learning Programme.
Neil squire jailbreak lms moodle accessibilityChad Leaman
This document summarizes a presentation about accessibility in Moodle and customizations done by Neil Squire Society. It introduces Neil Squire as an organization that empowers people with disabilities through technology and discusses their use of Moodle and other tools to deliver online programs. It covers types of disabilities, what Moodle does for accessibility out of the box, and additional steps that can be taken like custom themes, testing, and accommodations. It also demonstrates some specific customizations Neil Squire has done to Moodle like an intro course, marking blocks, and integrated tools. It invites attendees to get involved with their online tutoring and transcription programs.
A Tool to Convert Linked Data of E-Learning System to the SCORM StandardFred Kozlov
A Tool to Convert Linked Data of E-Learning System to the SCORM Standard
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International Conference on Knowledge Engineering and Semantic Web
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Kazan, Russia
Gaining Advantage in e-Learning with Semantic Adaptive TechnologyOntotext
In this presentation, we will introduce you to a solution that involves adaptive semantic technology for educational institutions and e-learning providers. You will learn how to integrate 3rd party resources, legacy assets, and other content sources to create the so-called knowledge graph of all structured and unstructured data.
Creating and Enhancing Student Centred Portfolios in VLEsCetis
The ceLTIc project aims to integrate elearning applications with VLEs using IMS Learning Tools Interoperability (LTI). LTI allows tools to be integrated once and used across multiple VLEs. It provides single sign-on for users and passes user and context data to tools. The basic LTI specification can be extended to support memberships, outcomes, and settings. This allows tools to synchronize user lists and send grades back to the VLE. LTI enables collaboration between users in different VLEs or courses through a shared tool context.
The presentation discusses using Moodle as a platform for developing and delivering open courseware (OCW). It outlines how the Open University already uses Moodle successfully for OCW and has developed transformation tools. The presentation proposes developing courseware directly in Moodle and providing conversion tools between learning management systems to improve reuse and remixing of OCW for sustainability. Moodle 2.0 updates that could further enhance OCW are also reviewed.
The document discusses an initiative called course swapping that allows institutions to share and collaborate on developing online course content. Participating members would post courses they are willing to share on a forum, search for needed courses, and work together on co-developing new content. Standard guidelines would help ensure quality and interoperability. Course swapping could leverage members' resources, provide diverse content options, and save time and money.
This document summarizes a webinar about open educational resource (OER) authoring and delivery platforms. It introduced Courseload, a platform for delivering OER and other course materials, Pressbooks for authoring OER textbooks, and Open Assembly for providing modularized OER collections and collaborative learning communities. The webinar discussed how these platforms help address faculty and student needs around OER use and highlighted upcoming pilots and studies to evaluate platform efficacy.
This document outlines the course objectives, schedule, assignments, and requirements for the course EDU 749 "Emerging Trends in Technology" at Touro University-California. The course will explore emerging technologies that are reshaping education, including online learning environments, Web 2.0 services, and mobile devices. Students will research and present on an emerging technology topic, build an online teaching presence, and complete their Masters portfolio website documenting their work. The course involves six sessions held at American Canyon High School between September and December, with student presentations, discussions of educational technologies, and workshops to complete assignments.
The document outlines a pilot project at Zayed University to produce electronic textbooks using semantic web technologies. It discusses converting an existing accounting textbook into multiple formats including print, electronic books, and integrating it into the university's learning management system. The production model separates content, style, and presentation to make the content reusable across different contexts.
This document provides an overview of object-oriented programming concepts and the Java programming language. It discusses how classes will be structured in the course, compares object-oriented and procedural programming approaches, and lists advantages of OOP. It then introduces Java, covering its design goals, features, and development environments. Finally, it explains how to build a basic Java class, including class headers, identifiers, blocks of code, indentation, and methods.
The document summarizes a presentation about the EDUPUB Alliance and its goals of establishing standards for educational publishing. The EDUPUB Alliance aims to coordinate existing standards organizations to develop a comprehensive model for educational content based on open web standards. Key points of the model include a structured EPUB3 profile, package-level metadata, support for widgets, discrete entities, and annotations. The presenters provide details on draft specifications and outline next steps to gather feedback and further develop and implement the standards.
This document provides guidelines for using learning tools and setting up an online course on a website for the IENE7 project. It outlines how a MOOC will be structured with modules covering curriculum units. Learning activities for each topic will include presentations, videos, readings and discussion forums. Partners will identify online resources and create learning tools in PowerPoint with information, videos and quizzes. The tools will be translated and uploaded to the project website and SlideShare channel. Evaluation tools will assess participants. The resources will be used to set up the MOOC and online course for the project.
Instructional Designer Support Model Faculty Development Model - Competency-B...Becky Lopanec
This document outlines an instructional design support model for developing competency-based education courses. Key points include:
- Faculty are compensated for developing courses through a stipend system. Courses are developed based on defined competencies and include flexible, distance learning components.
- The proposed structure includes stacking certificates and degrees through marketable skills awards and industry certifications. Student support is provided through specialists who advocate for students and monitor their progress.
- An instructional designer support model provides consultation, production assistance, or full partnership to help faculty design competency-based courses. Guidelines outline a 14 step process and templates provide examples of course alignment and module models.
- Ongoing evaluation ensures course quality
A trip down Moodle lane - 10 years of Moodle at NMITDavid Sturrock
A presentation at the MoodleMoot NZ 2014, Nelson Marlborough Institute of Technology, Nelson. NMIT has been using Moodle since 2004 and this presentation covers the highlights, including adoption strategies, collaborative projects and using a selection of non-standard plugins.
Perpetual Learning provides end-to-end learning solutions using an open edX platform, with experience delivering solutions for businesses. Their process involves installing an open edX solution, conducting instructional design, creating courseware, customizing the platform, launching the product, and providing support. Open edX is a flexible, customizable learning platform that allows for rich course content creation, learning analytics, and a full learning experience for students.
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Mootie13 XML in Action: Scalable Course Development
1. XML in Action:
Scalable Course Development
www.opuslearning.com/dublin.pptx
Ken Currie
Opus Learning
Dublin, Feb 2013
2. Opus Learning Ltd.
• An Approved Scottish Qualifications Authority (SQA) Centre
– An Online College
• Delivering high-quality, sustainable HNC and HND
programmes
– Useable for fully online delivery, or to support blended and face
to face delivery
• B2B and B2C businesses
– Own students
– Establishing partners in UK and abroad:
• Instant programme/college
• Helping to establish SQA Centres abroad
• www.opuslearning.com/partners
3. Today’s Talk
• Focus on:
– content management, production and delivery
– Styling and badging
– Moodle (2.x and 1.9)
• Themes:
– Smarter and more agile content
– All content masters based on standards (not Word,
PDF or HTML)
– Moodle is but one delivery option.
• Many screens – download the slides!
4. Demo Link
• Did anyone follow the link in the programme?
– This talk is about how that course was developed
and delivered.
5. Content and Standards
• Key goals of this talk
– A formally managed, digital repository of single-
source mastered, standards-base content
– A semantically rich content base -XML mark-up
– Engineered workflows and publishing – no hand
building
– Appropriate semantic interpretations of content
– Highly integrated and functional delivery
– “Harmonising of Courses” – not paying a quality
price
6. A Demo
• Here are the raw components of an Opus
course
– An empty Moodle (2.3)
– some master XML and other content (figures, etc)
• Totally decoupled
– Learning materials are designed for a learning
need
– Delivery is engineered from that content to the
final platform(s)
• Semantic Interpretation
• No Learning Technologists
7. Customise the Content
• All content can be (and should be?) designed
and developed independent of delivery
– Develop outside of any Learning Environment
– Deliver into Learning Environments
• We can do some customising, e.g.
– Change some text
– Alter a quiz question
– Add and link to a Forum
– Add a video (e.g. Khan Academy)
8. The Content
• In this demo we have separate XML files for
individual components
– Not an absolute requirement; any XML stream OK
– Components for the core text (BK) and quizzes
(CW)
– But also a manifest (MF) – more about this in a
minute
• Highly flexible with regard to components
– Highly structured within
9. Course Components
Hard defined Hard defined Hard defined
Learning Objectives (LO) Reference Text (BK) Unit Quiz (UQ)
Learning Outcomes (OC) Workbook (WB) eQuiz (EQ)
Competency Framework (CF) Glossary (GL) Self Assessment (SA)
Reference List (RL) Mock Exam (ME)
Past Papers & Answers (PP)
Custom defined Custom defined Custom defined
Style guide (SG) Concept Gateways (CG)
Soft defined Soft defined Soft defined
Programme Specification (PS) Course Guide (UG) Tutor Marked Assignment (TA)
Course Specification (CS) Study Plan (SP) Certificate of Achievement (AC)
Authors Guidelines (AG) Discussion Papers (DP)
Student Handbook (SH) Resource Bank (RB) VLE components
Teaching Guide (TG) Learning Activities (LA) Learner Profiles (LP)
Digital Workbook (DW)
Portfolio (PO)
10. Programme design - onion
Standardised programme design – all modules have the same feature set
11. The Manifest
• The Opus manifest is a description of how the
content is structured
– Simple designs avoid the ‘Scroll of Death’
• Though generic, there is an obvious mapping
and interpretation of the manifest …
– E.g. as a Moodle course front page
• All references are symbolically labelled
– It should be possible to link to them from
anywhere in the content base (a domain)
12. Symbolic, Dynamic Linking
• Opus has a single domain of content
– All IDs are unique, including Forums, Quizzes, etc
• Any references or links are described
symbolically
– The engineered delivery takes care of all link
management, and guarantees link resolution
– Result: a very highly integrated delivery
13. Single Source Publishing
• All Opus content is mastered in standards
– No proprietary hooks
– Prefer (but not limited to) DocBook XML
– Absolute adherence to single source masters
• Delivery is entirely batch driven
– Takes a small number of minutes to render all
outputs
– Including a reference to an output in the Manifest
(e.g. PDF) will generate that output
• All services ‘cloud’ based (or laptop!)
14. How is the Demo doing?
• Publishing takes one set of structures (the
XML) and transforms it into another (e.g. a
Moodle backup .mbz)
– We have generated this and ‘restored’ it into
Moodle 2.3
15. Single Source Advantages
• We should also have generated an alternative
package (Internet access permitting)
– Here is exactly our custom content in another
form – Moodle 1.9, along with PDFs, etc.
• Let’s look at a couple of features
16. Digital Work Book
• Note this entry in the XML
– <uqf:task id=“t01" role=“dwb”>
<uqf:title>Reflective Task 1</uqf:title>
<uqf:question id=“qt01">
<uqf:content><para>Describe ways in which …</para>
<uqf:answerTemplate> <para><blank id=“qt01_fib"
rows="10” size="100“></para>
</uqf:answerTemplate>
</uqf:content>
</uqf:question>
</uqf:task>
18. Integration
• Note the IDs in all XML elements
– Publishing builds a database of where these IDs
fall in Moodle and the HTML
– XQueries run to link key idrefs to ids, e.g. DWB
entries, references to Forums and Quizzes, etc.
– All content references are built and maintained by
the publishing – they are engineered
– Result: massively integrated content
19. Back to the title
• “XML in Action: Scalable Course
Development”
• What have you seen:
– Standards at work – rich content bases
– Instructional design engineered in
– Batch ID production
– Rich production interpretations
– Massively integrated, highly functional delivery
– Single source, multi-platform delivery
21. Are we into MOOCs?
• Key issues?
– Students learn by making connections with various
‘nodes’ of content, they aggregate content, and create
knowledge assessed by peers or self
– Online courses that adhere to a sound instructional
design plan, allow students to navigate the course as
self-directed learners
– Prepare students orienting them to the technical tools
used, guiding them to the applications (e.g. DWB),
and providing effective instruction for the tools
• Boxes ticked?
22. Integrating T&L, New Media
Technology and Sustainability.
• ‘Interactivity is a property of the technology, while
participation is a property of culture.’
Jenkins (2004)
• Opus is exploiting the technology, sound pedagogical
designs, and functional delivery
– But very much trying to use interactivity as a stepping
stone to participation
– “no HE curriculum or educational leadership paradigm can
be considered of high quality if it does not accommodate
technological and sustainability imperatives in its quality
assurance, teaching and learning strategies, management
processes, administrative procedures and pedagogic
practices” (Aston Uni).
23. Scalable Production
• An XML learning curve, but highly efficient
semantic mark-up thereafter
– All major publishers, and the OU, do this now, as
do most OERs (e.g. CNX)
• Batch driven production
– Minutes to professionally typeset a 700 page PDF,
create 000s of HTML files, render assessment sets,
and deliver to multiple platforms
• Consistent styling(s)
– No handcrafting
24. Demo Link
• You were pointed to a demo in the
programme
– The core text is a publisher text, delivered in the
client livery and style
– Integration of other XMLs into a single workflow
25. Returning to Opus
• To summarise Opus Learning
– SQA Approved Centre
– A college operating a B2B as well as a B2C model
• We have our own students
• We licence our content and platform to partner
colleges, home and abroad
– All tools and services offered to colleges to
develop additional qualifications.
26. Opus Learning Ltd.
• An Approved Scottish Qualifications Authority (SQA) Centre
– An Online College
• Delivering high-quality, sustainable HNC and HND
programmes
– Useable for fully online delivery, or to support blended and face
to face delivery
• B2B and B2C businesses
– Own students
– Establishing partners in UK and abroad:
• Instant programme/college
• Helping to establish SQA Centres abroad
• www.opuslearning.com/partners
27. Finally – what you saw
• No proprietary hooks – standards (XML)
• Designing Learning Materials for learning, not
VLEs
• Cloud based services, but many options
• Engineered ID and rendering
• Massive integration and platform functionality
• No ‘Scroll of Death’ - though still possible!
• Agile, smart content at work
• Absolutely scalable