This presentation was given at the Mountain Moot at Carroll College June 2012 by Mike Agostinelli. The focus is on the strategies the Helena School District used to migrate from Moodle 1.9 to Moodle 2.1. Both technical and teaching strategies were discussed.
Guiding Learning in Credit Recovery through Conditional ReleaseMike Agostinelli
The Montana Digital Academy is re-envisioning learning pathways for Credit Recovery using Conditional Release in Moodle. Conditional Release is an often talked about feature, but if you are interested in seeing a program built from the ground up around this feature this is the session for you! In this session the following will be presented: an overview of why a program would build a program around conditional release a logic tree necessary to build a course around conditional release current limitations of conditional release to consider a look behind the scenes of a fully created course using conditional release 3rd party plugins that make conditional release even better
Stepping Stones: Setting up Future Online Students for SuccessMike Agostinelli
Student success in fully online or blended classrooms doesn't happen automatically. Stepping stones courses are a way to prepare students for success in online classes at the Montana Digital Academy.
Increase Engagement with Badges Moodle Moot 2014Mike Agostinelli
This document discusses using badges to increase student engagement. Badges are used in the military, sports, scouting, gaming, and classrooms to recognize accomplishments and motivate learning additional skills. The document recommends signing up for accounts at Credly and The Noun Project to create badges, and provides links to information on how badges can provide motivation and be used for common core standards. Badges are presented as a way to recognize students for acquiring extra content, competencies, or skills.
This document discusses how emojis, emoticons, and text speak can be used to teach students. It provides background on the origins of emoticons in 1982 as ways to convey tone and feelings in text communications. It then suggests that with text speak and emojis, students can translate, decode, summarize, play with language, and add emotion to language. A number of websites and apps that can be used for emoji-related activities, lessons, and discussions are also listed.
Study: The Future of VR, AR and Self-Driving CarsLinkedIn
We asked LinkedIn members worldwide about their levels of interest in the latest wave of technology: whether they’re using wearables, and whether they intend to buy self-driving cars and VR headsets as they become available. We asked them too about their attitudes to technology and to the growing role of Artificial Intelligence (AI) in the devices that they use. The answers were fascinating – and in many cases, surprising.
This SlideShare explores the full results of this study, including detailed market-by-market breakdowns of intention levels for each technology – and how attitudes change with age, location and seniority level. If you’re marketing a tech brand – or planning to use VR and wearables to reach a professional audience – then these are insights you won’t want to miss.
Artificial intelligence (AI) is everywhere, promising self-driving cars, medical breakthroughs, and new ways of working. But how do you separate hype from reality? How can your company apply AI to solve real business problems?
Here’s what AI learnings your business should keep in mind for 2017.
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.
Guiding Learning in Credit Recovery through Conditional ReleaseMike Agostinelli
The Montana Digital Academy is re-envisioning learning pathways for Credit Recovery using Conditional Release in Moodle. Conditional Release is an often talked about feature, but if you are interested in seeing a program built from the ground up around this feature this is the session for you! In this session the following will be presented: an overview of why a program would build a program around conditional release a logic tree necessary to build a course around conditional release current limitations of conditional release to consider a look behind the scenes of a fully created course using conditional release 3rd party plugins that make conditional release even better
Stepping Stones: Setting up Future Online Students for SuccessMike Agostinelli
Student success in fully online or blended classrooms doesn't happen automatically. Stepping stones courses are a way to prepare students for success in online classes at the Montana Digital Academy.
Increase Engagement with Badges Moodle Moot 2014Mike Agostinelli
This document discusses using badges to increase student engagement. Badges are used in the military, sports, scouting, gaming, and classrooms to recognize accomplishments and motivate learning additional skills. The document recommends signing up for accounts at Credly and The Noun Project to create badges, and provides links to information on how badges can provide motivation and be used for common core standards. Badges are presented as a way to recognize students for acquiring extra content, competencies, or skills.
This document discusses how emojis, emoticons, and text speak can be used to teach students. It provides background on the origins of emoticons in 1982 as ways to convey tone and feelings in text communications. It then suggests that with text speak and emojis, students can translate, decode, summarize, play with language, and add emotion to language. A number of websites and apps that can be used for emoji-related activities, lessons, and discussions are also listed.
Study: The Future of VR, AR and Self-Driving CarsLinkedIn
We asked LinkedIn members worldwide about their levels of interest in the latest wave of technology: whether they’re using wearables, and whether they intend to buy self-driving cars and VR headsets as they become available. We asked them too about their attitudes to technology and to the growing role of Artificial Intelligence (AI) in the devices that they use. The answers were fascinating – and in many cases, surprising.
This SlideShare explores the full results of this study, including detailed market-by-market breakdowns of intention levels for each technology – and how attitudes change with age, location and seniority level. If you’re marketing a tech brand – or planning to use VR and wearables to reach a professional audience – then these are insights you won’t want to miss.
Artificial intelligence (AI) is everywhere, promising self-driving cars, medical breakthroughs, and new ways of working. But how do you separate hype from reality? How can your company apply AI to solve real business problems?
Here’s what AI learnings your business should keep in mind for 2017.
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 outlines the schedule and requirements for passing an introductory mobile programming course. The course meets mainly on Mondays and Wednesdays. Students must complete exercises each week and build a mobile Java project by specified deadlines. The project requires developing a J2ME application that meets technical standards and includes documentation. Students also evaluate other projects. Completing exercises and satisfactory completion of the project are needed to pass the course, with projects accounting for 80% of the final grade. Sample mobile game projects are provided for inspiration.
This document outlines the agenda and topics to be covered for a Moodle User Group meeting on November 15, 2012. The agenda includes introductions, discussions on Moodle 2.3 features like drag and drop uploading, the Lesson module, external tools, and an open discussion period. One topic is on cloning a Moodle site for testing upgrades or migrating to a new server. Alternatives to long scrolling topic lists in courses are also mentioned.
The document summarizes the evolution of NLP's Digital Unit (DU) over time from versions 1.0 to 2.0. It notes that DU 1.0 had a basic user interface and welcome page, while DU 1.1 added a lesson menu and embedded assessments. An open access version was also created. The goal of DU 2.0 is to create an engaging learning experience that can be used across devices and in low-bandwidth environments. It will modernize and advance the existing DU with features like video segments, individual student tracking, assessments, and badges.
The document summarizes statistics about Moodle usage, provides examples of organizations using Moodle, and outlines Martin Dougiamas' vision and roadmap for ongoing development of the Moodle learning management system (LMS). Over 54,000 sites in 212 countries use Moodle, containing 41 million users, 4.4 million courses and 1.1 million teachers. Future plans include improvements to grading, competency tracking, mobile apps, and integration with other systems.
This document summarizes a presentation about Moodle Flavours, a plugin that allows users to package configurations of Moodle sites including plugins, settings, and content. The presentation covers how to find and install the Flavours plugin, how to identify the components to include in a flavor package, and how to deploy flavor packages to other sites. Potential uses are discussed along with strengths like easy cloning of sites and weaknesses like its relative newness. The presentation aims to explain how Moodle Flavours can help users backup, replicate, and share their customized Moodle sites and configurations.
The document discusses Moodle, an open-source learning management system. It provides statistics on Moodle usage, including over 54,000 registered sites in 212 countries. It outlines current and planned features for Moodle, including improvements to quizzes, a new mobile app, and future releases focusing on competency tracking and improved analytics. The roadmap discusses balancing conservative and progressive approaches. It closes by asking if attendees have any questions.
This document outlines the steps to upgrade a Moodle system from version 1.9 to 2.2 for teachers and administrators. It notes there may be issues with invalid course content codes or long content items that need fixing. Additionally, it mentions there could be duplicated course files or database items that require resolution during the upgrade process. The contact for the upgrade is listed as Yong Liu.
This document provides a guide for developing, reviewing, and refining a causal model for monitoring and evaluating a value chain project. It outlines a 4-step process for creating a causal model, including structuring the model, drawing it out, verifying causal pathways, and documenting the work. The guide recommends involving field staff, project managers, and partners in the process. It also provides tips for each step, such as using flip charts and post-its to draw the model and then formalizing it using software. Common pitfalls discussed are allowing important issues to be omitted or being inflexible in the model.
This paper / presentation outlines a the practical solution, pitfalls and problems encountered over a two month period during the migration to a Moodle 2.3 server for the looming deadline that is the start of the academic year in September 2012.
Presented by Kyle Goslin and Daniel McSweeney at http://moodlemoot.ie
Advanced commenting capabilities using the Moodle Media Collection activity -...Blackboard APAC
The University of New South Wales Australia has developed advanced commenting features for the Moodle Media collection activity. This allows comments and likes to be added to audio, video and image files in Moodle Media Collections. With audio and video files, comments can be added to specific points in the media item's timeline.
Different comment types allow you to control who sees your comments. This includes the whole course, just you or a person you send feedback to and you.
The document provides an introduction to Twitter, including why it matters, the anatomy of a tweet, how to learn by watching educational chats, enhancing conferences using Twitter, and joining the conversation. It encourages following educational leaders on Twitter like @garystager and participating in chats using hashtags like #nccepractice to discuss takeaways from presentations and conferences.
This document outlines a technology profile for CR Anderson Middle School, discussing lab and classroom settings, mobile technology uses, benefits and challenges of educational technology, finding funding, learning management systems, student and teacher tools, and mobile apps for learning. It provides resources for learning more about effectively integrating technology in education.
This document provides a summary of 30 education apps for the iPad in 60 seconds or less per app. It lists apps for reading/fluency, communication/collaboration, digital storytelling, math/science, writing, content delivery, and remote control/desktop access. Each app is briefly described along with noting that it is available on the Apple Store. The document serves as a quick overview of useful education apps for the iPad.
This document provides a summary of 30 education apps for the iPad in 60 seconds or less per app. It lists apps for reading/fluency, communication/collaboration, digital storytelling, math/science, writing, content delivery, and remote control/desktop access. Each app is briefly described along with noting that it is available on the Apple Store. The document serves as a quick overview of top education apps for the iPad.
This document provides a summary of 30 education apps for the iPad in 60 seconds or less per app. It lists apps for reading/fluency, communication/collaboration, digital storytelling, math/science, writing, content delivery, and remote control/desktop access. Each app is briefly described along with noting that it is available on the Apple Store. The document serves as a quick overview of educationally relevant iPad apps.
This document provides a summary of 30 education apps for the iPad in 60 seconds or less per app. It lists apps for reading/fluency, communication/collaboration, digital storytelling, math/science, writing, content delivery, and remote control/desktop access. Each app is briefly described along with noting that it is available on the Apple Store. The document serves as a quick hit list of top iPad apps for educators.
This document discusses a 30 in 60 App Edition that allows users to record student reading, listen back to recordings, and send audio files to a computer from an Apple Store. The app also includes features for fluency and pronunciation practice through iTalk. Student reading data can be stored and reviewed.
The document outlines a presentation about using the SMART Board interactive whiteboard in the classroom. It includes an agenda for the presentation covering hardware, software, tools, and lesson examples. There is a discussion of the touch technology, pen tray, software features for capturing and organizing content, and using the board for various subjects like math, maps, and art. Screenshots demonstrate functions like capturing objects, the toolbar, and online resources.
Mike Agostinelli, a middle school teacher and Moodle administrator, presented ways to enhance face-to-face instruction using the Moodle learning management system. Some ideas included using Moodle for book studies, asynchronous questions, organizing events, parent communication, and giving students access outside of class. The presentation demonstrated setting up forums, webpages, quizzes, embedding files and links, and using labels and directories to organize content in Moodle courses.
This document outlines the schedule and requirements for passing an introductory mobile programming course. The course meets mainly on Mondays and Wednesdays. Students must complete exercises each week and build a mobile Java project by specified deadlines. The project requires developing a J2ME application that meets technical standards and includes documentation. Students also evaluate other projects. Completing exercises and satisfactory completion of the project are needed to pass the course, with projects accounting for 80% of the final grade. Sample mobile game projects are provided for inspiration.
This document outlines the agenda and topics to be covered for a Moodle User Group meeting on November 15, 2012. The agenda includes introductions, discussions on Moodle 2.3 features like drag and drop uploading, the Lesson module, external tools, and an open discussion period. One topic is on cloning a Moodle site for testing upgrades or migrating to a new server. Alternatives to long scrolling topic lists in courses are also mentioned.
The document summarizes the evolution of NLP's Digital Unit (DU) over time from versions 1.0 to 2.0. It notes that DU 1.0 had a basic user interface and welcome page, while DU 1.1 added a lesson menu and embedded assessments. An open access version was also created. The goal of DU 2.0 is to create an engaging learning experience that can be used across devices and in low-bandwidth environments. It will modernize and advance the existing DU with features like video segments, individual student tracking, assessments, and badges.
The document summarizes statistics about Moodle usage, provides examples of organizations using Moodle, and outlines Martin Dougiamas' vision and roadmap for ongoing development of the Moodle learning management system (LMS). Over 54,000 sites in 212 countries use Moodle, containing 41 million users, 4.4 million courses and 1.1 million teachers. Future plans include improvements to grading, competency tracking, mobile apps, and integration with other systems.
This document summarizes a presentation about Moodle Flavours, a plugin that allows users to package configurations of Moodle sites including plugins, settings, and content. The presentation covers how to find and install the Flavours plugin, how to identify the components to include in a flavor package, and how to deploy flavor packages to other sites. Potential uses are discussed along with strengths like easy cloning of sites and weaknesses like its relative newness. The presentation aims to explain how Moodle Flavours can help users backup, replicate, and share their customized Moodle sites and configurations.
The document discusses Moodle, an open-source learning management system. It provides statistics on Moodle usage, including over 54,000 registered sites in 212 countries. It outlines current and planned features for Moodle, including improvements to quizzes, a new mobile app, and future releases focusing on competency tracking and improved analytics. The roadmap discusses balancing conservative and progressive approaches. It closes by asking if attendees have any questions.
This document outlines the steps to upgrade a Moodle system from version 1.9 to 2.2 for teachers and administrators. It notes there may be issues with invalid course content codes or long content items that need fixing. Additionally, it mentions there could be duplicated course files or database items that require resolution during the upgrade process. The contact for the upgrade is listed as Yong Liu.
This document provides a guide for developing, reviewing, and refining a causal model for monitoring and evaluating a value chain project. It outlines a 4-step process for creating a causal model, including structuring the model, drawing it out, verifying causal pathways, and documenting the work. The guide recommends involving field staff, project managers, and partners in the process. It also provides tips for each step, such as using flip charts and post-its to draw the model and then formalizing it using software. Common pitfalls discussed are allowing important issues to be omitted or being inflexible in the model.
This paper / presentation outlines a the practical solution, pitfalls and problems encountered over a two month period during the migration to a Moodle 2.3 server for the looming deadline that is the start of the academic year in September 2012.
Presented by Kyle Goslin and Daniel McSweeney at http://moodlemoot.ie
Advanced commenting capabilities using the Moodle Media Collection activity -...Blackboard APAC
The University of New South Wales Australia has developed advanced commenting features for the Moodle Media collection activity. This allows comments and likes to be added to audio, video and image files in Moodle Media Collections. With audio and video files, comments can be added to specific points in the media item's timeline.
Different comment types allow you to control who sees your comments. This includes the whole course, just you or a person you send feedback to and you.
Similar to Mountain Moot 2012 - Moving to 2.x (13)
The document provides an introduction to Twitter, including why it matters, the anatomy of a tweet, how to learn by watching educational chats, enhancing conferences using Twitter, and joining the conversation. It encourages following educational leaders on Twitter like @garystager and participating in chats using hashtags like #nccepractice to discuss takeaways from presentations and conferences.
This document outlines a technology profile for CR Anderson Middle School, discussing lab and classroom settings, mobile technology uses, benefits and challenges of educational technology, finding funding, learning management systems, student and teacher tools, and mobile apps for learning. It provides resources for learning more about effectively integrating technology in education.
This document provides a summary of 30 education apps for the iPad in 60 seconds or less per app. It lists apps for reading/fluency, communication/collaboration, digital storytelling, math/science, writing, content delivery, and remote control/desktop access. Each app is briefly described along with noting that it is available on the Apple Store. The document serves as a quick overview of useful education apps for the iPad.
This document provides a summary of 30 education apps for the iPad in 60 seconds or less per app. It lists apps for reading/fluency, communication/collaboration, digital storytelling, math/science, writing, content delivery, and remote control/desktop access. Each app is briefly described along with noting that it is available on the Apple Store. The document serves as a quick overview of top education apps for the iPad.
This document provides a summary of 30 education apps for the iPad in 60 seconds or less per app. It lists apps for reading/fluency, communication/collaboration, digital storytelling, math/science, writing, content delivery, and remote control/desktop access. Each app is briefly described along with noting that it is available on the Apple Store. The document serves as a quick overview of educationally relevant iPad apps.
This document provides a summary of 30 education apps for the iPad in 60 seconds or less per app. It lists apps for reading/fluency, communication/collaboration, digital storytelling, math/science, writing, content delivery, and remote control/desktop access. Each app is briefly described along with noting that it is available on the Apple Store. The document serves as a quick hit list of top iPad apps for educators.
This document discusses a 30 in 60 App Edition that allows users to record student reading, listen back to recordings, and send audio files to a computer from an Apple Store. The app also includes features for fluency and pronunciation practice through iTalk. Student reading data can be stored and reviewed.
The document outlines a presentation about using the SMART Board interactive whiteboard in the classroom. It includes an agenda for the presentation covering hardware, software, tools, and lesson examples. There is a discussion of the touch technology, pen tray, software features for capturing and organizing content, and using the board for various subjects like math, maps, and art. Screenshots demonstrate functions like capturing objects, the toolbar, and online resources.
Mike Agostinelli, a middle school teacher and Moodle administrator, presented ways to enhance face-to-face instruction using the Moodle learning management system. Some ideas included using Moodle for book studies, asynchronous questions, organizing events, parent communication, and giving students access outside of class. The presentation demonstrated setting up forums, webpages, quizzes, embedding files and links, and using labels and directories to organize content in Moodle courses.
The document provides tips for organizing a Moodle classroom, including using blank labels to space out multiple topic items, maintaining consistency across topics, adding pictures to engage students, creating a "fun zone" to entice students to the Moodle page, and embedding RSS feeds to add external content.
This document provides tips for organizing a Moodle classroom, including using blank labels to space out topics, maintaining consistency across the page, adding pictures to increase interest, and creating a "fun zone" to motivate students to visit the Moodle page. It also recommends embedding content like RSS feeds.
This document provides an overview of the SMART Board classroom technology and resources available for teachers. It demonstrates various features of the SMART Notebook software like the toolbar, gallery, and lesson activity toolkit. It also shows examples of classroom lessons and activities that can be created using the SMART Board, including topics like the human body, maps, timetelling, and more. Resources for finding additional lessons and support are also listed.
Slideshare allows users to share presentations by uploading them to the Slideshare website. Users can then embed their presentations into other sites like Moodle or share them publicly on Slideshare for others to view. Presentations shared on Slideshare can be made available publicly for anyone to see or kept private and only shared with specific individuals.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
4. Helena School District Moodle
• First district supported server 2007
• Dedicated server in 2008
5. Helena School District Moodle
• First district supported server 2007
• Dedicated server in 2008
• Currently 150 active classes
6. Helena School District Moodle
• First district supported server 2007
• Dedicated server in 2008
• Currently150 active classes
• Around 4000 student users (K-12)
7. Helena School District Moodle
• First district supported server 2007
• Dedicated server in 2008
• Currently150 active classes
• Around 4000 student users (K-12)
• Active professional development schedule
17. Our Transition Plan to Moodle 2.x
Early 2011
Production
1.9
Testing
2.0
•All users on 1.9
18. Our Transition Plan to Moodle 2.x
Early 2011
Production
1.9
Testing
2.0
•All users on 1.9
•Testing began on 2.0
19. Our Transition Plan to Moodle 2.x
Early 2011 2011 2012
Production Production Production
1.9 1.9 1.9
Testing Production Production
2.0 2.1 2.2
•All users on 1.9
•Testing began on 2.0
20. Our Transition Plan to Moodle 2.x
Early 2011 2011 2012
Production Production Production
1.9 1.9 1.9
Testing Production Production
2.0 2.1 2.2
•All users on 1.9 •Advanced users
•Testing began on 2.0 move to 2.1
21. Our Transition Plan to Moodle 2.x
Early 2011 2011 2012
Production Production Production
1.9 1.9 1.9
Testing Production Production
2.0 2.1 2.2
•All users on 1.9 •Advanced users
•Testing began on 2.0 move to 2.1
•Learning Academy
trainees start on 2.1
22. Our Transition Plan to Moodle 2.x
Early 2011 2011 2012
Production Production Production
1.9 1.9 1.9
Testing Production Production
2.0 2.1 2.2
•All users on 1.9 •Advanced users
•Testing began on 2.0 move to 2.1
•Learning Academy
trainees start on 2.1
•Moderate and
Limited users stayed
on 1.9
23. Our Transition Plan to Moodle 2.x
Early 2011 2011 2012 Fall
Production Production Production
1.9 1.9 1.9
Production
2.2
Testing Production Production
2.0 2.1 2.2
•All users on 1.9 •Advanced users
•Testing began on 2.0 move to 2.1
•Learning Academy
trainees start on 2.1
•Moderate and
Limited users stayed
on 1.9
24. Our Transition Plan to Moodle 2.x
Early 2011 2011 2012 Fall
Production Production Production
1.9 1.9 1.9
Production
2.2
Testing Production Production
2.0 2.1 2.2
•All users on 1.9 •Advanced users •All users migrating
•Testing began on 2.0 move to 2.1 to Moodle 2
•Learning Academy
trainees start on 2.1
•Moderate and
Limited users stayed
on 1.9
25. Our Transition Plan to Moodle 2.x
Early 2011 2011 2012 Fall
Production Production Production
1.9 1.9 1.9
Production
2.2
Testing Production Production
2.0 2.1 2.2
•All users on 1.9 •Advanced users •All users migrating
•Testing began on 2.0 move to 2.1 to Moodle 2
•Learning Academy •Advanced users
trainees start on 2.1 facilitate Professional
•Moderate and Development
Limited users stayed
on 1.9