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A ED

Moodle 2.6 some of the improvements since moodle 2.5 - 1 views

www.slideshare.net/...e-improvements-since-moodle-25

moodle resources edtech

shared by A ED on 20 Feb 14 - No Cached
  • livvyfox on 20 Feb 14
     
    Moodle 2.6 new features
A ED

Our top 5 Moodle 2.5 features - Moodle blog from HowToMoodle - HowToMoodle | Moodle Par... - 1 views

www.howtomoodle.com/...our-top-5-moodle-25-features

moodle resources edtech

shared by A ED on 20 Feb 14 - No Cached
  • livvyfox on 20 Feb 14
     
    Moodle 2.5 new features
A ED

Using Forum - MoodleDocs - 0 views

docs.moodle.org/...Forum_ratings

moodle resources online teaching education edtech

shared by A ED on 18 Mar 14 - No Cached
  • A ED on 18 Mar 14
     
    Ratings on Forums - thought from TEAP and student feedback - use to allow non-verbal engagement with forum - can have a like, agree, disagree, good point etc rating maybe? Adding more opportunity for the lurkers?
A ED

madspeterbach/moodle-helpmeblock · GitHub - 0 views

github.com/...moodle-helpmeblock

resources edtech moodle tech

shared by A ED on 18 Mar 14 - No Cached
  • A ED on 18 Mar 14
     
    Looking at this as part of Usability follow up - more contextual help.
A ED

A Good Story: The Missing Dimension of a Great Online Course - 1 views

www.ascilite.org.au/...Duncan.pdf

education edtech resources tools

shared by A ED on 12 Mar 14 - No Cached
  • A ED on 12 Mar 14
     
    Session from Ascilite conference - did not attend, but twitter feedback said it was brilliant, and seems to provide a good structure for an important aspect that often drives investment in course and material - narrative and sense-making - beyond passing an exam?
  • A ED on 12 Mar 14
     
    Session from Ascilite conference - did not attend, but twitter feedback said it was brilliant, and seems to provide a good structure for an important aspect that often drives investment in course and material - narrative and sense-making - beyond passing an exam?
A ED

JOLT - Blended Learning: An Institutional Approach for Enhancing Students' Learning E... - 0 views

jolt.merlot.org/...poon_0613.htm

learning blended blended learning resources edtech

shared by A ED on 24 Feb 14 - No Cached
  • The first suggestion for institutions that intend to implement blended learning is that they must be realistic about the investment of time, effort, and resources that are required for development and implementation. Institutions must create the necessary policy, planning, resources, scheduling, and support systems to ensure that blended learning initiatives are successful.
  • nstitutional factors. The first institutional factor required for successful blended learning is the allocation of dedicated services to support and assist learners and facilitators throughout the development and use of modules. This includes spending resources on communication to encourage instructors and prospective end-users to become actively involved and fully aware of blended learning initiatives (Garrison & Kanuka, 2004; Harris et al., 2009). The emphasis in this communication should focus on the learning and the associated outcomes rather than on the use of technology only. It should aim to encourage communication between users and developers, and help those involved to take full advantage of the resources available.
  • nstitutional factors. The first institutional factor required for successful blended learning is the allocation of dedicated services to support and assist learners and facilitators throughout the development and use of modules. This includes spending resources on communication to encourage instructors and prospective end-users to become actively involved and fully aware of blended learning initiatives (Garrison & Kanuka, 2004; Harris et al., 2009). The emphasis in this communication should focus on the learning and the associated outcomes rather than on the use of technology only. It should aim to encourage communication between users and developers, and help those involved to take full advantage of the resources available.
  • ...4 more annotations...
  • Institutional factors. The first institutional factor required for successful blended learning is the allocation of dedicated services to support and assist learners and facilitators throughout the development and use of modules. This includes spending resources on communication to encourage instructors and prospective end-users to become actively involved and fully aware of blended learning initiatives (Garrison & Kanuka, 2004; Harris et al., 2009). The emphasis in this communication should focus on the learning and the associated outcomes rather than on the use of technology only. It should aim to encourage communication between users and developers, and help those involved to take full advantage of the resources available.
  • The final challenge for universities implementing blended learning is the difficulty in acquiring new learning technology skills, such as how to foster online learning communities, facilitate online discussion forums, and manage students (Dziuban & Moskal, 2013; Voos, 2003). As for students, technology can also be a challenge for universities implementing blended learning.
  • The other challenge for universities is the lack of support for course design. In order to ensure a successful blended learning experience for students, there must be university support for course redesign, which may involve deciding what course objectives can best be achieved through online learning activities, what can best be accomplished in the classroom, and how to integrate these two learning environments (Dziuban et al., 2006).
  • st as time concerns are a challenge for students, the first challenge for implementation of blended learning for universities is time commitment. Johnson (2002) estimates that planning and developing a large-enrollment, blended learning course usually takes two to three times the amount of time required to develop a similar course in a traditional format.
  • livvyfox on 24 Feb 14
     
    "Garrison and Vaughan (2008) describe best practices for blended learning implementation in higher education. They underscore the need for a seamless connection between the face-to-face and online components in order to ensure a truly blended learning environment. Moreover, they advocate the superimposition of various other pedagogies, as appropriate - lecture, problem-based learning, just-in-time teaching, cooperative learning, and others - on the blended framework."
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