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"Using Moodle - Teaching with the Popular Open Source Course Management System by Jason Cole and Helen Foster is published by O'Reilly as part of the Community Press series. "The first edition of the book, written by Jason Cole and released in July 2005, is based on Moodle 1.4. The second edition, released in November 2007, has been updated to cover all the features in Moodle 1.8, such as the new roles and permissions system, blogs, messaging and the database module. " This is a free download!

This article makes the point that Moodle just isn't that good, and recommends a handful of really great LMSs that might work for you. Especially noteworthy is Frog Trade, which is an adaptable interface much friendlier for K-6 or K-12 than Moodle.

This is a comprehensive list of Moodle video training tutorials made by teachers. All you need to know about Moodle.

This is a short set of R. Stannard video's on using Moodle. Deals mainly with chats and forums.

A nice set of short instructional videos by R. Stannard on how to set up a Moodle course, add materials, and manage the learning environment for your students. Looks carefully at some of the problematic areas of Moodle.

This will be a very helpful tutorial for those who are beginning to use Moodle for their flipped or online classes. By R. Stannard

"The idea here is to create a simple menu at the top of your Moodle course page that allows your learners to click and have only the relevant unit or cluster appear on the page. Essentially, this removes the 'scroll of death' issue if you find your learners are having to wade down through dozens of units to find something."

A great follow-on by R. Stannard on how to add content and "see" Moodle from the students' point of view. Includes students' content-uploads, using chats and forums, etc.

This brief article by Tom Robb outlines a great new Moodle application that is free if your school already uses Moodle, or accessible online where you can have your own page for quiz access. The add-on offers a short quiz of 10 randomized questions for almost 2,000 commonly read books used for extensive reading programs with the major graded reader series. See the http://MoodleReader.org site.

"There are ten tasks and they can be done in any order, except for the tenth one which should be last. Please feel free to use and share these tasks and by all means leave any comments or suggestions for improvement. I will also be hosting a teacher development week using and discussing these tasks and the related tools from 7th to 15th December 2009 on the SEETA Moodle site: http://www.seeta.eu/ so by all means come along for that if you want to share ideas and learn a bit more together." These ten tasks are a nice resource for teacher trainers, or if you are a teacher and want your students to try out one or more of the tools (not all of which are really Web 2.0 tools, BTW). I've used most of these before, but it is a pleasure to use them on the IMac Intel-based with very high speed Internet. If you hit this site before December 2009, do join the SEETA discussion at their Moodle.

This is the fourth in a series of Stannard's training videos on Edmodo. The intro to this video tells all about what is available for Edmodo & Moodle.

Bring Your Own Device movement described in an elementary school. Their school uses a Moodle and has students take the lead and share with parents, teachers, and other students using Google.

"You can create playlists of learning content including videos, articles, webistes, blog posts etc. The students can work through the content and then do the quizzes at the end or at any point where you want to check understanding. The learning playlists can also be embedded into blogs, Moodle etc." A way "to push students through a particular content." Students can create their own playlists, too.

What makes a great "social LMS"? " Does it provide a means to rate and prioritize the social learning interactions? Does it allow for evaluating the effectiveness of the social learning experience? Does it integrate with and enhance an organization's existing system? Does it track the history and outcomes of the social learning process? Does it allow for open collaboration and knowledge sharing? Does it improve productivity? Does it make learning easier?" All the reasons whya traditional LMS may not work well in an educational setting. Can Moodle adapt?

These are very interesting tools. Besides Moodle, Nik talks about various vide-based conversation tools, Vyou, a learning journal on Keek, and so on. There are also tips on how to use the tools in an online course.

Describes a f-week EFL listening course that uses a "mashed-up" Moodle approach, employing several great audio tools to create communication and interaction.

"The aim of the social network is to build a community of learners and educators for the purpose of connecting and engaging people of all cultures in collaborative lifelong learning. We suggest you edit your profile, add your picture, invite friends and/or start (in any language) your own groups, events, discussions, photos. videos, blog posts, and have fun. In addition, you are cordially invited to present, moderate, and participate in the professional development workshops including Moodle for Teachers (M4T) at Integrating Technology for Active Lifelong Learning (IT4ALL)." Recommended by Nellie Deutsch, this site allows you to create your own groups, blogs, calendar, etc. This might be a good place to get a class of students or a whole school connected.

"In the original 2004 article I stated: "The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today. A real challenge for any learning theory is to actuate known knowledge at the point of application" (Conclusion section, � 1). I find Verhagen�s (2006) critique falls at precisely this point. The core of what I wrote in the initial article is still valid: that learning is a network phenomenon, influenced (aided) by socialization and technology. Two years is a lifetime in the educational technology space. Two years ago, web 2.0 was just at the beginning of the hype cycle. Blogs, wikis, and RSS�now prominent terms at most educational conferences�were still the sandbox of learning technology geeks. Podcasting was not yet prominent. YouTube didn't exist. Google had not released its suite of web-based tools. Google Earth was not yet on the desktops of children and executives alike�each thrilled to view their house, school, or business in satellite images. Learning Management Systems still held the starting point of most elearning initiatives. Moodle was not yet prominent, and the term PLEs (personal learning environments) did not exist. In two years, our small space of educational technology evolved�perhaps exploded is a more accurate term."

A nice instructional video by Michael Coughlan. Links from this page will take you to other tutorials by Michael.