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eabyasinfosol

How to Access Moodle Reports on LearnerScript Using Roles? - 0 views

youtu.be/XboeEwVYNrI

moodle learnerscript lms analytics reporting tool IOMAD

shared by eabyasinfosol on 20 Apr 21 - No Cached
  • eabyasinfosol on 20 Apr 21
     
    Welcome to the LearnerScript Moodle Report access permissions using roles explanatory short video. In this video, you will see how we can assign and revoke a Moodle report access to any particular role! Let's dive into the video now! In this LearnerScript Custom dashboard, you can see two report widgets related to Badges and SCORM summary. Click on the "view more" button from any one of these two report widgets to set the access permission to any particular role. From this copy Badge Summary report page, you need to click on the "permissions" tab. From the dropdown below choose "User with selected roles" then set the Context level and Role for this particular report access permission and then click on add button. Here you can see in this table that the context level and role levels that we have added earlier are being shown here for this report permission. You can also set the conditions for multiple role access permissions then click on the update button from the bottom. Now to cross-check whether this copy badge summary report is available to this particular manager role we need to log in with manager role credentials. Once you log in as a manager you can check whether the copy badge summary report is accessible to you or not, by selecting the add widgets action icon from the top menu. Here the manager can see the "copy badge summary" widget is available in the reports list for his access, let's add it to the dashboard. Now let's revoke the copy badge summary report access from the manager role. to do so you need to log in as admin and select that particular report and go to the permissions tab then delete the role access from this table and click on update. once the admin revokes the manager role access to the copy badge summary report, the manager will not find it in his dashboard. here you can see how the manager is unable to find this particular report in his dashboard. Like this, you can grant and revoke any particular moodle report access to a
J.Randolph Radney

Teaching with Google Wave - ProfHacker - The Chronicle of Higher Education - 1 views

chronicle.com/...24406

google wave teaching google wave profhacker GoogleWave education

shared by J.Randolph Radney on 28 Jul 10 - Cached
  • Wave is extremely powerful groupware, designed to facilitate the interactions of groups working together on projects—which turns out to be a pretty good description of many college classes.
  • Class notes project (10%): Over the course of the semester, you will compile a set of collaborative notes for the class, detailing the important issues from our readings, the main threads of our discussions, any questions that we raise that remain open, and so forth. You’ll use a combination of Google Wave and Google Docs for these notes, Wave for the initial notetaking and discussion and Docs for the final product. Each of you will serve as lead notetaker during at least one class session, though you’ll be expected to contribute to the collaborative notes for every class period.
  • A networked teaching lab: I teach most of my classes in a laptop-based lab, one that allows me to pull the computers out whenever I want to use them and tuck them safely away when I don't. This semester, I decided to use them every day, and invited any of my students who had their own laptops to bring them to class if they preferred working on them.
  • ...2 more annotations...
  • At the end of the semester, in conjunction with my course evaluations, I asked my students to assess their experiences with Wave—and to a person, they liked it. Several said that they appreciated the ways that seeing their classmates' notes as class discussion was happening clarified the discussion in process; a few noted that they liked being able to follow the wave from their dorm rooms if they were out sick; many said that they were grateful to be able to return to the notes in the days and weeks after that class session had ended.
  • What didn't work? I'd had the idea before the semester started that my students would "finalize" their notes in Google Docs and keep them stored for future use in our Google Group space. As yet, however, waves aren't easily exportable, even to other Google platforms; our class notes remain solely accessible in Wave. That said, all of the members of the class will have access to those waves as long as they keep their accounts, and the waves could continue to develop, should their authors be so inspired.
J.Randolph Radney

Free Technology for Teachers: Easier Copy & Paste With Google Docs Clipboard - 5 views

www.freetech4teachers.com/...py-paste-with-google-docs.html

google howto

shared by J.Randolph Radney on 19 Feb 10 - No Cached
  • J.Randolph Radney on 19 Feb 10
     
    Copy and pasting content within Google Docs just got easier and better. Yesterday, Google announced the launch of new clipboard feature for Google Docs. The clipboard allows you to copy content from a spreadsheet to a document or presentation. Likewise, you can copy from a document and paste to a presentation or a spreadsheet cell. Probably the most important element of the Google Docs clipboard is that you can save multiple selections to your clipboard and access them at any time from any internet-connected computer.
J.Randolph Radney

Bonk&Park.pdf - Google Docs - 2 views

docs.google.com/fileview

google pdf

shared by J.Randolph Radney on 29 Nov 09 - No Cached
    • J.Randolph Radney
      J.Randolph Radney on 29 Nov 09
       
      It would be interesting to note whether the collaboration went on in a class-by-class format or was pursued in more of a 'cohort' approach (i.e. several people all taking the same classes and interacting not just one a single course, but across several.
    • J.Randolph Radney
      J.Randolph Radney on 29 Nov 09
       
      p. 3 A lack of guidance was identified as a key element in superficial student participation.
  • J.Randolph Radney on 29 Nov 09
     
    I am testing the possibility that our course documents might be useful to others in that we could highlight passages and add comments (via stick notes on the original pdfs) in Diigo as a way of interacting on the readings. I expect users to require memberships in both Diigo and in Google Documents (both free, and the latter comes automatically with a gmail account). Please let me know whether you have problems accessing my highlights and/or comments and whether you can access the full text of the pdfs from where you are. Thanks, radney (jrradney@gmail.com).
Emilie Bouvrand

Moodle sur mon mobile - 3 views

moodle.org/...view.php

moodle mobile téléphone accès

shared by Emilie Bouvrand on 29 Aug 11 - No Cached
  • Emilie Bouvrand on 29 Aug 11
     
    Mobile Moodle. Access to moodle on a phone, plugin.
J.Randolph Radney

Ten Tips for More Efficient and Effective Grading Practices | Faculty Focus - 2 views

www.facultyfocus.com/...ps-efficient-effective-grading

tips grading practices

shared by J.Randolph Radney on 04 Feb 15 - No Cached
  • Bank Comments: Keep a bank of comments about frequent errors students make and organize them in groups for easy access. Consider grouping comments according to module, assignment, and chapter, or grammar, content, and organization. For example, if an instructor sees frequent errors regarding point of view, keep related comments grouped in the same area to access them easily.
  • Less is More: Instructors should avoid the temptation to respond to everything that calls for adjustments or changes. Brookhart (2011) reports, many struggling students need to focus on just a few areas or even one item at a time. If a student backs off from his or her paper because he or she is intimidated by the number of instructor comments, then all is lost. It is better to target two or three areas that need to be addressed for the student’s success on future papers.
  • Questions for Reflection: Consider inviting reflective, critical thinking and further conversation in a productive, scholarly exchange with the student. Instead of telling students what they did “wrong,” ask them to rethink their approach. For example, consider using a phrase such as “What is the most interesting aspect of your essay?” Or “What would draw your attention to this topic, as a reader?” This way, the student is not only prompted to make more thoughtful revisions, but also is given tools to use when considering how to write a hook for future essays.
  • ...1 more annotation...
  • Douglas B. Reeves, author and educator, said, “Technology sometimes encourages people to confuse busyness with effectiveness” (Reeves, 2010). Instructors sometimes equate certain grading practices such as an authoritative tone, strong criticism, or copious comments with being effective. In fact, the more conscious and deliberate an instructor is when delivering feedback, the better that feedback tends to be. Instructors often feel as though they must sacrifice effectiveness for efficiency, or efficiency for effectiveness. By honoring these guiding principles, instructors will realize that they do not need to make a choice between the two.
  • J.Randolph Radney on 04 Feb 15
     
    Standard approaches to evaluation of work, but with a few nice (and new) ideas.
eabyasinfosol

How To Track Moodle SCORM Activity Reports Using LearnerScript || SCORM Reports Progres... - 0 views

youtu.be/Kg_OxhT31B4

Moodle Scorm Report learnerscript Analtics LMS

shared by eabyasinfosol on 15 Oct 20 - No Cached
  • eabyasinfosol on 15 Oct 20
     
    Welcome to the LearnerScript Moodle SCORM Activities Report explanatory short video. Using these LearnerScript SCORM reports you can see the SCORM activity progress in your Moodle Courses. Let's see what are these reports: - In this "Learner SCORM overview" report you can see a particular Course learners' SCORM report overview such as "In-Progress", "Not Attempted", and "First Access", etc. details of the SCORM activity. -Using the Graph icon in this report you can see the SCORM "Participation" and "Time spent" details of each learner in this particular course in graphical format. -Here in this "SCORM summary" report you can see a particular course SCORM activity details such as SCORM name available in that particular course, "completed learners", Number of attempts, Total time spent, Number of hits by all learner on each SCORM(No. of Views) -Using the graph icon in this report you can see this particular course SCORM activity details such as "participation", "grade" and "time spent" in graphical format. -In this "My SCORM summary" report you can see a particular learners' enrolled course and associated SCORM name and its progress details such as attempts, activity state, Number of views, etc. -Using the graph icon you can also see this particular learner "Attempts", and "Time spent" details of each SCORM activity in graphical format. -Using the "SCORM completions" report from the LearnerScript tool, you can see the number of SCORMs(from all courses) completed by the learners, within a timeline.
J.Randolph Radney

About « TodaysMeet - 5 views

todaysmeet.com/about

todaysmeet backchannel

shared by J.Randolph Radney on 08 Jan 10 - Cached
  • J.Randolph Radney on 08 Jan 10
     
    This is a good site for improptu meetings (chat only) that need to be set up in a hurry. Some teams may want to use it, if only part of the team has access to other synchronous meeting tools (Skype is blocked at some institutions, I think).
J.Randolph Radney

TeachPaperless: 10 Ways to Help Students Ask Better Questions - 10 views

teachpaperless.blogspot.com/...-help-students-ask-better.html

shared by J.Randolph Radney on 08 Apr 11 - No Cached
  • The points students bring up are thought-provoking. However, I'm most impressed by the questions they ask one another. They clarify and ask follow-up questions. They make inferences. They ask connecting questions and critical thinking questions. It's a messy process, but it's beautiful messy. It's art.
  • As long as a question is respectful, I want students to question their world. This applies to analyzing mathematical processes, thinking through social issues, making sense out of a text or analyzing the natural world for cause and effect.
  • Three times a week, we do inquiry days, where students begin with their own question in either social studies or science and they research it, summarize it and then ask further questions. While my initial goal involved teaching bias, loaded language and summarization, I soon realized that students were growing the most in their ability to ask critical thinking questions.
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  • I require students to ask questions before, during and after reading.
  • Sometimes I'll ask a really lame question and then say, "Someone tell my why that question sucked?" or I'll ask a deeper question and say, "Why was that a hard question to answer?" The goal is to get them to see deeper questions and to also think about why a question is deep or shallow.
  • Feedback on questions: I highlight their questions in Google Docs and leave comments on their blogs with very specific feedback.
  • Some students have a really hard time with questioning strategies.
  • I teach students about inquiry, clarifying, critical thinking and inference questioning.
  • Students sometimes ask me questions. Other times they ask partners or small group questions. Still other times they ask the questions to the whole class.
  • Technology allows students to take their time in crafting a question while having access to the questions of their peers.
J.Randolph Radney

Community Toolkit | Community - 2 views

community.ecampusalberta.ca

community toolkit access alberta

shared by J.Randolph Radney on 22 Aug 14 - No Cached
  • J.Randolph Radney on 22 Aug 14
     
    This is the actual community toolkit website.
Dr. Nellie Deutsch

Teach Online with Moodle - 3 views

www.integrating-technology.org

Moodle for Teachers

shared by Dr. Nellie Deutsch on 17 Dec 11 - Cached
  • Dr. Nellie Deutsch on 17 Dec 11
     
    Dear Members of IT4ALL, 2012 is going to be a great year for teaching and learning with technology. You are invited to learn how to enhance your class with technology by learning to teach and be the administrator of Moodle course and learning management system. There are many free and low cost workshops on google docs, blended learning, learning to install and use wordpress.org, how to create WebQuests, Writing Academic Papers, creating e-portfolios and how to integrate technology into your classes. You are invited to join our small group (under 20) low cost 6-week workshops for Moodle for Teacher Administrators at the basic ($150) and advanced ($120) levels.The two workshops provide participants with two Moodle labs to practice as administrators of Moodle. One lab is for 1.9 and one for 2.2. Participants learn how to install and manage Moodle as administrators and facilitate their own online courses. Each participant receive individual attention throughout the workshop. For more information, please contact me and the course syllabus: https://docs.google.com/document/d/198FgVeVX26bZatNBNJehHWc_inCV90w2u85TsnYroqk/edit?hl=en_US and https://docs.google.com/document/d/1WtfoGZgPKnMnVg2UDuSbszva2FrPOA4WQRAxy3KJtqA/edit?hl=en_US Have a wonderful holiday season and a great 2012!!! Warm wishes, Nellie Deutsch, Ed.D
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