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eabyasinfosol

6 Helpful Moodle Statistics Reports for Students on LearnerScript | Moodle Report Tiles... - 1 views

youtu.be/lLwQ5kVX0ak

Moodle Statistics Report LearnerScript Tiles

shared by eabyasinfosol on 20 Dec 21 - No Cached
  • eabyasinfosol on 20 Dec 21
     
    6 Helpful Moodle Statistics Reports for Students Welcome to this LearnerScript Moodle statistics report for students explanatory short video. In this video, you will see how a student or learner can log in to his LearnerScript account and check his Moodle course statistics reports or report progress using the LearnerScript tiles feature. First, you need to log in as a "student" to check the LearnerScript dashboard. once logged into LearnerScript you can see the following Moodle statistics reports which are helpful for every Moodle learner or student. 1. Enrolled Courses: This tile/statistics report gives the count of total enrolled courses by the student. He can see his course participation from the same report. 2. Site Visits: The objective behind the statistics report is to figure out how frequently your student visits the Moodle learning management system (LMS). 3. Average Time-spent on LMS: this report shows students the average amount of time he spends overall on his Moodle activities. 4. No Login Courses: this report shows a student that he has not logged in yet to so and so (number of) courses. 5. My Quizzes: This tile reports the learning analytics related to the quizzes on the courses enrolled by the Moodle students. It makes a comparison-kind of things about the quizzes, total quizzes across the enrolled courses, and the completed ones to the student. 6. My Assignments: Since assignments play a crucial role in the learning process of a Moodle student, this report becomes useful. Using this Moodle statistics report a student can make himself aware of his learning ability in finishing up his assignments. So these are the six Moodle statistics reports in general. However, customize any of these reports or create a new one on LearnerScript. Because this Moodle analytics plugin is such a custom-friendly one for Moodle users.
eabyasinfosol

5 Canned Reports to Start Your Moodle Reporting With LearnerScript | 5 Default Reports ... - 0 views

youtu.be/1DTzWcdzHl0

Moodle Course Summary Report LearnerScript

shared by eabyasinfosol on 03 Jun 22 - No Cached
  • eabyasinfosol on 03 Jun 22
     
    LearnerScript, the Moodle reporting tool, is something that can be used right away, with or without minimal configuration after you plug it in on your Moodle. To make it happen, this Moodle analytics tool comes with a set of useful Canned Reports or default reports. Let's dive into the video now to check the 5 most common Canned Reports from LearnerScript to Start Your Moodle reporting journey. #1. Course Summary: Course Summary is one of the most common Canned reports. Since the Moodle platform is primarily course-based, this default report on LearnerScript is even more useful. In this report, drill down each metric such as enrolments, activities, assignments, grades, time spent, etc., to evaluate your course further.  In addition to this, do the comparative analysis of courses side by side. It will help you know why a certain course is faring well and why others do not. #2. Learners Summary This Canned report on LearnerScript shows the complete learning process of your learners. The metrics include his enrolled courses, in-progress ones, completed courses, badges, grades, etc. drill down some of the components of the Learner Summary to get more insights from the report. You can do the Comparative Analysis of learners to learn how different learners are going forward about their learning. #3. Quiz Summary In this report, you will see the highlights of all your quizzes as the Moodle Teacher report (role). This Canned report includes metrics such as quiz, course name, grades, total attempts, completed learners, in-progress learners, etc. This same report is available to the Moodle student role with metrics such as quiz name, the number of attempts, the marks he scored, etc. #4. Assignment Summary This Canned report mainly showcases the columns such as submitted learners, completed learners, non-graded learners, total time spent, number of views, various grades, etc. This is another Canned report available on the Moodle Teacher reports and t
J.Randolph Radney

T.E.L.L.Tuesdays with ETUG Lunch n' Learn webinars - 0 views

etug.ca/...th-etug-lunch-n-learn-webinars

lunch webinars

shared by J.Randolph Radney on 30 Jan 12 - No Cached
  • Based on the great feedback we’ve been getting from ETUG members on activities for this year, and in keeping with the theme of OPEN begun at last year’s workshop in Nelson, SCETUG is organizing Lunch n’ Learn webinars taking place on the last Tuesday of the month.
J.Randolph Radney

Faculty Focus - 1 views

ww1.facultyfocus.com/...378.html

faculty

shared by J.Randolph Radney on 23 Sep 15 - No Cached
  • The idea here is not to find out what students expect and then provide it because that’s what they want. Rather, it’s about finding out if their expectations are correct and how well they align with yours. You may need to elaborate on your expectations or possibly modify course plans based on students’ expectations. It’s all about communication, and an activity like this helps to get everyone on the same page.
  • My colleague Lolita Paff shared the first assignment she gave in two sections of microeconomics. “Typical homework assignments ask students to ANSWER questions. This assignment is different. I’d like you to ask questions. What are you curious about? What problems or issues are important to you? What topics matter to you? What questions do you wish you could answer?” She writes that she was “blown away” by the questions students shared. Her post includes a long list of questions that don’t look to me like the kind of queries I’d be expecting from beginning students in a required econ course. She concludes, “It’s a little scary. I don’t have all the answers.
J.Randolph Radney

ESL Video :: Free ESL/EFL Video Activities for English Students - 3 views

eslvideo.com

esl education english youtube videos

shared by J.Randolph Radney on 21 Jun 10 - Cached
  • J.Randolph Radney on 21 Jun 10
     
    ESL videos with quizzes
J.Randolph Radney

Teaching in Social and Technological Networks « Connectivism - 6 views

www.connectivism.ca/?p=220

teaching connectivism networks social eLearning

shared by J.Randolph Radney on 22 Feb 10 - Cached
  • Technological networks have transformed prominent businesses sectors: music, television, financial, manufacturing. Social networks, driven by technological networks, have similarly transformed communication, news, and personal interactions. Education sits at the social/technological nexus of change – primed for dramatic transformative change. In recent posts, I’ve argued for needed systemic innovation. I’d like focus more specifically on how teaching is impacted by social and technological networks.
  • social and technological networks subvert the classroom-based role of the teacher. Networks thin classroom walls. Experts are no longer “out there” or “over there”. Skype brings anyone, from anywhere, into a classroom. Students are not confined to interacting with only the ideas of a researcher or theorist. Instead, a student can interact directly with researchers through Twitter, blogs, Facebook, and listservs. The largely unitary voice of the traditional teacher is fragmented by the limitless conversation opportunities available in networks. When learners have control of the tools of conversation, they also control the conversations in which they choose to engage.
  • Course content is similarly fragmented. The textbook is now augmented with YouTube videos, online articles, simulations, Second Life builds, virtual museums, Diigo content trails, StumpleUpon reflections, and so on.
  • ...14 more annotations...
  • Thoughts, ideas, or messages that the teacher amplifies will generally have a greater probability of being seen by course participants.
    • J.Randolph Radney
      J.Randolph Radney on 22 Feb 10
       
      definition of amplification
  • Views of teaching, of learner roles, of literacies, of expertise, of control, and of pedagogy are knotted together. Untying one requires untying the entire model.
  • The following are roles teacher play in networked learning environments: 1. Amplifying 2. Curating 3. Wayfinding and socially-driven sensemaking 4. Aggregating 5. Filtering 6. Modelling 7. Persistent presence
  • The curator, in a learning context, arranges key elements of a subject in such a manner that learners will “bump into” them throughout the course. Instead of explicitly stating “you must know this”, the curator includes critical course concepts in her dialogue with learners, her comments on blog posts, her in-class discussions, and in her personal reflections.
    • J.Randolph Radney
      J.Randolph Radney on 22 Feb 10
       
      definition of curating
  • I found my way through personal trial and error. Today’s social web is no different – we find our way through active exploration. Designers can aid the wayfinding process through consistency of design and functionality across various tools, but ultimately, it is the responsibility of the individual to click/fail/recoup and continue.
  • Fortunately, the experience of wayfinding is now augmented by social systems.
  • Sensemaking in complex environments is a social process.
    • J.Randolph Radney
      J.Randolph Radney on 22 Feb 10
       
      Therefore, the teacher helps with wayfinding, but it is also the province of the learning community.
  • Perhaps we need to spend more time in information abundant environments before we turn to aggregation as a means of making sense of the landscape.
  • magine a course where the fragmented conversations and content are analyzed (monitored) through a similar service. Instead of creating a structure of the course in advance of the students starting (the current model), course structure emerges through numerous fragmented interactions. “Intelligence” is applied after the content and interactions start, not before.
  • Aggregation should do the same – reveal the content and conversation structure of the course as it unfolds, rather than defining it in advance.
  • Filtering resources is an important educator role, but as noted already, effective filtering can be done through a combination of wayfinding, social sensemaking, and aggregation. But expertise still matters. Educators often have years or decades of experience in a field. As such, they are familiar with many of the concepts, pitfalls, confusions, and distractions that learners are likely to encounter.
  • To teach is to model and to demonstrate. To learn is to practice and to reflect.”
  • Apprenticeship learning models are among the most effective in attending to the full breadth of learning.
  • Without an online identity, you can’t connect with others – to know and be known. I don’t think I’m overstating the importance of have a presence in order to participate in networks. To teach well in networks – to weave a narrative of coherence with learners – requires a point of presence. As a course progresses, the teacher provides summary comments, synthesizes discussions, provides critical perspectives, and directs learners to resources they may not have encountered before.
  • J.Randolph Radney on 22 Feb 10
     
    This is a discussion of connectivist learning, particularly the teacher's role(s).
J.Randolph Radney

eSN Special Report: Small-group collaboration | eSchoolNews.com - 5 views

www.eschoolnews.com/...port-small-group-collaboration

elearning eschoolnews.com collaboraton

shared by J.Randolph Radney on 26 Jan 10 - Cached
  • Sutton said collaboration is "a more positive way of teaching" and addresses the needs of students who learn best in different ways, such as those who are visual learners or auditory learners.
  • In a traditional classroom arrangement—with the teacher lecturing at the front of the class—"the group becomes homogenized," Silverman says. The teacher targets the instruction to the middle, ignoring the passive, inattentive students in the back and the more advanced students who might be bored because they already know the material. The teacher might ask two to four students to come to the front of the room to solve a problem, but the rest are "educational voyeurs," he says.
  • He suggests that each group have a student identified as a facilitator, recorder, and possibly, reflector, with those positions changing from project to project. After a group completes its work, the students can use the projector to share what they’ve learned with the whole class.
  • J.Randolph Radney on 26 Jan 10
     
    The article reinforces readings for the course, as well as providing suggestions for activities that would be collaborative (actually, the way they describe it is more cooperative because they specify roles, but we can "scrub 'round that bit", I'm sure.
J.Randolph Radney

How Twitter in the Classroom is Boosting Student Engagement - 8 views

mashable.com/...twitter-classroom

twitter classroom engagement web2.0 technology teaching

shared by J.Randolph Radney on 12 Mar 10 - Cached
  • J.Randolph Radney on 12 Mar 10
     
    Although this article is about the use of Twitter in the classroom to provide a backchannel for discussion during lectures, I find that the Chat tools in MOODLE work really well for students who are in my face-to-face sessions. They love the possibility of chatting during class (with my permission--and they are aware of my monitoring the discussion), and students who must miss class staying home with a sick child, etc. can ask questions and get answers from students who are in the session.
  • Janet Bianchini on 12 Mar 10
     
    Thanks Radney for this. I found this article very useful especially the quote "the integration of Twitter has been a virtually bureaucracy-free endeavor". I also liked this "Twitter helps to overcome the shyness barrier" - a good point.
  • J.Randolph Radney on 12 Mar 10
     
    Yes, the shyness factor is a major one in engaging students in class activities. I find that the more text-based the participation, the more engaged shy students become.
Phil Taylor

Moodle Tool Guide for Teachers - Cat's Pyjamas - 10 views

www.cats-pyjamas.net/...moodle-tool-guide-for-teachers

moodle guide education teachers tool resources technology

shared by Phil Taylor on 26 May 10 - Cached
  • J.Randolph Radney on 26 May 10
     
    This may help in choosing tools for learning activities.
LUCIAN DUMA

Do you want to be a mentor or a learner than you should join TEACHER CHALLENGE #edchat ... - 1 views

web20ineducation2010.ning.com/...do-you-want-to-be-a-mentor-or

Teacher Challenge Connecting teachers free professional learning . classroom2.0

shared by LUCIAN DUMA on 16 Jan 11 - No Cached
  • LUCIAN DUMA on 16 Jan 11
     
    Teacher Challenge - Connecting teachers through free professional learning .
Dr. Nellie Deutsch

Integrating Technology for Active Life-long Learning (IT4ALL): Login to the site - 4 views

www.integrating-technology.org/...view.php

Moodle for Teachers M4T free online workshops

shared by Dr. Nellie Deutsch on 03 Jul 11 - No Cached
  • Dr. Nellie Deutsch on 03 Jul 11
     
    Free Moodle for Teachers (M4T) online workshops. Current workshop has just started. Check the IT4ALL calendar for the upcoming workshops on the Moodle.
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
Dr. Nellie Deutsch

Integrating Technology for Active Life-long Learning (IT4ALL) - 3 views

www.integrating-technology.org/...view.php

Moodle for Teachers

shared by Dr. Nellie Deutsch on 26 Oct 12 - No Cached
  • Dr. Nellie Deutsch on 26 Oct 12
     
    The November Moodle for Teacher 2-week course is starting on November 15: http://www.integrating-technology.org/course/view.php?id=430
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