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eabyasinfosol

How to Re-brand Your Moodle Report on LearnerScript? - 0 views

youtu.be/V8mxLJrTVbw

moodle LearnerScript Branding White labeling Reports Analytics Custom Dashboards

shared by eabyasinfosol on 31 Mar 21 - No Cached
  • eabyasinfosol on 31 Mar 21
     
    Welcome to the LearnerScript reports rebranding concept explanatory short video. In this video, you will see how we can change any particular Moodle report colors according to your need. Let's dive into the video now! To rebrand any particular report on the LearnerScript you need to first click on the "Customise this page" button. Now let's visit any dashboard from the LearnerScript Here on this New Test Dashboard, we will rebrand the "Trending Course" and "Activities" reports. To rebrand the report you need to click on the settings cog icon and select the "Configure Report Tile Block" option from this settings menu. From this "Configuring a Report Tile block" page, you can change the Background Colour and Text Colour fields according to your need and then click on the "Save changes" button. Now you can see here that the "Trending course" tile colors have been modified. Similarly, you can rebrand the "Activities" report tile as well using the same steps showed previously. You can also change the icon on this tile report according to your need.
eabyasinfosol

5 Moodle Report Actions to Use from LearnerScript || Helpful LearnerScript Report Actio... - 0 views

youtu.be/vb1LjnQMLuc

Moodle LearnerScript Report MoodleAnalytics MoodleReports LMS

shared by eabyasinfosol on 06 May 22 - No Cached
  • eabyasinfosol on 06 May 22
     
    Welcome to the LearnerScript feature explanatory short video, In this video, you will see, the 5 Moodle Report Actions to Use from LearnerScript for Insightful Learning Analytics. Let's dive into the video now... For demonstration purposes let's apply all these 5 LearnerScript report actions on the "BigBlueButton Summary report" from this "Course" Dashboard. To do so you need to visit the "manage reports" page and scroll down till you find "BigBlueButton Summary report" here. On the right side of this BigBlueButton Summary report, you can see the 5 Moodle report actions. Let's cover all these actions one after the other... 1. Edit: Revise Your Moodle Report This 'Edit' action helps you change this BigBlueButton Summary report, you can change its name, report type, SQL coding, columns, calculations, export options, graph/chart type, etc. as per your requirement. 2. Duplicate: Replicate Your Moodle Report Using the duplicate report action you can replicate any particular moodle report as per your need. For example, let's duplicate this BigBlueButton summary report by clicking on this action icon. Here you can see that the exact Copy of the BigBlueButton Summary report has been recreated. 3. Delete: Remove Your Moodle Report Use this report action to make your LearnerScript free from any unwanted or outdated Moodle reports. For suppose we don't want this recently created duplicate BigBlueButton Summary report. So to remove this report click on the delete action icon and confirm the deletion. After refreshing the page you can see the Copy BigBlueButton summary report has been removed. 4. Hide: Repose Your Moodle Report You can hide Moodle Report from your Manager, Teacher, Student, etc. Let's hide this BigBlueButton Summary report for example. After selecting the hide option you can see that this particular report has been hidden on this Course dashboard. Let's show this particular report again by clicking on this EYE action icon. After refreshi
LUCIAN DUMA

BLOG USING GR8 WEB 2.0 TOOLS AND APPS IN XXI CENTURY EDUCATION by Lucian http://xeeme.c... - 4 views

teacherluciandumaweb20.blogspot.com/...s-socialmedia-king-top-10.html

curation #edtech20 project research education

shared by LUCIAN DUMA on 20 Jan 12 - No Cached
  • LUCIAN DUMA on 20 Jan 12
     
    #curation is #socialmedia king . Top 10 #edtech20 tools who will change research in #education20 this year . I invite you to subscribe free to our monthly newstelller http://bitly.com/edtech20newsteller . This post was made after 1 year research in #edtech20 #socialmedia #curation project . If you are agree that #curation is #socialmedia king leave a comment and share with #PLN . Also I invite to read every week on this blog about  gr8 tools . Also all my blog post are now on scoopit http://bitly.com/edtech20projectresearch
J.Randolph Radney

Big Conversations For Schools - 2 views

spreadsheets.google.com/viewform

web 2.0 education change

shared by J.Randolph Radney on 11 Feb 10 - No Cached
  • J.Randolph Radney on 11 Feb 10
     
    Will Richardson is asking for us to identify our top 10 choices of questions that need to be addressed in education as technological changes affect our society. Please help.
J.Randolph Radney

Change Stories - 3 views

www.sharingpractice.ac.uk/changestories.html

change stories education

shared by J.Randolph Radney on 09 Feb 11 - No Cached
  • J.Randolph Radney on 09 Feb 11
     
    Use your voice to document change.
J.Randolph Radney

Weblogg-ed » What Does "Getting It" Mean, Anyway? - 4 views

weblogg-ed.com/...at-does-getting-it-mean-anyway

education philosophy web 2.0

shared by J.Randolph Radney on 20 Nov 09 - Cached
  • Each year at the GLEF meeting, George Lucas spends about 45 minutes with us talking about education and answering our questions. What he said this year was in that Level 3 area. To paraphrase, schools as we know them are going away. Not that we won’t still have physical spaces and teachers, but that the way we do school is going to have to change, will be actually forced to change by the Web and other technologies. That the questions we should be asking (and these are the ones I got listening to him talk, not words out of his mouth) are should we still be sorting kids by age or by discipline? How do we truly individualize instruction around kids’ interests and passions? How do we redefine the school day? What do we really want to assess and how do we assess it? Why should we bring kids together for physical space learning when much of what they can now learn doesn’t require it?
  • J.Randolph Radney on 20 Nov 09
     
    This is an interesting comment by George Lucas (as quoted by Will Richardson in his blog) on how education is being changed by social networking via the Internet.
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
  • 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
  • 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 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

Online Learning is so last year… | 21st Century Collaborative - 3 views

www.21stcenturycollaborative.com/...nline-learning-is-so-last-year

shared by J.Randolph Radney on 14 May 11 - No Cached
  • J.Randolph Radney on 14 May 11
     
    Personal Learning Networks It is becoming ever apparent to me that those of us who are online learning prefer networks. Networks like we have on Twitter or other electronic spaces where we can share short snips of conversations and where our ideas are met with like minded support and agreement. The advantages of networking are many. And do not get me wrong- I am a huge fan. I believe Personal Learning Networks are one of the three prongs necessary to be a do it yourself learner in today's world. But for all the positive connections, laughter, links, and ideas that networks bring, they only are the tip of what is needed to produce lasting change. I do not have to commit to anything when I network. I can be witty or not and still be part of the "cool kids". Networks are very "me" centered in that I choose my mentors, feeds, resources, learning objects and those with whom I will learn. I am in control. I can
eabyasinfosol

12 Reasons for Why You Need This Moodle Analytics Plugin - LearnerScript - 0 views

learnerscript.com/d-this-moodle-analytics-plugin

Moodle Analytics Plugin Reporting Tool Multitenancy Report IOMAD

shared by eabyasinfosol on 04 Mar 21 - No Cached
  • eabyasinfosol on 04 Mar 21
     
    When you think of Moodle learning analytics, what problems come to your mind while measuring them? Depending on the context, your answer might change from time to time. What if all such problems you have encountered will be answered in a single Moodle analytics plugin? Yes, LearnerScript is offered as a good analytics and reporting tool to counter all the problems you are facing now. Here in this write-up, 12 reasons are given for why you need this advanced analytics plugin for Moodle LMS. Take the tour of LearnerScript's highlights here and can't agree more!
eabyasinfosol

How to Add or Remove a Field in Moodle Reports Using LearnerScript? - 0 views

youtu.be/8L0pfNigQSY

Moodle LearnerScript LMS ReportingTool

shared by eabyasinfosol on 28 Apr 21 - No Cached
  • eabyasinfosol on 28 Apr 21
     
    -How to Add or Remove a Field in Moodle Reports Using LearnerScript? -In this LearnerScript features explanatory short video you will see how we can add an extra column or remove an existing column. -Let's dive into the video Now! -Here on the LearnerScript dashboard you can see this "Course Report Test" widget. Let's customize this moodle report column. -On this "Course Report Test" page you can see the tabular report columns i.e. Course, Enrolments, Completions, activities, views, and progress. -now let's delete the Progress field from this report. -To do so click on the "Design" option from the above menu then you will be redirected to the design page of this course report. -If you want to remove the Progress column then you need to click on the delete icon beside the Progress field or you can also click on the toggle button beside the Progress field from the left-hand side dataset menu. -Once you remove the Progress Column then you need to click on this "preview button" to see the report changes preview. -If everything is okay then you can click on the "save button" and you will see the updated columns report here. -If you want to add an extra field to this report then go back to the design page. -Here let's add the Progress column again to this report. -Using the icons beside this Progress field, you can also rename this column name or you can align it according to your need and you can also set the column width for this field. -This is how you can add a column to any Moodle report using the LearnerScript tool.
eabyasinfosol

9 Moodle Reports Related to Courses on Moodle LMS || 9 LearnerScript Report Types For M... - 1 views

youtu.be/EdT-5IBI9Eo

LearnerScript MoodleReports MoodleAnalytics MoodleCourse

shared by eabyasinfosol on 19 May 22 - No Cached
  • eabyasinfosol on 19 May 22
     
    9 Moodle Reports Related to Courses on Moodle LMS   Welcome to the LearnerScript feature explanatory short video, In this video, you will see 9 most common Reports Related to Moodle Courses on LearnerScript   Let's dive into the video now...   #1. Course Activity Summary:   This report summarizes all course activities in a single report, with all the related course metrics. Use this Activity column sort option to check all course activities and their metrics.   #2. Course Competency Summary   Using this Course competency summary report Teachers/managers can check who has completed which competency in a particular Moodle course.   #3. Course Participation   The Course Participation tile/statistics report shows us how many completions have happened out of the enrolments at the site level, at any given period.    #4. Course Performance | Topic-wise   In the Course Performance report, check each student's progress in each topic of a course. Also, see the performance (topic-wise) of your folks enrolled in their respective courses available in your Moodle LMS. Use the filter above to change the course report.   #5. Course Profile   the Course Profile showcases the number of enrolments, completions, the progress of the course, various grades, badges, total activities, total time spent on it, enrolment methods, and sundry. Moreover, do make a comparative analysis of two or more courses at a time on LearnerScript.   #6. Course Views by Learners   Course views of your students help you know how they engage themselves with the courses they enrolled in.  This Moodle report shows up the number of hits i.e. number of times the Course is visited by your student.   #7. Course-wise User Time-spent   The Course-wise User Time-spent reports the amount of time spent on it by its learner. Use the course filter from above to find out any particular course-related most amount of total time spender and the least total time one.   #8. Courses   the Courses report
J.Randolph Radney

For Students, Why the Question is More Important Than the Answer | MindShift - 0 views

blogs.kqed.org/...more-important-than-the-answer

shared by J.Randolph Radney on 05 Nov 12 - No Cached
  • Rule 1: Ask As Many Questions as You Can (Gives License to Ask).
  • Rule 2: Do Not Stop to Discuss, Judge, or Answer Any Question (Creates Safe Space and Protection).
  • Rule 3: Write Down Every Question Exactly as It Is Stated (Levels the Playing Field So All Questions and Voices Are Respected.)
  • ...1 more annotation...
  • Rule 4: Change Any Statement into a Question (Insists on the Discipline of Phrasing, Asking, and Thinking in Questions, Not Statement).
J.Randolph Radney

untitled - 0 views

www.insidehighered.com/...ge-professors-hold-laptop-bans

shared by J.Randolph Radney on 01 Mar 17 - No Cached
  • Faculty members at many campuses have been debating whether they should ban laptops in class. At Cornell University, students are trying to change the discussion. The Student Assembly there adopted a resolution last month pushing for “greater freedom of student laptop usage” in certain classes.
  • But realistically, he said, faculty members can't develop a single, catch-all policy for laptop usage -- there is simply too much variation in class sizes, teaching styles, course levels and subject matter to expect the same policy to apply to every instructor.
  • Katherine Fahey, director of Student Disability Services, supports technology use in the classroom -- if not as a full-on policy, then at least in the sense that all students feel comfortable asking for an exception.   “In courses in which the instructor believes that learning is enhanced by students not using laptops, there should be an opportunity for any student to request an exception based on individual learning style, the impact of one’s disability or other factors,” Fahey said in an email. But even asking to overrule a professor’s classroom technology policy can be uncomfortable for many students, especially at the beginning of the semester when there is no established relationship.
J.Randolph Radney

YouTube - Seth Godin on Education - 2 views

www.youtube.com/watch

education Web2.0 youtube entrepreneurship business

shared by J.Randolph Radney on 22 Feb 10 - Cached
  • J.Randolph Radney on 22 Feb 10
     
    I was rather amazed at the implications of this video in terms of where public education came from. Then, I was discussing this with a friend who said they had been exposed to the same ideas when he was in a course on the history and philosophy of education at the Univ. of Ariz. in 1970. I find it disturbing not just that the philosophy of education has such roots, but that it has been known for such a long time. It seems that this would provide some sort of imperative for improvement and change. What do you think?
  • Dr. Nellie Deutsch on 22 Feb 10
     
    I have been a critical observer of the educational system since kindergarten. I am amazed that I became a teacher in the public school system as that was the last thing I had considered. I had initially wanted to be a dancer but left for Europe to study art. I left Toronto right after high school when life stepped in. I became an English language teacher to adults in a foreign country due to unforeseen circumstances. How strange! But, I never gave up. I have been doing all I can to break the public school system from the inside. It has been quite challenging, but with some terrific personal rewards.
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

YouTube - An Open Letter to Educators - 5 views

www.youtube.com/watch

youtube education changes web2.0 Dan Brown

shared by J.Randolph Radney on 16 Mar 10 - Cached
  • J.Randolph Radney on 16 Mar 10
     
    What do you think of this open video letter to educators?
J.Randolph Radney

The Future of Thinking - The MIT Press - 4 views

mitpress.mit.edu/...default.asp

Web2.0 education technology innovation thinking MIT

shared by J.Randolph Radney on 25 Apr 10 - Cached
  • The authors propose an alternative definition of "institution" as a "mobilizing network"—emphasizing its flexibility, the permeability of its boundaries, its interactive productivity, and its potential as a catalyst for change—and explore the implications for higher education.
  • The Future of Thinking reports on innovative, virtual institutions. It also uses the idea of a virtual institution both as part of its subject matter and as part of its process: the first draft was hosted on a Web site for collaborative feedback and writing.
  • J.Randolph Radney on 25 Apr 10
     
    Has anyone read this book? Can you link a review of it to our diigo group?
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.
J.Randolph Radney

Future Ready Schools: Empowering Educators through Professional Learning toolkit | Offi... - 3 views

tech.ed.gov/...professional-learning

educational technology toolkit

shared by J.Randolph Radney on 31 Mar 15 - No Cached
  • This toolkit provides leaders with a multi-step decision-making process, practical tools, and numerous examples for setting a trajectory of positive change, moving assertively toward achievement of student learning and improvement goals.
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