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eabyasinfosol

Multi-tenancy Moodle Reporting Tool? Here It Is - LearnerScript - 0 views

learnerscript.com/odle-reporting-tool-here-it-is

moodle multitenancy IOMAD LearnerScript reporting tool MoodleAnalytics

shared by eabyasinfosol on 28 Dec 20 - No Cached
  • eabyasinfosol on 28 Dec 20
     
    Do you have a multi-tenancy Moodle platform for your Learning and Development (L&D)? If yes, how about an advanced Moodle reporting tool for your organization? This Moodle learning analytics helps you have insights into the learning experiences of your employees. That's to steer your organization's L&D in the desired direction. LEARNERSCRIPT, A CUSTOMIZABLE & READY-TO-USE TOOL LearnerScript does that job better. The tool's there to help improve the learning experiences of students, teachers, managers, or any role in between. So much so the organization gets the optimum ROI out of the training of their folks.
Dr. Nellie Deutsch

Sharing Online Learning Experiences - 6 views

You are invited to share your online learning experiences as a presenter, participant, or moderator at CO10 from Feb 5-7, 2010: http://www.integrating-technology.com/course/view.php?id=89. The key ...

CO10 online learning experiences

started by Dr. Nellie Deutsch on 21 Jan 10 no follow-up yet
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).
eabyasinfosol

How to Leverage This Moodle Plugin for Moodle Quiz Analytics - LearnerScript - 1 views

learnerscript.com/ugin-for-moodle-quiz-analytics

Moodle Quiz Analytics Grades LearnerScript Summary Reporting

shared by eabyasinfosol on 18 Feb 21 - No Cached
  • eabyasinfosol on 18 Feb 21
     
    A brief about Quiz in Moodle The courses in the Moodle Learning Management System (aka Moodle LMS) form its essence. And there are various methods to assess the learning experience of your folks. They include Assignments, Polls, Surveys, and Quizzes. Moodle Quiz is part and parcel of a Moodle course. In the sense, if you are a (Moodle) admin or teacher, you can add a quiz, to check your learners' progress, across the course. In order to form a quiz, you need questions from a Question Bank of your course. It contains a variety of Quiz Question Types in Moodle, which we will discuss separately in another post. So, you save these quiz questions of a course here for usage as and when required...
eabyasinfosol

How to Choose an [Moodle] LMS System for Higher Edu Sector - Eabyas - 1 views

eabyas.com/s-system-for-higher-edu-sector

Moodle LMS Online Education Higher elearning edtech

shared by eabyasinfosol on 11 Aug 21 - No Cached
  • eabyasinfosol on 11 Aug 21
     
    Almost every industry keeps pace up with technology for effective processes, resource management, and innovative solutions. However, there is an exception - the education industry lags behind in embracing eLearning tools and technologies. There is no iota of doubt that traditional classrooms and learning methods offer indelible one-on-one or one-to-many learning experiences across the campuses. The Higher Edu organizations are stuck in a rut. To my dismay, they aren't the pioneers to embrace the technologies, but the opposite...
J.Randolph Radney

Free and Unlimited Web Conferencing | Free Video Conferencing | Online Web Meeting | Mu... - 5 views

www.bigmarker.com

collaboration conference webinars meetings web2.0 bigmarker meet learn

shared by J.Randolph Radney on 13 Feb 12 - No Cached
  • J.Randolph Radney on 13 Feb 12
     
    This is an online meeting tool I heard about recently. Has anyone had experience with it?
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

Technology a key tool in writing instruction | Community | eSchoolNews.com - 1 views

www.eschoolnews.com/...ey-tool-in-writing-instruction

writing technology instruction eschoolnews education learning

shared by J.Randolph Radney on 22 Jul 10 - Cached
  • The report found that the use of Web 2.0 tools such as blogs, podcasts, wikis, and comics-creating software can heighten students’ engagement and enhance their writing and thinking skills in all grade levels and across all subjects.
  • “The experience of these nine teachers reminds us of the central role they play in true education reform. It’s teachers who are the technology drivers, seeking out digital tools, learning them, testing them, and finally implementing them successfully in their classrooms,” said Sharon J. Washington, executive director of NWP.
  • Students also must have an opportunity to write about real issues and for a real audience outside of their classroom. They should be able to get responses from other students in and out of the classroom, and to collaborate on writing projects. All of these things, Eidman-Aadahl said, can be done by using the internet.
  • J.Randolph Radney on 22 Jul 10
     
    This is an article on the use of Web 2.0 tools in writing classes.
J.Randolph Radney

Creating Powerful Learning Experiences Handout.pdf (application/pdf Object) - 2 views

tandl.unbc.ca/...ng%20Experiences%20Handout.pdf

reflection learning

shared by J.Randolph Radney on 07 Nov 09 - No Cached
  • J.Randolph Radney on 07 Nov 09
     
    Doug Hamilton
J.Randolph Radney

Reflective Learning: Key to Learning from Experience -- Boyd and Fales 23 (2): 99 -- Jo... - 1 views

jhp.sagepub.com/...99

reflection learning

shared by J.Randolph Radney on 07 Nov 09 - Cached
  • J.Randolph Radney on 07 Nov 09
     
    Evelyn M. Boyd and Ann W. Fales
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