Skip to main content

Home/ MOODLE for Teachers/ Group items tagged intelligence

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
eabyasinfosol

Multitenancy Moodle Course Activity Completion Report in LearnerScript |IOMAD Course Ac... - 0 views

youtu.be/YiRHiUQmkEc

Moodle Reporting plugin

shared by eabyasinfosol on 10 Feb 22 - No Cached
  • eabyasinfosol on 10 Feb 22
     
    Multi-Tenancy Moodle Course Activity Completion Report in LearnerScript Welcome to the LearnerScript feature explanatory short video, In this video, Using LearnerScript, How we can track Multi-Tenancy Moodle Course-related top learners with most Activity Completions. Let's dive into the video now... To track Multi-Tenancy Moodle Course-related top learners with most Activity Completions, In this LearnerScript IOMAD Dashboard, you need to go to the manage reports section and scroll down till you find the "Top Learners" report. Using these multi-tenancy filters you can select any particular company, its department, and any particular Moodle course. Here in the below report table, you can see details such as learners, and their completed assignments, quizzes, SCORMS, activities, and grades. To track the details of learners with most activity completions you need to sort this table using the Completed Activities column in Descending order. Here you can see these are the top course activity completions counts by each learner. Using this "learns filter" you can search for any particular learner details as well. Let's show this top learners report in graphical format and to do so select add graph from the above menu then select "Bar" type from this dropdown. Enter chart name, Select series column, Y-axis value, and sort by "completed Activities" in "Descending" order then click on Add button. Here you can see this "Completed Activities" graph showing us the top learners and their completed activities count details. Similarly, this time let's select the "Artificial intelligence" Moodle course to see top learners' details with most activities completion. After sorting the completed activities column in descending order you can see that these are the top learners of the "Artificial intelligence" moodle course who have completed most of the activities. Let's show this course activities completion report in graphical format! This time let's select a different c
J.Randolph Radney

H.L. Mencken On Education's True Objectives - 2 views

www.rense.com/menk.htm

education objectives

shared by J.Randolph Radney on 05 Apr 12 - No Cached
  • "That erroneous assumption is to the effect that the aim of public education is to fill the young of the species with knowledge and awaken their intelligence, and so make them fit to discharge the duties of citizenship in an enlightened and independent manner. Nothing could be further from the truth.   "The aim of public education is not to spread enlightenment at all, it is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardized citizenry, to put down dissent and originality. That is its aim in the United States, whatever the pretensions of politicians, pedagogues and other such mountebanks, and that is its aim everywhere else."
  • J.Randolph Radney on 07 Apr 12
     
    This quote is all the more poignant when we note that it was penned in the mid-1920s.
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).
1 - 5 of 5
Showing 20▼ items per page