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Robyn Jay

Roadmap - MoodleDocs - 1 views

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    "Version 2.0 Moodle 2.0, our biggest release ever, is coming together after two years of development. It contains a huge number of core changes to the platform, most of which are designed to give 3rd party developers more flexibility, scalability and safety. The timetable is designed to deliver Moodle 2.0 in time for the new school year in the northern hemisphere and currently looks like this: * March 2010: Moodle 2.0 Beta release * April, May, June 2010: intensive beta testing and bug fixing (freeze on new features) * 1 July 2010: Moodle 2.0 production release You can track our current progress in detail on the Moodle 2.0 Planning document. Please remember that this document is frequently updated and details can change a lot! Draft release notes at Moodle 2.0 release notes. Please add notable items while they are fresh in your mind. The notes will be edited before the final release. System requirements Since Moodle 2.0 is such a major release, we are allowing ourselves some increases in the requirements. * PHP 5.2.8 is now the minimum version supported. (We are aware that several important linux distros are still shipping earlier versions like 5.2.6, but we need at least version 5.2.x for the new File API, and there are bugs in 5.2.7 and earlier that we could not work around.) This allows developers to write cleaner code using the more recent features of PHP, and will also improve user experience. * Databases should be one of the following: o MySQL 5.0.25 or later (InnoDB storage engine highly recommended) o PostgreSQL 8.3 or later o Oracle 10.2 or later o MS SQL 2005 or later * When upgrading to Moodle 2.0, you must have Moodle 1.9 or later. if you are using an earlier version of Moodle (eg 1.8.x) then you need to upgrade to Moodle 1.9.x first. New Community features * Community hub - Moodle.com Makes it easy for teachers to find other courses to download as templates fo
Robyn Jay

iStanford reviews - AppComments.com - 0 views

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    "alexphrodisiac Version 1.0 - Oct 11, 2008 This app is extremely professionally done and highly useful to Stanford students. It's not the smallest campus, and the maps feature comes in handy when navigating, or to find a specific building or place on campus. The directory is also incredibly useful, and the athletics and courses features are great to have. Soon, the ability to actually register for courses will be made available on this app, and that will only further increase its utility. Great job in nearly every aspect of the app. Again, this is an absolute MUST HAVE for Stanford students. "
Robyn Jay

Omnium Software Features - 0 views

Karsten Sommer

LMS integrations with Elluminate - 2 views

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    Features demonstrations for both Blackboard v9 and Moodle 1.9
Niki Fardouly

Mount Orange School (Moodle 2.0 Demo) - 1 views

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    Playlist of 17 clips showing the main new and improved features in Moodle 2.
dean groom

Google Wave: Google Tries to Reinvent Email - 0 views

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    Google today announced a new Internet-based communications and collaboration platform; Google Wave. While some of the details are still a bit sketchy, Google Wave looks to be an integrated communications platform that brings together email, chat, photo-sharing, and collaborative editing features. Google describes a 'wave' as "equal parts conversation and document" and the Wave team basically sees it as a replacement for email and other collaboration tools.
Robyn Jay

A critical examination of Blackboard's e-learning environment - Coopman - 3 views

  • teaching/learning as performance and teaching/learning as text
  • perceived institutional presence — the degree to which online learners felt connected to the university — was positively related to learning outcomes, satisfaction with the course, and intent to stay in the program.
  • students in the traditional classes interacted with each other far less than those in the hybrid (Web–enhanced) classes
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  • quality of interaction in online discussions, rather than quantity, may be the better predictor of student achievement
  • Interrogating the structure of learning management systems such as Blackboard brings to light the unnoticed ways in which the software frames online classroom interaction
  • Rose (2004) argued in her critique of learning management systems that the mediated tools instructors use to teach their classes are not value–free. The author lamented that “there is no acknowledgment of the fundamental transformations that must be wreaked upon content imported into platforms such as WebCT and Blackboard, nor of the fact that the very structure of these systems constrains instructional possibilities and decision–making.” [4] Like a highly bureaucratic organization, once a structure is built into a learning management system, changing the structure becomes unimaginable (Sandvig, 2006).
  • Online class discussions typically involve more student–student interaction and less instructor–student interaction. Lobel, et al. (2005) found that instructors were the center of the interaction network during in person discussions whereas the group was the center during online discussions. Blackboard’s discussion feature allows students to interact directly with each other, bypassing the instructor. However, the degree of structural flexibility in a Blackboard discussion board resides to a large extent in the decisions the instructor makes. May students attach files? May students start new discussion threads? May students post anonymously? Do they rate each other’s messages? What is the rating system?
  • What has changed is the instructor’s increased ability to track students’ use of the class Web site: number of messages posted, number of messages read, and how many times various pages or sections are accessed. Mullen (2002) argued that this type of information seems to provide an objective measure of student engagement, but in fact creates a dangerously decontextualized, essentialized image of a class in which levels of “participation” stand in for evidence of learning having taken place. Students are treated not as learners, as partners in an educational enterprise, but as users
  • “The brave new world of digital education promises greater access, increased democratic participation, and the transcendence of discrimination through pure minds. We must interrogate the actuality of these hypes: who has access, is participation online transformative, and is transcendence of difference a goal of progressive pedagogies?” [8]
Robyn Jay

An anthropological introduction to YouTube - 0 views

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    An anthropological introduction to YouTube
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