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Niki Fardouly

Writing learning outcomes - 1 views

www.brookes.ac.uk/...writing_learning_outcomes.html

Learn and Teach TELTPD-2011

shared by Niki Fardouly on 01 Apr 11 - No Cached
  • Niki Fardouly on 01 Apr 11
     
    Oxford Centre for Staff and Learning Development Suggestions for how to write good learning outcomes
Lyn Collins

Is making your course accessible important? | MQASMQAS - 0 views

mqas.org/...ur-course-accessible-important

accessibility accessible design course_design online

shared by Lyn Collins on 06 Mar 13 - No Cached
  • Lyn Collins on 06 Mar 13
     
    "According to the Australian Disability Clearninghouse on Education and Training (ADCET) The number of students with disability in university study has increased from 11,656 in 1995 to 42,111 in 2011 and that one in five people in Australia have one or more disabilities, which is increasing. This means that 1 in 20 students has a disability that impacts on their study. Improving student outcomes requires us to "build-in" equitable policies and practices across the organisation, as statistically as much as 20% of the student-body need it, and have a right to it."
Robyn Jay

Roadmap - MoodleDocs - 1 views

docs.moodle.org/Roadmap

moodle2.0 moodle

shared by Robyn Jay on 19 Feb 10 - Cached
  • Robyn Jay on 19 Feb 10
     
    "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
Niki Fardouly

Pedagogy - MoodleDocs - 1 views

docs.moodle.org/Pedagogy

TELTPD-2011 moodle pedagogy Course Design elearning

shared by Niki Fardouly on 18 Mar 11 - Cached
  • Niki Fardouly on 18 Mar 11
     
    * 1 Definition of Pedagogy * 2 Moodle in three short paragraphs * 3 Social Constructionism as a Referent * 4 How Moodle tries to support a Social Constructionist view * 5 Finding a balance * 6 Progression * 7 Where Moodle can do better and what we're doing about it o 7.1 Repositories and Portfolios o 7.2 Community Hubs o 7.3 Better interaction between tools o 7.4 Metadata and outcome statements o 7.5 Role-playing and scenario simulations * 8 What else would you like to see? * 9 Interesting links
Nigel Coutts

Inquiry vs Direct Instruction - The Great Debate and How it Went Wrong - The Learner's Way - 1 views

thelearnersway.net/...t-debate-and-how-it-went-wrong

inquiry debate instruction education teaching learning

shared by Nigel Coutts on 26 Nov 17 - No Cached
  • Nigel Coutts on 26 Nov 17
     
    There is a debate taking place in the world of education. It is not a new debate but recently it has gathered new energy and the boundary between polite discussion of opposing views and hostility has been stretched. The debate is that between those who are advocates of inquiry based learning and those who believe direct instruction produces the best outcomes. - This article explore how the debate has gone wrong and fails to serve the needs of learners.
Nigel Coutts

Assessment and Student Agency - Better Together - The Learner's Way - 1 views

thelearnersway.net/...student-agency-better-together

assessment student agency learning education voice choice

shared by Nigel Coutts on 29 Dec 19 - No Cached
  • Nigel Coutts on 29 Dec 19
     
    As with many things in education, the outcome achieved will be a result of all that we do. Efforts to promote and empower student agency, voice and choice certainly falls into this category. We might have the best of intentions but unless each of our messaging systems align, we are unlikely to achieve success. So where do our efforts go wrong and what else might we change so that student agency is genuinely a part of our learning environment?
Robyn Jay

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

firstmonday.org/...2202

coopman blackboard review critique

shared by Robyn Jay on 30 Sep 09 - Cached
  • 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
  • ...6 more annotations...
  • 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

Design processes for teaching « The Weblog of (a) David Jones - 1 views

davidtjones.wordpress.com/...design-processes-for-teaching

instructionaldesign elearning pedagogy education learning instruction design

shared by Robyn Jay on 16 Mar 10 - Cached
  • Without question this design process should be informed by knowledge of pedagogy, but the process itself is worthy of description as there are differing options and perspectives.
  • Reigeluth (1983) defines instructional design as a set of decision-marking procedures that, given a set of outcomes for student to achieve and knowledge of the context within which they will achieve them, guides the choice and development of effective instructional strategies.
  • The learning theory used to inform instructional design has moved on from its behaviourist origins, moving through cognitivism, constructivism and slowly into connectivism.
  • ...2 more annotations...
  • Models, such as ADDIE, are most useful in the systematic planning of major revisions of an existing course or the creation of a new course. However, traditional university academics spend relatively little time in systematic planning activities prior to teaching an existing course (Lattuca and Stark 2009). A significant reason for this is that academics are not often required to engage in the development of new courses or major overhauls of existing courses (Stark and Lowther 1988). The pre-dominant practice is teaching an existing course, often a course the academic has taught previously. When this happens, academics spend most of their time fine tuning a course or making minor modifications to material or content
  • actual teaching and learning that occurs is more in line with the teacher’s implicit internalised knowledge and not that described in published course descriptions
Kristin Turnbull

Make your Moodle course look more like a web page - 13 views

www.westis4me.com/?p=28

lms moodle2 online learning learning design TELTPD-2011

shared by Kristin Turnbull on 21 Mar 11 - No Cached
  • Kristin Turnbull on 21 Mar 11
     
    Interesting video on using the HTML block as a way of creating links to navigate through course topics - avoiding excessive scrolling.
  • mpinspace on 22 Mar 11
     
    The navigation links on the left hand side are nice but for a completely new (for a learner) technical issue I would rather include the icons. Also, in Moodle 1.9.6 "Book" as a resource type was allowing for reaching the same outcome without complications of inclusing HTML blocks.
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