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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

Details the supported Operating Systems, supported Internet Browsers, and recommended system specifications for using the Wimba Classroom.

Our goal might be to support Deep versus Surface Learning, but what does this mean in practical terms. What are the beliefs and dispositions which support teaching for deep learning, and what are the implications of this in terms of the pedagogy we adopt?

There are plenty of content creation apps, but this blog outlines apps that support collaboration between students. Diigo has long been a favourite of mine, but I think Subtext (free) could be a real winner for Academics looking for a collaborative reading tool.

Checks Java and provides a link to the "configuration room"

Useful site with lots of Moodle support resources. This page -Online Strategies and Best Practices for instructors has some useful resources - video interviews under Core Competencies for Online Teaching Success are interesting.

At the heart of mathematics are a set of connected thinking dispositions. The mathematician uses these dispositions as the cognitive tools of their trade. While the traditional imagining of mathematics might be all about the accurate application of well-rehearsed algorithms and processes, in the real world of mathematics, it is all about the thinking. As we consider what our students need from their mathematical education, we should not overlook the importance of these dispositions. 

"library of user guides and support materials include details on everything you need to know about Cisco WebEx Meeting Center"

"Respondus also supports the IMS QTI standard"

CompendiumLD is a software tool for designing learning activities using a flexible visual interface. It is being developed as a tool to support lecturers, teachers and others involved in education to help them articulate their ideas and map out the design or learning sequence. Feedback from users suggests the process of visualising design makes their design ideas more explicit and highlights issues that they may not have noticed otherwise. It also provides a useful means of representing their designs so that they can be shared with others.

This paper presents an investigation into how students studying at university engage actively with learning technology in their self-directed study time. The case study surveyed 250 students studying at undergraduate and postgraduate level from a purposive sample of departments within one institution. The study has also conducted focus groups and a number of in-depth follow-up interviews with respondents to the survey. In this article we explore three emerging aspects of the learning experience, namely student expectations of the technology, their lecturers' engagement with technology and how the technology might support processes of transition in higher education. One key implication is that more academic guidance is needed on what and how to use the technology effectively for independent learning, even where ICT skills levels are high. The study also identifies the significant role that the lecturer plays in facilitating students' use of technology. The findings of this study will be of interest to those working to incorporate learning technologies more effectively in higher education, in particular for those who are looking to improve the engagement of students in self-directed learning.

Wimba Classroom quick step instructions for Blackboard

1. The eLearning PD Environment - Environment map of providing e-learning professional development support for academics in Australian higher education.

* 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

An overview of instructional design principles that may be used to guide beginning instructors in the creation of online learning courses and materials that support learner engagement and knowledge construction.