During this short presentation, I will be sharing with the community the process of moving to Moodle 2 including the time plan, road map, problems faced, alternatives we found, enhancement we did on our Moodle 2 version, transition period, training faculty, piloting period, course migration, features missing, integrations with 3rd party applications and all obstacles we faced during the move to Moodle 2 and finally our success story. I want to share these issues to encourage others who are planning to move to Moodle 2 but still reluctant, to go for it on top of all these obstacles. Also to help them avoid the problems we faced.
Presented by Wissam Nahas at Moodlemoot Dublin 2013 - http://moodlemoot.ie
If you haven’t heard, Moodle 3.1 was released last month! Development of the latest version has been influenced by feedback from the Moodle community, to ensure user suggestions for improvement are implemented. Moodle 3.1 offers an improved Moodle experience, as it comes equipped with exciting new enhancements to improve how organizations facilitates their learning. Every release will undoubtedly bring up questions; Join us on June 16th so we can answer them for you!
Watch the recording to learn:
- The new features, updates, and improvements in Moodle 3.1
- How Moodle 3.1 will simplify the learning process, making it more efficient for both students and admin
This document provides an overview of training on using Moodle in a 1:1 classroom setting. It introduces Moodle as a course management system for creating and delivering online course content and assessments. The document outlines why Moodle is useful for organizing content, sharing resources, facilitating discussions, assigning and grading work, and collecting data. It then lists the goals and objectives of the training, which is divided into four modules covering the Moodle workspace, sharing resources, online activities and assessments, and managing the full course.
Transitions and Extensions – What Schools Have Learned from Sakai Migrations Gary Wilhelm
This document discusses lessons learned from migrating courses from Blackboard to Sakai at multiple schools at the University of North Carolina. It includes 3 case studies:
1) The School of Public Health migrated fully online courses by replicating Blackboard functionality and organization in Sakai. They encountered minor issues with the editor and linking documents.
2) The School of Government migrated their MPA program to ensure consistency across courses. They developed tools to import content from Blackboard and provided faculty training and support.
3) The School of Medicine aims to extend Sakai use beyond the classroom for projects, websites, calendars and data repurposing. They use it for committees, research groups and hosting open/restricted files.
Moodle 3.1 includes several new features to improve performance, support competency-based education, and mobile learning. Key additions are PHP 7 support to boost speed, tools for defining and tracking individual learning plans, expanded mobile quiz and app capabilities, and easier course editing and publishing. The update also enhances forums, search, tagging, assignment grading and more.
Migrating to Moodle: Lessons Learned from Recent CSU MigrationsJohn Whitmer, Ed.D.
In this presentation from the US West Coast Moodle Moot 2011, leaders from California State University that have recently migrated to Moodle discuss their campus decision-making process, the processes and technologies used to migrate content, and their process of implementation. The speakers represent campuses migrating from both Blackboard and WebCT, and a mix of small and large FTE campuses. Activities that benefited from multi-campus coordination and resource sharing are also be discussed.
Presenters:
David Levin, CSU Northridge
Barbara Taylor, CSU San Marcos
Moderator: John Whitmer, CSU Office of the Chancellor
If you haven’t heard, Moodle 3.1 was released last month! Development of the latest version has been influenced by feedback from the Moodle community, to ensure user suggestions for improvement are implemented. Moodle 3.1 offers an improved Moodle experience, as it comes equipped with exciting new enhancements to improve how organizations facilitates their learning. Every release will undoubtedly bring up questions; Join us on June 16th so we can answer them for you!
Watch the recording to learn:
- The new features, updates, and improvements in Moodle 3.1
- How Moodle 3.1 will simplify the learning process, making it more efficient for both students and admin
This document provides an overview of training on using Moodle in a 1:1 classroom setting. It introduces Moodle as a course management system for creating and delivering online course content and assessments. The document outlines why Moodle is useful for organizing content, sharing resources, facilitating discussions, assigning and grading work, and collecting data. It then lists the goals and objectives of the training, which is divided into four modules covering the Moodle workspace, sharing resources, online activities and assessments, and managing the full course.
Transitions and Extensions – What Schools Have Learned from Sakai Migrations Gary Wilhelm
This document discusses lessons learned from migrating courses from Blackboard to Sakai at multiple schools at the University of North Carolina. It includes 3 case studies:
1) The School of Public Health migrated fully online courses by replicating Blackboard functionality and organization in Sakai. They encountered minor issues with the editor and linking documents.
2) The School of Government migrated their MPA program to ensure consistency across courses. They developed tools to import content from Blackboard and provided faculty training and support.
3) The School of Medicine aims to extend Sakai use beyond the classroom for projects, websites, calendars and data repurposing. They use it for committees, research groups and hosting open/restricted files.
Moodle 3.1 includes several new features to improve performance, support competency-based education, and mobile learning. Key additions are PHP 7 support to boost speed, tools for defining and tracking individual learning plans, expanded mobile quiz and app capabilities, and easier course editing and publishing. The update also enhances forums, search, tagging, assignment grading and more.
Migrating to Moodle: Lessons Learned from Recent CSU MigrationsJohn Whitmer, Ed.D.
In this presentation from the US West Coast Moodle Moot 2011, leaders from California State University that have recently migrated to Moodle discuss their campus decision-making process, the processes and technologies used to migrate content, and their process of implementation. The speakers represent campuses migrating from both Blackboard and WebCT, and a mix of small and large FTE campuses. Activities that benefited from multi-campus coordination and resource sharing are also be discussed.
Presenters:
David Levin, CSU Northridge
Barbara Taylor, CSU San Marcos
Moderator: John Whitmer, CSU Office of the Chancellor
If you haven’t heard, Moodle 3.0 was released on November 16th! Development of the latest version has been influenced by feedback from the Moodle community, to ensure user suggestions for improvement are implemented. Moodle 3.0 offers an improved Moodle experience, as it comes equipped with exciting new enhancements to maximize user experience and ensure learners remain engaged through course and learning outcomes. Every release will undoubtedly bring up questions; Join us on December 3rd so we can answer them for you!
Watch the webinar to learn
- The new features, updates, and improvements in Moodle 3.0
- How Moodle 3.0 will simplify the learning process, making it more efficient for both students and admin
TLC2016 - A search engine for Blackboard Learn, the impossible made possible.BlackboardEMEA
Presenter: Machiels Wim
Organisation: KU Leuven
Description: Search engines have become an essential tool in our daily lives and anno 2016 we cannot imagine a system - which stores a large amount of documents - that is not searchable. Unfortunately Blackboard Learn doesn’t offer this functionality yet and it hasn’t been on the companies roadmap for years. Since students and staff at KU Leuven requested a search engine for their LMS for many years we decided to develop this functionality in-house.
In this talk we will demo our solution and show how we can index all content of a large Blackboard Learn deployment and provide personalized search results for all our users.
The document discusses improvements made to the assignment activity and integration with Turnitin in the Moodle LMS at the American University of Beirut. It outlines problems with the previous "upload a single file" assignment type and advantages of switching to the "advanced uploading of files" type. It also details the integration of Turnitin for plagiarism detection directly into the assignment settings. This allows students to submit work and see similarity reports all in one place. The changes aim to provide more functionality for students and instructors when using assignments.
The document summarizes survey results from teachers and students about an online education platform called Prof-desk. Key findings include teachers wanting to easily create and manage online course content while monitoring student progress, and students wanting important course deadlines and organized teaching materials available online. The redesign of Prof-desk focused on simplifying the teacher dashboard and course upload process to better facilitate managing online education content.
The Moodle Trigger plugin allows Moodle events to trigger workflows that communicate with external systems. It defines workflows as a series of steps that can include filters, lookups, and actions. For example, a workflow could email a student and send completion data to a student management system when a student completes a course. The plugin aims to automate actions and integrate Moodle with external systems through a flexible framework. It sees ongoing development to improve ease of use, available fields, and processing speed.
EdTech 2021: Integrating Microsoft Teams with MoodlePeter Windle
This document discusses integrating Microsoft Teams with the learning management system Moodle to create a single community platform for students and lecturers. It explains that isolation can lead to higher dropout rates while community creates a better learning experience, and Teams can be used to build such a community. It then provides details on how to integrate Teams and Moodle through plugins to automate the creation of Teams groups for each Moodle course module and manage membership synchronization between the two platforms.
This document provides an introduction to an operating systems course. It will describe the internal behavior of operating systems using examples from Linux, Windows, and Solaris. Students will write 4-5 programs in C/C++ running on Linux. Topics covered include operating system structures, processes, multithreading, scheduling, synchronization, deadlocks, memory management, file systems, and I/O systems. The textbook is listed, as well as information on exams, homework, and programming assignments, the instructor's contact details, and course policies.
TLC2016 - KULeuven's new learning portal and css/JS tweaks for course designBlackboardEMEA
Presenter: Bert Coenen
Organisation: KU Leuven
Description: At KU Leuven, we developed a new portal to replace our tabs-and-modules-based portal.
The portal runs outside / on top of / alongside Blackboard.
It aggregates information from different sources
- Enrollments
- Updates and messages
- User-targeted tools, links and information
Key features:
- Course list
- Inline access to updates, messages, settings
- Filter, search and customization tools:
- Favorites
- Colours
- Banners
We're also introducing a new design for course pages.
Key features:
- Based on the latest Learn theme
- Enhancements
- Simplified, inline content creation
- ""Intelligent"" learning modules
- ""Productivity"" enhancements
- Availability of courses and items
- Drag and drop
- ...
- Responsive design
This document provides an overview and agenda for a new faculty orientation on using the Moodle learning management system at Cal Maritime. The orientation covers getting started with Moodle by configuring course settings and blocks, adding course content by uploading files and linking to resources, and making the course interactive through activities, forums, and third-party tools. It also reviews using the gradebook and login instructions. Support resources are listed, including video tutorials, documentation, and on-campus guides for effective Moodle course design and teaching techniques.
This document provides an introduction to an operating systems course. It will cover topics like process concepts, scheduling, synchronization, memory management and file systems. Students will need to write 4-5 C/C++ programs running on Linux and the class will use an operating systems textbook. The grading will be based on midterm and final exams, and homework assignments including programming assignments.
Virginia Tech transitioned from Blackboard to Sakai as its learning management system. It began piloting Sakai in 2005 and aims to complete the transition by December 2010. It has provided extensive training and support to faculty through workshops covering Sakai overview, tasks, pedagogy, and one-on-one help. Training attendance has grown from hundreds to over a thousand. The transition involves migrating content from Blackboard to Sakai through an automated tool and manual testing migration. Feedback is used to refine training and development to aid the transition.
MindTap Pilot Program - Course Technology Computing ConferenceCengage Learning
The document outlines a MindTap Pilot program presentation agenda that includes explaining what the MindTap Pilot program is, how to set up the learning management system (LMS), embedding content and assignments, adding assignments to the LMS, student access through the LMS, and gradebook synchronization. The presenter is Melisa "Joey" Bryant, program coordinator at Forsyth Technical Community College.
Prof-desk – General Assembly UXDi Immersive Student ProjectZoe Fisher
The document summarizes a student project to redesign the Prof-desk online education platform. Zoe Fisher and Erik Evangelista conducted user research through surveys and personas of teachers and students. They analyzed competitors and identified opportunities to simplify course creation and management for teachers. Their redesign focused on streamlining the homepage and teacher dashboard with minimalist design. Concepts and prototypes were created and tested to improve the user experience for online education.
Ben Young, Director of Learning Solutions, presented on top Moodle plugins for blended learning. Blended learning combines online and in-person learning and is popular because it allows learning at your own pace, focuses on interests, and caters to different learning styles. Research shows blended learning improves outcomes. It saves time and money by reducing infrastructure costs and allowing training to reach many students at once in a repeatable model. Common Moodle plugins that support blended learning include Big Blue Button for live sessions, progress bars, dialogues, attendance tracking, multimedia, quizzes, and wikis. The presentation outlined next steps for implementing blended programs which include setting goals and objectives, considering learners, designing the blend, and measuring success
This document outlines an online workshop for assessing online courses. The objectives are to explain how online course assessment differs from face-to-face, list benefits of online assessment, access an online course on Blackboard, assess online course design using the Quality Matters rubric, assess course delivery, and introduce colleagues to CETLA resources for online teaching. It discusses definitions of online course types and why peer review and assessing course design and delivery are important. The Quality Matters rubric and process for online course assessment are described.
Everyone is talking about learning management systemsDenise Krefting
This document discusses learning management systems (LMS) and the features of the AEA PD Online LMS. It defines an LMS as software or web-based technology used to plan, implement, and assess learning by allowing instructors to create and deliver content and track student participation and performance. The AEA PD Online LMS is free for participating schools and provides training/support, a place for teachers to share resources and online content, and access to educational resources through single sign-on with a Google account. It allows features like conditional activities, audio/video, forums, quizzes, and rubric-based grading to customize online courses.
This document presents a proposed mobile application for accessing e-learning materials without internet. The existing system of accessing materials through websites is difficult for students as it takes time to download and requires internet access. The proposed mobile app aims to address these issues by providing all subject materials from previous years in a single application, eliminating the need to visit different websites or download large files. It will use an Android platform with MySQL database and be developed using Eclipse IDE. The objectives are to provide previous year exam papers and reduce students' burden by saving download time.
The document provides an overview of new features and changes in Blackboard 9.1, including a more streamlined and intuitive interface with drag and drop functionality, contextual help, course file management tools, and dashboard notifications. It highlights new tools like anonymous grading, assessment authoring, blogs, journals, wikis, and improved group tools. The document also notes features that have been removed, such as Electric Blackboard and Student Homepages, and provides resources for further information.
The document discusses professional development models for teachers at two different organizations:
1) CCCOnline provides both synchronous (webinars) and asynchronous (online workshops) training to their adjunct faculty. Required workshops include topics like the learning management system, while other optional workshops cover subjects like rubrics and learning styles.
2) Omaha Public Schools aims to shift to more student-centered instruction and uses blended learning. They provide an online repository of resources for teachers and have used NROC learning objects and courses. Training focuses on tools for curriculum, assessment and learning management.
If you haven’t heard, Moodle 3.0 was released on November 16th! Development of the latest version has been influenced by feedback from the Moodle community, to ensure user suggestions for improvement are implemented. Moodle 3.0 offers an improved Moodle experience, as it comes equipped with exciting new enhancements to maximize user experience and ensure learners remain engaged through course and learning outcomes. Every release will undoubtedly bring up questions; Join us on December 3rd so we can answer them for you!
Watch the webinar to learn
- The new features, updates, and improvements in Moodle 3.0
- How Moodle 3.0 will simplify the learning process, making it more efficient for both students and admin
TLC2016 - A search engine for Blackboard Learn, the impossible made possible.BlackboardEMEA
Presenter: Machiels Wim
Organisation: KU Leuven
Description: Search engines have become an essential tool in our daily lives and anno 2016 we cannot imagine a system - which stores a large amount of documents - that is not searchable. Unfortunately Blackboard Learn doesn’t offer this functionality yet and it hasn’t been on the companies roadmap for years. Since students and staff at KU Leuven requested a search engine for their LMS for many years we decided to develop this functionality in-house.
In this talk we will demo our solution and show how we can index all content of a large Blackboard Learn deployment and provide personalized search results for all our users.
The document discusses improvements made to the assignment activity and integration with Turnitin in the Moodle LMS at the American University of Beirut. It outlines problems with the previous "upload a single file" assignment type and advantages of switching to the "advanced uploading of files" type. It also details the integration of Turnitin for plagiarism detection directly into the assignment settings. This allows students to submit work and see similarity reports all in one place. The changes aim to provide more functionality for students and instructors when using assignments.
The document summarizes survey results from teachers and students about an online education platform called Prof-desk. Key findings include teachers wanting to easily create and manage online course content while monitoring student progress, and students wanting important course deadlines and organized teaching materials available online. The redesign of Prof-desk focused on simplifying the teacher dashboard and course upload process to better facilitate managing online education content.
The Moodle Trigger plugin allows Moodle events to trigger workflows that communicate with external systems. It defines workflows as a series of steps that can include filters, lookups, and actions. For example, a workflow could email a student and send completion data to a student management system when a student completes a course. The plugin aims to automate actions and integrate Moodle with external systems through a flexible framework. It sees ongoing development to improve ease of use, available fields, and processing speed.
EdTech 2021: Integrating Microsoft Teams with MoodlePeter Windle
This document discusses integrating Microsoft Teams with the learning management system Moodle to create a single community platform for students and lecturers. It explains that isolation can lead to higher dropout rates while community creates a better learning experience, and Teams can be used to build such a community. It then provides details on how to integrate Teams and Moodle through plugins to automate the creation of Teams groups for each Moodle course module and manage membership synchronization between the two platforms.
This document provides an introduction to an operating systems course. It will describe the internal behavior of operating systems using examples from Linux, Windows, and Solaris. Students will write 4-5 programs in C/C++ running on Linux. Topics covered include operating system structures, processes, multithreading, scheduling, synchronization, deadlocks, memory management, file systems, and I/O systems. The textbook is listed, as well as information on exams, homework, and programming assignments, the instructor's contact details, and course policies.
TLC2016 - KULeuven's new learning portal and css/JS tweaks for course designBlackboardEMEA
Presenter: Bert Coenen
Organisation: KU Leuven
Description: At KU Leuven, we developed a new portal to replace our tabs-and-modules-based portal.
The portal runs outside / on top of / alongside Blackboard.
It aggregates information from different sources
- Enrollments
- Updates and messages
- User-targeted tools, links and information
Key features:
- Course list
- Inline access to updates, messages, settings
- Filter, search and customization tools:
- Favorites
- Colours
- Banners
We're also introducing a new design for course pages.
Key features:
- Based on the latest Learn theme
- Enhancements
- Simplified, inline content creation
- ""Intelligent"" learning modules
- ""Productivity"" enhancements
- Availability of courses and items
- Drag and drop
- ...
- Responsive design
This document provides an overview and agenda for a new faculty orientation on using the Moodle learning management system at Cal Maritime. The orientation covers getting started with Moodle by configuring course settings and blocks, adding course content by uploading files and linking to resources, and making the course interactive through activities, forums, and third-party tools. It also reviews using the gradebook and login instructions. Support resources are listed, including video tutorials, documentation, and on-campus guides for effective Moodle course design and teaching techniques.
This document provides an introduction to an operating systems course. It will cover topics like process concepts, scheduling, synchronization, memory management and file systems. Students will need to write 4-5 C/C++ programs running on Linux and the class will use an operating systems textbook. The grading will be based on midterm and final exams, and homework assignments including programming assignments.
Virginia Tech transitioned from Blackboard to Sakai as its learning management system. It began piloting Sakai in 2005 and aims to complete the transition by December 2010. It has provided extensive training and support to faculty through workshops covering Sakai overview, tasks, pedagogy, and one-on-one help. Training attendance has grown from hundreds to over a thousand. The transition involves migrating content from Blackboard to Sakai through an automated tool and manual testing migration. Feedback is used to refine training and development to aid the transition.
MindTap Pilot Program - Course Technology Computing ConferenceCengage Learning
The document outlines a MindTap Pilot program presentation agenda that includes explaining what the MindTap Pilot program is, how to set up the learning management system (LMS), embedding content and assignments, adding assignments to the LMS, student access through the LMS, and gradebook synchronization. The presenter is Melisa "Joey" Bryant, program coordinator at Forsyth Technical Community College.
Prof-desk – General Assembly UXDi Immersive Student ProjectZoe Fisher
The document summarizes a student project to redesign the Prof-desk online education platform. Zoe Fisher and Erik Evangelista conducted user research through surveys and personas of teachers and students. They analyzed competitors and identified opportunities to simplify course creation and management for teachers. Their redesign focused on streamlining the homepage and teacher dashboard with minimalist design. Concepts and prototypes were created and tested to improve the user experience for online education.
Ben Young, Director of Learning Solutions, presented on top Moodle plugins for blended learning. Blended learning combines online and in-person learning and is popular because it allows learning at your own pace, focuses on interests, and caters to different learning styles. Research shows blended learning improves outcomes. It saves time and money by reducing infrastructure costs and allowing training to reach many students at once in a repeatable model. Common Moodle plugins that support blended learning include Big Blue Button for live sessions, progress bars, dialogues, attendance tracking, multimedia, quizzes, and wikis. The presentation outlined next steps for implementing blended programs which include setting goals and objectives, considering learners, designing the blend, and measuring success
This document outlines an online workshop for assessing online courses. The objectives are to explain how online course assessment differs from face-to-face, list benefits of online assessment, access an online course on Blackboard, assess online course design using the Quality Matters rubric, assess course delivery, and introduce colleagues to CETLA resources for online teaching. It discusses definitions of online course types and why peer review and assessing course design and delivery are important. The Quality Matters rubric and process for online course assessment are described.
Everyone is talking about learning management systemsDenise Krefting
This document discusses learning management systems (LMS) and the features of the AEA PD Online LMS. It defines an LMS as software or web-based technology used to plan, implement, and assess learning by allowing instructors to create and deliver content and track student participation and performance. The AEA PD Online LMS is free for participating schools and provides training/support, a place for teachers to share resources and online content, and access to educational resources through single sign-on with a Google account. It allows features like conditional activities, audio/video, forums, quizzes, and rubric-based grading to customize online courses.
This document presents a proposed mobile application for accessing e-learning materials without internet. The existing system of accessing materials through websites is difficult for students as it takes time to download and requires internet access. The proposed mobile app aims to address these issues by providing all subject materials from previous years in a single application, eliminating the need to visit different websites or download large files. It will use an Android platform with MySQL database and be developed using Eclipse IDE. The objectives are to provide previous year exam papers and reduce students' burden by saving download time.
The document provides an overview of new features and changes in Blackboard 9.1, including a more streamlined and intuitive interface with drag and drop functionality, contextual help, course file management tools, and dashboard notifications. It highlights new tools like anonymous grading, assessment authoring, blogs, journals, wikis, and improved group tools. The document also notes features that have been removed, such as Electric Blackboard and Student Homepages, and provides resources for further information.
The document discusses professional development models for teachers at two different organizations:
1) CCCOnline provides both synchronous (webinars) and asynchronous (online workshops) training to their adjunct faculty. Required workshops include topics like the learning management system, while other optional workshops cover subjects like rubrics and learning styles.
2) Omaha Public Schools aims to shift to more student-centered instruction and uses blended learning. They provide an online repository of resources for teachers and have used NROC learning objects and courses. Training focuses on tools for curriculum, assessment and learning management.
The document discusses how the NOffLA organization developed an online training program using the Moodle platform to address barriers to training their dispersed membership. They converted an existing Responsible Trading Certificate course into an online format. This resulted in increased accessibility and performance, including a 130% cost savings per trainee compared to in-person training. Based on quantitative and qualitative feedback, the online training was deemed a success at delivering high-quality, cost-effective training. Next steps include migrating to an updated Moodle platform and developing additional training programs online.
During MoodleMoot 2011 MidKent College presented their Personal Learning Plan (PLP) developed from the ULCC block. The presentation included visual images of the MidKent PLP which included the 'FlightPlan' which is designed to keep students on target and provide a tool to assist tutors in the 'stretch and challenge' process.
This presentation will provide an update on what has happened since MoodleMoot 2011, what Ofsted said about the tool and how staff are now embracing the PLP as integral to their role.
Presented by Rosie Douglas at the Moodlemoot Dublin 2013 - http://moodlemoot.ie
This document discusses the future of the Moodle learning management system. It performs a SWOT analysis, identifying strengths such as its free and open source nature, weaknesses like a lack of design tools, opportunities in lifelong learning needs, and threats from competition. It recommends that the Moodle community take more responsibility and be given a stronger voice, such as through an international association representing users.
The document outlines the University of Bath's approach to staff development for its upcoming upgrade from Moodle 2.0 to Moodle 2.2. It will take a gradual, iterative approach through various training levels and materials like how-to guides and video tutorials. The goal is to support stakeholders and manage institutional change, not take a rushed "sprint" method, as upgrading the learning management system used by 15,000 users is a significant undertaking.
This document discusses updating a message on a Moodle site. It contains page headings, intro text, the current message, and a form to update the message. Various Moodle context levels are also listed, including system, course category, course, and module.
This document summarizes the results of a student survey about Moodle usage at the National College Dublin (DCU) conducted in 2009, 2011, and 2013. Some key findings from the over 1800 students surveyed include:
- 75% of students were under 24 years old and 90% were full-time students.
- Students reported using Moodle most for accessing class announcements, lecture notes, and other course documents, while using it least for plagiarism detection and submitting assignments.
- The most common barriers to using Moodle reported were lecturers not uploading notes in advance and the platform being unfriendly to use.
- Students expressed a desire for lecturers to make better use of Moodle's features and for
Broadening the scope of a Maths module for student Technology teachers Sue Milne, Sarah Honeychurch, Niall Barr
Presented at Moodlemoot Edinburgh 2014
www.moodlemoot.ie
This document summarizes Daniel Mackley's presentation at the Ireland & UK MoodleMoot 2012 conference. The presentation discussed York St John University's migration from Blackboard to Moodle, including automating course creation, developing customizations like a new theme and course filters, and integrating Moodle with their student portal. It also outlined goals like further integrating Moodle with their student records system and enabling bulk uploads of assignments.
Collaboration: A pathway to empowerment through the PG Cert Blended and Online Education - Julia Fotheringham, Keith Smyth (Edinburgh Napier University)
Presented at Moodlemoot Edinburgh 2014
Using the Moodle Quiz for Formative and Summative Assessment: Safe Exam Browser and Laptops for Assessments Projects Mike Wilson
Presented at Moodlemoot Edinburgh 2014
www.moodlemoot.ie
Enabling e labs experiments delivery using Moodle LMSMohamed EL Zayat
This document discusses enabling e-lab experiments using the Moodle learning management system (LMS). It provides an overview of LMSs, focusing on Moodle. Moodle was chosen for an e-lab project to allow experiment reusability, interoperability, scalability and maintenance. It also enables user management, collaboration, documentation and project outcomes transfer. Statistics on the Moodle implementation across project partners include over 3000 registered users, 1600 students, 41 courses/38 experiments, and 4 quizzes/assignments.
A trip down Moodle lane - 10 years of Moodle at NMITDavid Sturrock
A presentation at the MoodleMoot NZ 2014, Nelson Marlborough Institute of Technology, Nelson. NMIT has been using Moodle since 2004 and this presentation covers the highlights, including adoption strategies, collaborative projects and using a selection of non-standard plugins.
Moodle is the learning management system (LMS) used at the University of the South Pacific (USP). It was selected in 2006 after a testing period of various LMS's. USP transitioned from WebCT to Moodle in 2007. Currently, over 10,000 students and 223 staff use Moodle across 213 courses. Moodle is managed by the Centre for Flexible Learning and supported by a team of education technologists. Training and support is provided to students and staff to help with adopting and using Moodle.
farewell webct, hello moodle: managing institutional changeStephen Bruce
Edinburgh Napier University migrated from its previous learning management system, WebCT, to Moodle over a two-year period from 2010-2012. The migration involved manually moving courses from WebCT to Moodle while maintaining key features. Learning technologists supported faculty and helped establish local Moodle groups. The university also set a new institutional benchmark for using technology to enhance teaching and learning across all modules. Upcoming developments include upgrading Moodle, evaluating its use, and exploring digital literacies.
This paper / presentation outlines a the practical solution, pitfalls and problems encountered over a two month period during the migration to a Moodle 2.3 server for the looming deadline that is the start of the academic year in September 2012.
Presented by Kyle Goslin and Daniel McSweeney at http://moodlemoot.ie
Glyndŵr University is upgrading their Moodle learning management system from version 1.9 to 2.2 and integrating it with their student information system (SITS) data. This will allow course sites to be automatically created based on student enrollment and improve tools like Turnitin integration. The upgrade is happening to support newer features, keep the system supported, and better meet student and staff needs. Communicating the changes, training staff, and addressing issues during the transition are priorities to help students and instructors. Lessons from the process emphasize the importance of communication, leadership support, and working closely with partners.
South Devon College is upgrading its learning management system from Moodle 1 to Moodle 2. It has undertaken a review of existing Moodle 1 courses and begun testing Moodle 2. From May to July, staff tested how Moodle 1 resources work in Moodle 2 and developed courses for the September 2011 term. Support is provided to help staff update courses to meet quality standards or recreate them in Moodle 2. The full upgrade will take place on August 1st after a testing period, with all upgraded and developed courses moving to the new Moodle 2 platform.
D2LFusion: A Collaboration & Learning Environment to enable to be a universit...Willem van Valkenburg
The document discusses the context and implementation of a new collaboration and learning environment at Delft University of Technology. Key points:
- TU Delft had a high ambition for open and online education and needed a more flexible system to replace its 17-year use of Blackboard.
- It conducted a best value procurement process and selected Brightspace as its new platform in July 2016.
- The implementation involved setting up the technical, functional, and change management aspects in an interdependent way.
- A two-stage migration strategy was developed to move all courses to the new system by September 2017 while focusing on education quality and minimizing burden on teachers.
Moodle is a free and open-source learning management system (LMS) that can be used to create online courses with various features for course management, learner management, and content delivery. Some key features of Moodle include modules for assignments, quizzes, forums, choices, surveys, and more. It also includes tools for grading, tracking learner activity, managing files, and integrating calendars and events. Moodle provides advantages like low cost, flexibility, and active learning opportunities through discussion forums and group work. However, it may lack some advanced assessment and content management capabilities available in proprietary LMS solutions.
Cpd25 Moodle at LSE: Library support issuesJane Secker
The document discusses the library's role in supporting Moodle, the virtual learning environment (VLE) used at the London School of Economics (LSE). It describes how the library promotes its services through Moodle, provides online readings and develops library guides and information skills support within Moodle courses. The librarian's role involves advising on copyright and integrating the library's reading list system with Moodle. While Moodle has become an important access point for library resources, the library aims to ensure students can still develop broader information skills.
Cultivating Information Literacy Among Students: Lessons Learned from UCF’s I...Kelvin Thompson
This document summarizes Dr. Kelvin Thompson's presentation on information literacy modules developed at the University of Central Florida. The modules are short, self-contained online lessons that teach information literacy skills and can be assigned by instructors or completed voluntarily by students. Over the past 8 years, over 200,000 assessments have been completed by 37,000+ students across 15 module topics. UCF piloted "badging" completed modules to recognize student achievement, with over 40,000 badges issued so far. While funding cuts have paused new development, the existing modules continue to be maintained and updated annually.
The document discusses the college's deployment of an e-portfolio and assessment tracking system called Assessment Manager across the entire college. It outlines the benefits of the system for students, staff, and the college overall. Key benefits include providing 24/7 access to student data and learning materials, easier assessment tracking and marking for staff, and financial savings for the college by developing the system in-house. The system was designed based on input from students and staff to best suit their needs. It integrates with the college's virtual learning environment (VLE) and links course activities and assignments to student portfolios.
The document discusses the college's implementation of an e-portfolio and assessment tracking system called Assessment Manager across the entire college. Key points:
1) Assessment Manager was redeveloped from the college's existing system and launched institution-wide to improve information sharing between systems and aid the learning experience.
2) Students and staff were consulted during the redesign and helped shape a learner-centered portal for tracking progress.
3) Benefits include 24/7 access to learning materials and student data, time savings for staff, and improved oversight of student performance.
A presentation on Course Design and Implementation of Course Delivery in Open and Distance Learning.
Delivered during University of Ibadan Cascade Training for all Academic Staffs in Distance Learning Programme.
This document summarizes Simon Borgert's experience introducing and expanding the use of Moodle at Coffs Harbour High School in Australia from 2009 to 2010. It describes how Simon initially used Moodle to support an online gifted student program called eGATS, which was very successful. This proved Moodle's value and helped Simon gain support to promote broader adoption of Moodle among teachers. Over this period, Simon provided training, support and resources to encourage more teachers to use Moodle, starting with a few early adopters and expanding to about 20 teachers by the end of 2010. Challenges included technical issues and lack of ongoing teacher engagement after initial training.
StudyNet is introducing improvements to navigation, search functionality, modules, assignments, and student support based on usage data and feedback to make content easier for students to find and for staff to manage; new features include a redesigned portal, course monitoring dashboard, personal timetables, and Adobe Connect virtual classrooms; additional changes aim to streamline processes and encourage best practices for organizing teaching materials.
The use of ePortfolios for assessment in Clinical Practicum: Opportunities an...ePortfolios Australia
This presentation outlines the implementation of e-portfolios as an assessment tool in a clinical practicum undergraduate course at a university in New Zealand. Having used pen and paper portfolio, in the multi-components assessment
of this course students reported their concern that the nature of portfolio as a hard -copy document did not lend itself
to further use in their careers. An action research project was designed to address students’ experience by offering
flexible learning opportunities and diversification of various modes of assessment using Mahara ePortfolio system.
ePortfolios allow the demonstration of learner achievements and competencies where the electronic repository of
artifacts facilitate the transition from study to employment. Drawing on online surveys, semi -structured interviews
with students and ePortfolio analysis, this research will examine students’ experiences and challenges of using ePortfolios, as well as potential strategies for improving the use of ePortfolio as an assessment tool in similar work integrated courses. Dilani Gedera (PhD) is an eLearning Designer at the University of Waikato. She provides eLearning
support and training on all aspects of teaching and learning for staff She has a PhD in eLearning from the University of
Waikato, and has worked as a lecturer in New Zealand, Sri-Lanka and Malaysia for 14 years. Her research focuses on
educational technologies and the ways they can enhance learner engagement in blended and fully online learning
environments. Kyle J. H. Smith is a Clinical Psychologist and Senior Clinical Tutor at the University of Waikato, where
she teaches, conducts research, and has a small private practice. Specialising in the assessment and treatment of anxiety, her areas of focus include perinatal mental health, cognitive-behavioral therapy, and supervision.
Designing Active Learning in Moodle – a preview of the Learning Designer tools Eileen Kennedy, D. N. Dimakopoulos, Diana Laurillard
Presented at Moodlemoot Edinburgh 2014
www.moodlemoot.ie
The document describes enhancements made to the Moodle homepage interface to make it more course-focused for students. A new block was added to centralize key course information like the course description, recent forum posts from all modules, and tabs with modules, assignments, and tutor details. The goal is to emphasize the student's overall course rather than just a collection of individual modules. Other blocks on the homepage were chosen to complement this course-focused approach and target information to students, staff or faculty.
A proposal for integrating Serious Games made with Unity3D into Moodle courses Frank Poschner, Dieter Wloka
Presented at Moodlemoot Edinburgh 2014
www.moodlemoot.ie
This document describes the assessment elements used in a Principles of Economics module, including weekly quizzes, two online tests, a case study, and tutorial participation. The quizzes contribute to the final grade if completed within a week of the material being presented, and also give students access to lecture notes and tutorial answers. The tests include multiple choice and true/false questions covering all chapters. The author has published papers arguing that this continuous assessment scheme using an online gradebook can help induce regular revisions in students' learning process.
The document discusses proposed changes to the Moodle quiz editing page, including breaking questions into sections, replacing buttons with an add menu, allowing question dependencies, and adding drag and drop and flexible repagination functionality. Quiz authors could view more questions per page, drag and drop questions within and across sections, add dependencies, and flexibly repaginate. Students would benefit from questions organized into sections on the navigation block and quiz summary page, and could be prompted about dependencies and repeat questions in adaptive quizzes.
Many a Mickle Makes a Muckle: A multitude of Moodle mods to enhance the student learning experience Roger Emery, Daran Price
Presented at Moodlemoot Edinburgh 2014 www.moodlemoot.ie
The document discusses extending the capabilities of Moodle Books by adding active learning elements like questions and assessments. It proposes developing a Moodle Workbook module that would integrate question bank functionality to allow questions to be added directly within book chapters. This would provide a structured way for students to self-test their comprehension through questions embedded in the learning context. Teachers would be able to import, edit, review, grade and provide feedback on student question responses through a linked quiz available only to teachers. The document considers both developing a standalone Workbook plugin versus modifying Books to link to quizzes.
Design approach and evaluation of Moodle 2.4 course to support induction of remote part-time students Cathy Fenn
Presented at Edinburgh Moodlemoot 2014
www.moodlemoot.ie
This document outlines several important considerations for self-hosting Moodle, including application needs, system architecture, network requirements, disaster recovery and archiving plans, security measures, support structures, and options for cloud hosting. It prompts questions about intended Moodle usage, technical infrastructure, integration needs, code management, backups, monitoring, user authentication, network capabilities, and staff skills for ongoing administration and support. The goal is to help institutions evaluate their needs and resources for successfully self-hosting the Moodle learning management system.
The document discusses different types of fill-in-the-blank question formats that can be used in Moodle, including cloze questions, gapfill questions, drag-and-drop questions, and dropdown questions. It provides details on how to implement these question types, such as using brackets to indicate gaps, shuffling clues for each attempt, and allowing typing or selections. The gapfill question type is presented as an alternative to cloze questions that is easier for both students and programmers.
Decolonizing Universal Design for LearningFrederic Fovet
UDL has gained in popularity over the last decade both in the K-12 and the post-secondary sectors. The usefulness of UDL to create inclusive learning experiences for the full array of diverse learners has been well documented in the literature, and there is now increasing scholarship examining the process of integrating UDL strategically across organisations. One concern, however, remains under-reported and under-researched. Much of the scholarship on UDL ironically remains while and Eurocentric. Even if UDL, as a discourse, considers the decolonization of the curriculum, it is abundantly clear that the research and advocacy related to UDL originates almost exclusively from the Global North and from a Euro-Caucasian authorship. It is argued that it is high time for the way UDL has been monopolized by Global North scholars and practitioners to be challenged. Voices discussing and framing UDL, from the Global South and Indigenous communities, must be amplified and showcased in order to rectify this glaring imbalance and contradiction.
This session represents an opportunity for the author to reflect on a volume he has just finished editing entitled Decolonizing UDL and to highlight and share insights into the key innovations, promising practices, and calls for change, originating from the Global South and Indigenous Communities, that have woven the canvas of this book. The session seeks to create a space for critical dialogue, for the challenging of existing power dynamics within the UDL scholarship, and for the emergence of transformative voices from underrepresented communities. The workshop will use the UDL principles scrupulously to engage participants in diverse ways (challenging single story approaches to the narrative that surrounds UDL implementation) , as well as offer multiple means of action and expression for them to gain ownership over the key themes and concerns of the session (by encouraging a broad range of interventions, contributions, and stances).
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 3)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
Lesson Outcomes:
- students will be able to identify and name various types of ornamental plants commonly used in landscaping and decoration, classifying them based on their characteristics such as foliage, flowering, and growth habits. They will understand the ecological, aesthetic, and economic benefits of ornamental plants, including their roles in improving air quality, providing habitats for wildlife, and enhancing the visual appeal of environments. Additionally, students will demonstrate knowledge of the basic requirements for growing ornamental plants, ensuring they can effectively cultivate and maintain these plants in various settings.
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
How to Create User Notification in Odoo 17Celine George
This slide will represent how to create user notification in Odoo 17. Odoo allows us to create and send custom notifications on some events or actions. We have different types of notification such as sticky notification, rainbow man effect, alert and raise exception warning or validation.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
8+8+8 Rule Of Time Management For Better ProductivityRuchiRathor2
This is a great way to be more productive but a few things to
Keep in mind:
- The 8+8+8 rule offers a general guideline. You may need to adjust the schedule depending on your individual needs and commitments.
- Some days may require more work or less sleep, demanding flexibility in your approach.
- The key is to be mindful of your time allocation and strive for a healthy balance across the three categories.
Creativity for Innovation and SpeechmakingMattVassar1
Tapping into the creative side of your brain to come up with truly innovative approaches. These strategies are based on original research from Stanford University lecturer Matt Vassar, where he discusses how you can use them to come up with truly innovative solutions, regardless of whether you're using to come up with a creative and memorable angle for a business pitch--or if you're coming up with business or technical innovations.
Mootie13 moodle 2 to move or not to move - wissam nahas
1. Moodle 2to Move
To move, or not
Wissam Nahas / E-learning Manager American University of Beirut
2. Outline
• The American University of Beirut
• LMS at AUB
• Moodle 2 project
• Modifications
• Recommendations
• What’s next
• Survey results
• Q&A
3. American University of Beirut - AUB
• Founded in 1866
• Top university in the ME
• 64 buildings over an area of 61-acre
• More than 100 programs
• 8000 students representing 66 countries
• Faculty to students ratio: 1/13
4. LMS @ AUB
• Fall 2001: WebCT
• 2005: Sakai, Bb, Angel, WebCT & Moodle
• Summer 2005: Moodle
• Spring 2011 - Moodle 1.9 is no more supported
• Plug-ins & integration were not ready
• Slowness of 2.x
• Postponed the move for one year
• Spring 2012: to move or not to move
• Stay with 1.9
• Move to 2.x
• Search for another LMS
5. Moodle 2 Project
• Team
• One E-learning manager
• One system administrator/developer
• Two application analysts
• Three instructional designers
• Student work program
• Time plan
• Mid-April to Mid-June 2012
• Transition wasn’t immediate
• Two instances for one semester
• Change wasn’t imposed
• Piloting with 90+ courses
6. Moodle 2 Project - Tracks
• Promotional material and training
• Technical side
• Application side
7. Promotional Material and Training Track
• Campaign - Moodle 2 - It’s all about the experience
• 50 min workshop “Moodle 2 Walk through”
• Moodle self-training course - Moodle docs
• Flyers focusing on the new features
• Advertisement
• Social media: Facebook & Twitter
• SMS to faulty and students - mobile solution
8. Technical Track
• Hardware requirements
• Latest version 2.2.5
• Code edits and modifications
• Additional plug-ins
• Turnitin integration
• Parallel instances for the Summer 2012
• 1.9.15
• 2.2.5
• SSO didn’t work - duplicate profiles
9. Application Track
• Roles & settings
• Testing (application, plug-ins & integrations)
• Different thoughts for course migration
• Start from scratch - empty courses
• Ask faculty to move their courses
• Do the work
• 2600+ courses
• 101,000+ questions
• 94,000+ resources
• 8,100+ assignments
• 5,500+ forums
• 2,100+ quizzes
10. Application side: Course migration
• Bulk restore - didn’t work
• Time to clean the accumulated courses
• Gradual course migration - semester based
• Kept Moodle 1.9 accessible to faculty
• Minor problems
• Missing question types
• HTML coding error
11. Modifications
• Drag & Drop block vs. File picker
• Hide the Server Files in File picker
• Essay question - full screen toggle, save & rescue button
• Remove “upload a single file”
• Book & Attendance were not compatible with 2.x
• Replace Survey by (Questionnaire vs. Feedback)
• Integration with Turnitin
• Clock block (server time vs. user time)
• Maximum upload size 100MB3GB
• Mobile solution - IOS & responsive web design theme for all
platforms
12. Recommendations
• Time to clean - don’t move all courses
• Avoid moving during Fall & Spring
• Parallel instances
• Don’t force faculty to move - ask them for piloting
• Use online training material
• Focus on the new features - 50 min walk through
• Focus on the advantages of Moodle 2 - people are
resistant to change
13. What’s next
• Moodle 2.3 vs. 2.4
• Mobile app for all platforms
• Assignment receipt
• Missing question types
• Performance - cluster with load balancer
14. What’s next
• Compatibility with IE
• Bulk reset
• Movability of quiz navigation block / secure window
• Integrations
• Turnitin
• Mahoodle / Mahara
• Student system - Banner
• ID - center
16. Survey results
• What feature/function did you like most about Moodle 2?
Drag and Drop & Course Navigation - took the highest rank
• There is a major difference between Moodle 2 & 1 - 30% said yes
• There is a slight difference between Moodle 2 & 1 - 66% said yes
• Moodle 2 met my expectations as a course management system - 85%
• I am comfortable using technology on Moodle 2 - 91%
• Moodle 2 is straightforward and intuitive - 86%
• I would like to use Moodle 2 in all of my courses - 96%
Editor's Notes
“ The title is inspired from Shakespeare's play Hamlet , 1602” As the eLearning manager at the American University of Beirut, I manage a team responsible for maintaining, developing and promoting the eLearning applications at the university In addition to Moodle, we host Mahara, LimeSurvey and we are subscribed in the Turnitin service, and it is integrated with Moodle
Number one university in Lebanon Top university in the region
WebCT Vista vs. campus edition
Two instances for one semester – FM courses are not semester base, they are year base and we didn’t want to intercept the courses. in addition it is not impossible to move courses with user data from M1 to M2
Show Moodle self-training course Flyers
SSO – didn’t work – duplicate profiles – separate urls
Essay question: embedded save & rescue button, remove full screen and adding lines
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