Posts Tagged ‘Moodle’
How to Give Your Students Better Feedback With Technology ADVICE GUIDE
y Holly Fiock and Heather Garcia
students continue to report dissatisfaction with the feedback they get on assignments and tests — calling it vague, discouraging, and/or late.
The use of technology in the classroom (both in face-to-face and online environments)
- Rubrics: online scoring guides to evaluate students’ work.
- Annotations: notes or comments added digitally to essays and other assignments.
- Audio: a sound file of your voice giving feedback on students’ work.
- Video: a recorded file of you offering feedback either as a “talking head,” a screencast, or a mix of both.
- Peer review: online systems in which students review one another’s work.
Two main types of feedback — formative and summative — work together in that process but have different purposes. Formative feedback occurs during the learning process and is used to monitor progress. Summative feedback happens at the end of a lesson or a unit and is used to evaluate the achievement of the learning outcomes.
Good feedback should be: Frequent, Specific, Balanced, Timely
guide on inclusive teaching, frequent, low-stakes assessments are an inclusive teaching practice.
Time-Saving Approaches: rubrics and peer-reviews.
When to Use Audio or Video Tools for Feedback: personalize your feedback, convey nuance, demonstrate a process, avoid miscommunication
Faculty interest in classroom innovation is on the rise. Professors are trying all sorts of new techniques to improve the first few minutes of class, to make their teaching more engaging, to hold better class discussions. Buzzwords like active learning, authentic assessment, technology integration, and case-based learning are more and more a part of faculty discussions.
Don’t assume technology will solve every problem.
Avoid making long videos
Video and audio feedback doesn’t have to be perfect.
There is such a thing as too much information.
Have a plan.
more on feedback in education in this IMS blog
Bryan and Special Guest Nate Otto,
Director of the Badgr Platform at Concentric Sky
An interactive discussion on badges and micro-credentials
Bryan Alexander, special guest Nate Otto
, and the Future Trends Forum Community will discuss badges and micro-credentials at present, their future and the challenges they face.
Nate is the Director of Open Badges Projects at Concentric Sky
, where he leads development of the Badgr platform
for issuing and managing verifiable digital credentials.
Nate’s background in political sciences also informs his work on open standards with a focus on building and maintaining tech ecosystems resistant to monopolies.
notes from the webinar
Nate Otto Concentration Sky @ottonomy https://badgr.com/
A Beginner’s Guide To Open Badges, https://elearningindustry.com/guide-to-open-badges-beginners
Mozilla discontinue and switch to Badgr platform. free accounts to Badgr. current integration of Mozilla backpack with other platforms such as Moddle will be preserved. Backpack solution, or issue badges.
Steve Taylor: Moodle is one of the platforms integrated with Backpack.
Xapi infrastructure. super messaging protocol https://xapi.com/ . Ryan Harrell question. Nate response, great fit for badging. Badgr Pathways https://badgr.com/en-us/badgr-pathway.html
This is an extremely useful conversation. We’re working on building a dedicated micro-credentialing platform at our University specifically to provide continuing education material based on the material we are already creating in our various programs.
Open badges extensions for education test course. Two extensions: one describes assessment which goes to a particular badge. Second extension allows the issues to describe. Published extensions. Badgr implemented the assessment extensions: the Digital Promise project – https://digitalpromise.org/
hurdles to prevent adoption of badges: 1. still not easy enough to start issuing badges, design principles. get ambitious what to do with badges but no ability to start the assessment process. how badges will be awarded. starting small is the way, simple tools, google forms, to help decide what to do. 2. how do we understand the achievements of badges
LMS market after Blackboard-Moodle breakup
- Two of the leading learning management system companies are cutting ties after a six-year partnership — a split that Inside Higher Education reported was likely “messy.”
- U.S.-based Blackboard and Australia’s Moodle separately announced the end to the partnership, which will mean that Blackboard won’t use the Moodle name in the future, but its Moodlerooms product will be maintained.
more on LMS in this IMS blog
The Best Learning Management Systems based on Customer Experience
This Top 20 LMS list has been created using a holistic approach and is based on input from actual LMS users.
The order of appearance depends on Customer Satisfaction (CSAT Score), Customer Effort (CEF Score) & Customer Expectation (CEX Score).
more on LMS in this IMS blog
Pathways for a Next Generation Learning Environment
A short meeting to introduce you to the “Pathways for a Next Generation Learning Environment” project (Phase 1). http://www.asa.mnscu.edu/educationalinnovations/projects/ngle/index.html
|Next Generation LE Project
|Tuesday, January 5, 2016
|11:00 am | Central Standard Time (Chicago) | 1 hr
||633 316 768
Join by phone1-866-469-3239 Call-in toll-free number (US/Canada)1-650-429-3300 Call-in toll number (US/Canada)Access code: 633 316 768Toll-free calling restrictions
Dick McMullen and Lesley meeting for site admin trainers.
moving from LMS to LE realizing that it is a mash up, rather then only the systems (especially commercial ones).
MnSCU self-hosted D2L instance is experiencing some issues with possible increasing feature loss
ASA Technology Council. RFP (recommended timeframe)
Schoology, Canvas, Moodle hosting companies, BB and D2L were contacted.
my question was about Drupal, Joomla, Django, Sakai:
Academy of distinguished teachers, Innovation
University of Minnesota, McNamara Alumni Center – Twin Cities Campus. April 8, 2015
Full program available here: https://guidebook.com/g/adt/
flipping disruption into Design
there are two type of universities: the ones that are in control of change and the ones, which are pressed to change.
what kind of education is needed at this moment of history.
Assumptions: 5-10 years will be for a first time outcompeted in terms of delivering information and degrees. What is that the university can do distinctively well that WWW cannot do: mentored learning and the arc of learning (beyond collection of granular separate learning)
book: The New Division of Labor. http://www.amazon.com/The-New-Division-Labor-Computers/dp/0691124027
External forces of potential disruption: 1. MOOCs, nearly free education, 2. skilled-based learning (Codeacademy, Udacity), 3. data analytic 4. public pressure on access, metrics of impact.
Gartner group (http://www.gartner.com/technology/home.jsp) hype cycle : overvalued in a short term and undervalued in a long term. MOOC is excellent example.
NMC: competing models of education.
learning analytics. adaptive learning, intelligent tutoring etc. Open Learning Initative. http://oli.cmu.edu/
In the 19th century, railroads companies which were in the business of railroad companies went under; the ones which were in the business of transportation survived. Parallel, universities, which are in the business of delivering information will die out; the ones, which will survive must look to a very different picture.
formative wider outcomes
integration and dis-integration
high impact integrative curriculum
what makes high inpact practices high impact
formal versus informal
The Value of Assessing Outcomes of Teaching Methodologies to guide instructional design
Upping your Game – Best Practices in Using Game-Based Learning
Implementing Game Dynamics in Moodle
Engaging Students through Video Integration
Using Flipgrid Video Commentary to Share Student Learning
Enhancing learning with online narrated presentations using VoiceThread
Essential Technology & Tools for Flipping Your Classroom
Improving Delivery of Technical Course Content through Incremental Use of Classroom “Flipping”
The Pros and Cons of Flipping the Classroom
Using Google Forms for Student Group Evaluations
The University Libraries Partnership for Affordable Content – Enhance Student Learning and Save Them Money!
Using Classroom Debates as an Interactive Learning Tool in a Course on Companion Animal Ethical Issues
Adapting the Harvard Case Method for Online Courses
Readiness Assessment for Online Courses
technology showcase general view
Please excuse duplication but I’m trying to get this to as many people as possible.
There are two courses in the M1/M2 years in our medical college that are extraordinarily large. In many schools it’s called the “Doctoring” course. Our university uses Blackboard as our LMS, but as there is no real search mechanism in Blackboard, the content is hard to organize and locate. I’ve been trying to think of good options for this type of course and have come up with iTunesU and Moodle with search installed and turned on.
Do any of you have other options you might recommend?
Max Anderson, MLIS
Instructional Designer, Undergraduate Medical Education
UIC College of Medicine
150 College of Medicine West
1819 W. Polk St. (M/C 785)
Chicago, IL 60612-7332
UGME Website: http://chicago.medicine.uic.edu/ugme
On Wed, Mar 26, 2014 at 10:57 PM, matinga ragatz <firstname.lastname@example.org> wrote:
Google Course Builder is free but you do need a bit of html/coding knowledge to get things looking right.
Post an update when you find your solution!
Docebo? It is really daunting for online teaching, got me frustrated, but very good for your needs. Or you could Just put them on GDrive in folders and link them to any website (or LMS) that has an embedded discussion forum (G Groups, any LMS Discussion forum).
Edtech and TESOL, M.A.
Educational Technology Specialist and Head of English Department
Google Apps and Moodle Administrator (http://www.learn.djis.edu.sa )