Showing posts with label online courses. Show all posts
Showing posts with label online courses. Show all posts

Saturday, April 16, 2022

Moodle 4.0 Is Here! What's new?

Moodle 4.0 is here! I’m trying to determine just what the advantages are and how much of a step change it is from Moodle 3.11.  I don’t think that Moodle can change the basic architecture for a number of reasons. So, the changes have to come in things like user experience and efficiency.  

 If you've worked with Moodle for very long, you know that it can be a place of almost infinite complexity, but also almost Zen-like simplicity. It's also a veritable ant-hill of programming activity, as programmers develop productivity and design apps - some are available for free, others require a download fee.  Moodle and Moodle partners are likewise entrepreneurial, and you can quickly use pre-built templates and hosting and an integrated software-as-a-service solution.

 

Improved User Experience, with modules listed in an easy-to-follow design.

 

MoodleCloud is still in 3.11, so I can’t experiment with it as much as I’d like. However, the “sandbox” is still available, and one can select a role as student, teacher, or manager, to play around with it.  

Here are some of my initial thoughts:

PROS:

1.  Much improved user experience, in terms of navigation, layout, use of new thumbnails, and course construction (with drag and drop). 

2.  The default theme being used in the Sandbox (probably either Clean or Boost) is very attractive and easy to use.  

3.  Fully responsive interface that works well with tablets, laptops, and phones. 

4.  Improved navigation – you can tell where you are, and can go back to a previous screen very easily. There may be some AI-based plug-ins that can help refine "smart navigation."  

5.  One can use the calendar as a dashboard. The "My Courses" screen can display in a number of different options. The “Card” option makes the interface look a lot like the way Canvas displays available courses.

My Courses page

6.  The basic structure of the learning management system is the same, so the same names, arrangement, process and procedure works.

7.  Moodle 4.0 is available for download if you’d like to host courses on your own server. That PRO is also a CON if you’re not ready to be a Moodle Administrator. 

8.  Outside Apps more easily integrate with Moodle 4.0.  Integrating apps has always been fairly easy by means of a link or embedded log-in.  I don’t know to what extent single-sign on is facilitated, and if authentication is otherwise streamlined. 

9.  There is less content on each screen. Not only is it easier to see with your tablet or phone, it’s much easier to stay focused and avoid distractions due to a busy design.

10.  Moodle is open source, which means that there is an entire industry dedicated to building plug-ins and other features that are useful and needed.  I would not be surprised if there will be machine learning-based apps that can detect patterns in student performance and help administrators and even teachers, see student preferences, gaps in knowledge, and collaborative strengths.   

CONS:

1.  If you have not worked with Moodle before, you may feel a bit discouraged. Moodle is not a very intuitive LMS, and one may not know where everything is without going through a pretty thorough training course.

Courses and categories admin screen

2.  It’s not clear how much Universal Design for Learning was used with the new interface, dashboard, icons, etc.  I did not see multiple modes of content delivery on the sample classes in the sandbox site, but that does not mean that they are not available.

3.  Moodle 4.0 is not yet available in MoodleCloud, which is the most popular cloud-based Moodle.

4.  Moodle documentation is still at 3.11. 

An Initial Chat:

Relatecasts' Rick Zanotti and I had an informal conversation about Moodle 4.0, just hours after its release to the web on April 14.  Please click on the link to hear our conversation on E-Learn Chat.  I'm not as clear as I could be as I respond to Rick's questions -- I think my enthusiasm about the  arrival got the best of me :)  Please click and listen, then share your thoughts.

 
E-Learn Chat on the debut of Moodle 4.0 - speaking with Rick Zanotti

 Here's a link to the chat:

https://youtu.be/PqjHqLuWRqg

 Please note that an updated version of Packt Publishing's guide to Moodle course development will be published in July 2022, just in time to get courses and programs up and running. 

****

Susan Smith Nash, Ph.D. 

 

 

Sunday, May 23, 2010

Interview with Sameer Bhatia, ProProfs.com: E-Learning Innovators Series

Effective assessment in an online course is not easy to achieve. Courageous developers have tackled online quizzes. It is interesting to look behind the scenes and see the challenges. Welcome to an interview with Sameer Bhatia, founder of ProProfs.com.

1. What is your name and your involvement in e-learning?

I am Sameer Bhatia, the founder of ProProfs.com, an online learning community. Prior to ProProfs I ran an IT certification products company that has been in the business of providing e-learning centered around Cisco certification products.






2. What is ProProfs.com and the learning philosophy behind it?
ProProfs.com is the knowledge FREEway, providing free resources and tools for online knowledge sharing. ProProfs is dedicated to offering new services and content that reflects the diversity of interests and topics in which today's users are engaged. Founded on the idea that knowledge should be freely available to people from all walks of life, ProProfs.com features free schools on SAT & IT certification, and offers an ever increasing portfolio of tools for social knowledge sharing including quizzes, flashcards, blogs, forums and games.

3. What is your view of how best to assess whether or not students have achieved learning outcomes in an online course?


We created ProProfs Quiz Maker (http://www.proprofs.com/quiz-school/) to address this need. By allowing educators to create tests, practice questions and quizzes around any topic and then embed them directly into their class websites, learning management system or e-learning courses, we allow educators to ascertain if students are achieving the learning objectives. We also aggregate the data across all attempts so a teacher can better understand what areas of learning the class as a whole needs more attention on.

4. How might assessing if students have achieved learning outcomes be different in a mobile learning course?

While content created using Quiz Maker (http://www.proprofs.com/quiz-school/) displays fine in most mobile browsers, we are in process of creating a special version so assessments can be distributed to a classroom easily via mobile devices such as iPhone and iPad. Watch out for this in our upcoming version.

5. what is Quiz Maker and how does it work?
ProProfs Quiz Maker ( www.proprofs.com/quiz-school/) is a free learning tool that enables educators to utilize the power of the Internet to create online quizzes and practice tests for their students. The Quiz Maker provides an easy access for students and educators, without the hassle of downloading bulky software. In addition to the ability to create custom quizzes, we also offer the largest collections of freely available online quizzes, ranging from K-12 education to topics such as technology certification, SAT, GRE and even general trivia.



6. Are there any really bad quizzes or quiz styles that should be avoided at all costs? If you don't mind, describe a very bad (ineffectual or even potentially problematic) quiz and then compare it with a very good quiz. What makes the difference? What do instructors and instructional designers need to keep in mind?

One of the key issues we have seen is the choice between long/short quizzes. Educators need to choose the test style after careful consideration. Long tests have their place in education; for example, many instructors use them during mid-terms or finals. However, to ensure that students are understanding the material, short quizzes in practice mode (with answers revealed immediately after a question is attempted) work much better. These create a stress free environment and students feel encouraged to take the quiz repeatedly. The repetition brings remembrance and helps students master the subject. Using short quizzes in conjunction with larger tests for mid/end of term, have reported strikingly positive results.
With a lot of feedback from teachers we have built features to allow secure & timed long tests as well as short quizzes that can be run in practice mode with customizable results to make learning fun. Educators however need to choose carefully based on the learning objective.



7. Do you have any plans for the future?

Our next version will be available in just a few weeks. Key features would include tracking of who took the quiz, ability to store results and provide more customization of end of quiz results.



8. Please share the name of two good books you've read lately.

The Four Steps to the Epiphany by Steven Gary Blank is a must read for entrepreneurs. The other book I read recently is Rework by Jason Fried & David Heinemeier Hansson. While both these book are not directly related to e-learning, they have had a big positive influence on how we build our e-learning products. We have stepped up on our feedback loop with educators to ensure we build something that they totally love.

Wednesday, August 20, 2008

I'm New to E-Learning - What Do I Do?

Even though you've completed your online course orientation, and you've read all the material your school has given you on online courses, you may still have a few questions about the way things work. You're open-minded and willing to give the online courses a change because they are convenient, affordable, and just what you need. But, you're nervous. What are you supposed to do? How will you do it? Will you figure out the way it works before it's too late in the semester?

You're not alone. Everyone who has taken a course has the same questions. Although each program and school is different, here are a few tips and pointers that will help you get started, keep on track, and feel good about your course, your program, your fellow students, your instructor, and most of all -- your educational plans and your future.

Here is a list of activities and pointers for being successful with your online course.

Log In Early: Find out what your username and password will be, and where to find the portal or access point to your course. After you log in for the first time, be sure to review the entire course at least two or three times. Click on all the links, go to all the pages. Then, do it again. You'll be happy you did. You'll feel more comfortable and confident.

Acquire Texts Before the Course Begins: Have you ever waited until the last minute to buy your books, just to find out that the bookstore is sold out? Granted, textbooks are expensive, and everyone would like to delay the purchase. At the same time, though, it's best to get the books early to assure yourself that you'll have them for the first day of class. Ideally, when log into your course, you'll have your books at your side and will be able to review the readings and the required work.

Know the Mechanics of the Course: How Does It Work? Chances are, your course will be hosted on one of the most popular course management systems, or learning management systems. You may be using Blackboard, Angel, or Desire to Learn. Or, you may be using Moodle, which is the open-source learning management system preferred by many schools who wish to host their own solution and not pay the fees required of some learning management system providers. Alternatively, you may use a proprietary product. In any case, be sure to go through the orientation. One of the things you'll need to do early in the game is to download the proper plug-ins so that the elements in your learning management system actually work. Otherwise, you'll be very frustrated.

Introduce Yourself Early: It is a great idea to introduce yourself as early as you can in the discussion board area. Also, if your course allows you to create a homepage or to post photos of your pets, your interests, and landscapes from your vacation, please be sure to do so. You'll be amazed at how friendly the space becomes - how close and bonded you start to feel with your fellow students.

Check In Often: Some people think that checking in once every few days is sufficient. Not a good idea! You may miss an important announcement, and, more importantly, you may start to feel isolated. If you check in often, and read the discussion posts and announcements, you'll feel a part of the group.

Required Work: Familiarize Yourself Early. As you go through the course, be sure to print out your required work. Create a little timetable for yourself and map out your own travel, work, family, and other time-eating obligations. Budget time for work, study, and posting.

Find Out Professor Expectations: What does your professor expect? Are deadlines rigid? Will the dropbox shut off at 11:59 pm on the day things are due? Find out early, and work in a pro-active manner. Adjust yourself to the requirements of the course.

Due Dates: Use Them for Planning and Goal-Setting. Once you've mapped out your requirements, matched them with schedules, you can set out timelines, milestones, and "to do" lists. This will help you set goals. You'll be amazed at how comfortable you feel with things once you've started to hit those milestones, one after another. You'll feel confident. You'll start feeling what educational psychologists call a strong sense of "self-efficacy." Great job!

Keep Up With Readings: Nothing is worse than falling behind. One of the easiest ways to get yourself in a trap is to fall behind in the readings, and then try to do the work without actually reading the assignments. Not only will you have nothing relevant to say in the discussion board threads that have to do with the reading, you'll be bored when you read others. So, keep up and keep involved.

Practice "Active Reading": A great way to motivate yourself to do the readings is to perfect your own style of "active reading." What is active reading? It's a way that you read and think so that you're creating categories in your mind, and you're relating the reading to your own experiences, prior readings, and the beliefs you have developed. As you read, think of what you'll have to write for your course. Don't be afraid to start jotting down notes or outlines for papers or short essay questions.

Pay Attention to Announcements: It's easy to overlook them. However, the professor has posted them for a reason. Be sure to read them and to follow any links or suggested readings.

Inform Your Instructor Ahead of Time If Problems Foreseen: Will you be deployed? Will you need to travel for work? Do you have a vacation planned? Let your professor know ahead of time. Then, if you can, try to work ahead.

Turn In Work Ahead of Time: Rather than begging for extensions, take the pro-active route and turn in work ahead of time. If you do turn in work, let your professor know. Don't expect instant turnaround, though. The professor may need to grade your work with the others at the actual due date. Be patient and flexible.

Develop Back-Up Plan For Turning In Work: What do you do if your internet is down? What if you have firewalls in the place where you're working from temporarily, and you can't access your learning management system? Find a way to turn in your work -- even if it is via email -- so that you can make your deadlines. Work with the professor to find out the best approach.

Post Early and Often in the Discussion Board: The more you post, the more comfortable you'll feel with your fellow students. You'll learn a lot from each other -- and, be sure to be willing to respond to questions and demonstrate a helpful, supportive, upbeat attitude. You'll be amazed at how you'll feel. You'll start to develop a good, solid sense of affiliation and belonging.

Fellow Students and Peer Review: Very Valuable. One of the most engaging and interesting aspects of online courses is the fact that you'll really have a chance to see the work of others and to review / respond / and learn from each other. Share ideas, but be sure to keep a thick skin. Sometimes people think they're being humorous when they're not.

Know Where To Turn If You Need Help: Mentors, Study Buddies, Tutors. Check out your college's resources. Make sure you're aware of all the support that is available if you find yourself in need of help.

Assessments and Quizzes: Any Practice Exams or Example Papers? If you can find a place to do practice tests or quizzes, it may be a great way to feel comfortable with the course content. You may be able to practice for your exams and quizzes. Often, the textbook is the provider of the practice materials.

Log In and Use Your Virtual Library and Online Resources. Your college or university has invested money, time, and human resources in developing virtual libraries and resource bases. Be sure to check them out and visit the sites often. They will help you as you work on essays and research papers.

Use a Building Block Approach for Writing Papers. Waiting until the night before is not a good idea. Don't procrastinate! Start mapping out your strategy for writing a paper (essay, term paper, research project) and develop a building block approach that works for you.

***

If you follow all these suggestions, you'll find your experience with online courses will be much more positive than you might have imagined. As you encounter friends and family who may be nervous about taking online courses, feel free to share your "lessons learned" and success strategies. Work together, win together!

Saturday, August 09, 2008

Connecting Real-Life Issues and Writing Courses: A Few Sample Topics for Essays and Research Papers

A great way to motivate students to conduct research and to write with true enthusiasm and passion is to let them select writing prompts that relate to everyday life and occurrences, and which give them an opportunity to express their point of view. Engaging students in issues they care about, and making sure that the topics are current and up-to-date helps writers avoid the problem of cliched responses, stale statistics, and a flat emotional appeal. Further, guiding students away from cliched, standard prompts may help eliminate copying and pasting and retrieving canned papers from repositories.

1. Human Encroachment and Animal Maulings (why are so many people mauled by bears, etc each year?)

A. Opening -- an illustrative example. Show an example. Follow with a thesis statement and overview.
B. What is going on? What is the problem? Describe it. (Use current examples, and cite sources. The examples should be real. If they are composites or hypothetical examples of what could have likely occurred, be sure to mention so.)
C. What is the extent of the problem? Provide statistics and examples. (use reliable sources, and try to obtain the original statistics, not a watered down version from an excerpt or press release)
D. What are possible explanations? Provide two sides of the story. What do you think?
E. What can be done? Describe possible solutions. What are some communities doing? Do you agree? What would you do?
F. Conclusion (more than a summary) -- Restate what you believe to be the most urgent aspects of the situation, and the most pressing moral or ethical dilemmas. Discuss what you think would be the best approach.

Brown Bears in Kamchatka





2. When Pets Become Predators: What Happens when "cute" and "exotic" pets are released into the "wild" (aka the neighborhood) by their overwhelmed owners?

A. The Nightmare Scenario -- worst case situation (!) Opening -- an illustrative example. Show an example. Follow with a thesis statement and overview.
B. What is going on? What is the problem? Describe it. (Use current examples, and cite sources. The examples should be real. If they are composites or hypothetical examples of what could have likely occurred, be sure to mention so.)
C. What is the extent of the problem? Provide statistics and examples. (use reliable sources, and try to obtain the original statistics, not a watered down version from an excerpt or press release)
D. What are possible explanations? Provide two sides of the story.
E. Common responses and solutions: what are communities doing? Do you agree? why or why not?
F. Ethical Dilemmas: What are some of the issues?
G. The Ethics of the "Easy Answer" -- is the easiest, most expedient solution the most ethical one? Why or why not?
H. What might happen in the future?
I. Conclusion (more than a summary) -- Restate what you believe to be the most urgent aspects of the situation, and the most pressing moral or ethical dilemmas. Discuss what you think would be the best approach.

Pet Boa That Swallowed the Family Cat



3. The New Homelessness in America: Mortgage Crisis Consequences on Families

A. The Faces Behind the Statistics -- Did you know...? Opening -- an illustrative example. Show an example. Follow with a thesis statement and overview.
B. What is going on? What is the problem? Describe it. (Use current examples, and cite sources. The examples should be real. If they are composites or hypothetical examples of what could have likely occurred, be sure to mention so.)
C. What is the extent of the problem? Provide statistics and examples. (use reliable sources, and try to obtain the original statistics, not a watered down version from an excerpt or press release)
D. What are possible explanations? Provide two sides of the story.
E. Common responses and solutions: what are communities doing? Do you agree? why or why not?
F. Ethical Dilemmas: What are some of the issues?
G. The Ethics of the "Easy Answer" -- is the easiest, most expedient solution the most ethical one? Why or why not?
H. What might happen in the future?
I. Conclusion (more than a summary) -- Restate what you believe to be the most urgent aspects of the situation, and the most pressing moral or ethical dilemmas. Discuss what you think would be the best approach.

The New Homeless: The Mortgage Crisis and It Human Impact





4. New Homelessness in America: The Pet Face of the Crisis (Princess Chunk, etc.)

A. "Left Behind" -- and it's not a very nice place to be... if you're a cat, dog, ferret, or iguana...
Opening -- an illustrative example. Show an example. Follow with a thesis statement and overview.
B. What is going on? What is the problem? Describe it. (Use current examples, and cite sources. The examples should be real. If they are composites or hypothetical examples of what could have likely occurred, be sure to mention so.)
C. What is the extent of the problem? Provide statistics and examples. (use reliable sources, and try to obtain the original statistics, not a watered down version from an excerpt or press release) .
D. What are possible explanations? Provide two sides of the story.
E. Common responses and solutions: what are communities doing? Do you agree? why or why not?
F. Ethical Dilemmas: What are some of the issues?
G. The Ethics of the "Easy Answer" -- is the easiest, most expedient solution the most ethical one? Why or why not?
H. What might happen in the future?
I. Conclusion (more than a summary) -- Restate what you believe to be the most urgent aspects of the situation, and the most pressing moral or ethical dilemmas. Discuss what you think would be the best approach.

Princess Chunk



Thursday, June 19, 2008

How to Use Elluminate's New Program To Fast-Track Branded Online Course Creation

This is an expansion of an earlier post on how to fast-track the creation of online courses using recorded webinars. I’m applying the concepts to Elluminate’s new new product, Publish!, designed to help users do all the things in my May 2008 "wish list" post, and more. In my post, I discussed how archived webinars (using Elluminate, Adobe Connect, Neulio, LearnHub, etc.) can be saved and then used as the core instructional content for web-based courses and/or hybrid courses. Here's the article again, which has been updated to reflect Elluminate's new product, which is called Publish! (http://elluminate.com/publish/).

Recorded and archived webinars can have very high value as instructional material for online, hybrid, and web-enabled face-to-face courses. Further, well-designed and executed webinars can create an outstanding library of useful information.

The key to success is good planning. It is important to make sure that the following items are covered in the webinar:

1.The objectives of the webinar are clearly stated.
A bullet point list of topics, goals, and desired learning outcomes can help guide the participant.

2. The content is organized in a clear sequence, with a logical flow.
Powerpoints should be clear and not distracting. Avoid too many all-text powerpoints, and use engaging and meaningful graphics when possible.

3. Audience participation is encouraged (even when recorded, seeing audience participation is engaging) with use of polls, surveys, and interaction.
Pace the insertion of polls and audience participation so that they are presented in regular intervals.

4. Audio should be spontaneous, conversational, and related to the content.
Avoid reading the powerpoints. Respond to questions from participants in a clear, relevant, and respectful way. Encourage individuals to use their audio. If they text message their question, be sure to read their question aloud in order to record and capture it for the archived webinar.

5. Use high-impact images that reinforce the objectives of the webinar.
In addition to powerpoints, it is possible to incorporate video, maps, graphics, tables, and other high-impact media. Make sure that you are making the connection between the course goals and the presentation.


Discussion of virtual world library resources.


6. Encourage participants to respond, not just with text messages, but also with audio questions.
You may also wish participants to send links to their own sites and to information that others will find helpful.

7. Content is of high quality and relevant to the objectives of the webinar.
It is a good idea to go through an prune material that does not directly bear on the goals and objectives of the webinar. A distraction or a dash off into the wrong direction can be devastatingly time-consuming in a synchronous webinar format. It’s even worse if the webinar is being archived for future use. Editing out the digressions later can be a real headache.

8. Content is aligned with the level and needs of the participants.
Before you start do the webinar, get an idea of the participants. Who are they? What is their background? Why are they attending? Be sure to gather the information and keep it in mind as you prepare the material.

9. Quizzes, questionnaires, and other interactive elements are included.
Again, don’t overwhelm, and pace them well.

10. If the webinar is a part of a series or a sequence, the place in the sequence should be clearly marked.




Screen shot from an Elluminate webinar


A number of webinar providers have targeted the education market and have made their products effective for classroom learning. However, Elluminate is leading the pack at this point with a number of useful attributes:

Attributes of the most Elluminate’s Vrooms include:

1. Interactivity with multiple participants;

2. Interactivity includes polling, questionnaires, surveys, and quick quizzes;

3. Individuals can write, draw, doodle in whiteboard area;

4. Participants can chat with the group;

5. Participants can send messages to other participants;

6. The interface supports audio and video demos;

7. The interface allows the presenter to move graphics and slides at own pace;

8. A log of presenters with contact information can be made available;

9. The interface allows for orderly interactivity (raise hands function, mute, etc.)

10. A moderator / administrator can archive the webinar.

When utilizing the archived webinars, it is very important to not simply create a "wraparound" shell to house the content. Instead, it is important to create a lesson plan that incorporates effective flow, and has learning objectives as well as clear outcomes assessment. Follow the steps outlined above, and you’ll have high-quality instructional material that will form the foundation of an excellent course that is unique to your organization, and which builds your brand.

Elluminate Learning Suite - http://www.elluminate.com/press/learning-suite-2008.jsp

Elluminate Next > Bundle - http://www.elluminate.com/press/elluminate-next-2008.jsp

posted by susan

Useful book that will help you develop effective online and hybrid courses using archived webinars:
http://ccthomas.com/details.cfm?P_ISBN13=9780398077501

just for fun - new book for teens stresses social responsibility:
http://www.gooddeedssociety.com

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