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MOODLE 2.0 E-LEARNING COURSE DEVELOPMENT PDF

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Knowing Moodle inside out means you've got so many options for constructing highly engaging web-based educational courses. This book. resourceone.info Moodle E-Learning Course Development shows you how to use Moodle as a tool .. example, if it's a PDF file, your student's computer will try to use Adobe Acrobat to. Course Design Best Practices, and Moodle E-Learning Course Development, Third Edition. Did you know that Packt offers eBook versions of every book published, with PDF and ePub center of the page, Moodle Book Almost Ready!.


Moodle 2.0 E-learning Course Development Pdf

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PDF | Moodle is a software package for producing internet-based courses and websites. It is an ongoing development project designed to support a social. Development Third Edition Download Pdf, Free Pdf Moodle E Learning Course moodle e-learning course development moodle is the leading open. Title: Download Moodle E-Learning Course Development - William Rice William Rice [Full Download Epub|Ebook|Audiobook|PDF|DOC.

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Today Moodle has long outgrown the stage where, as free software licensed under the GPL, it was sometimes considered a poor second choice to commercial proprietary learning frameworks. With over 40, registered installations in more than countries and an estimated 30 million users, Moodle is currently the most frequently used LMS. Many schools , and universities, such as the prestigious Humboldt University in Berlin, use Moodle.

Another typical application is for staff training in medium and large companies and commercial providers of online courses often rely on Moodle. Almost half of the Moodle installation are used by groups with more than members, for example the Open University with more than , students is one of the largest users. Anyone who wants to use Moodle should have no concerns over support. There is comprehensive online documentation, a highly active community and if required, many professional support providers.

There are also of course 'Using Moodle' entry level courses generated, naturally, using Moodle. A brief internet search will show that Moodle skills are highly sought after and the Moodle jobs market is quite buoyant. A portion of the fees from commercial uses of Moodle are re-invested into development.

Those officially listed as a Moodle Partner , contribute ten per cent of sales to continue the progress of the Moodle project. The company currently employs 15 staff members, including eight developers. E-learning comes in many forms.

For example math and vocabulary aids on CD-ROM or screencasts on YouTube are just two obvious examples from a large range of different options. Less familiar, since they frequently deal with specialised knowledge, are thousands of specific learning systems and managed online courses. Programs such as Blackboard , Sakai , the German Ilias , Dokeos or Moodle are used to create training platforms for personnel and to provide computer courses for schools and universities.

With well-known educational software, such as the previously mentioned vocabulary or math programs, teaching - imparting knowledge, is perhaps the only thing such learning management systems LMS have in common and their structure, methods and content can vary widely. LMS can manage all of the processes associated with running a virtual school - including the management of students and courses, examinations and, where applicable, fee calculation and collection.

Integrated modules such as forums or wikis can provide space for communication and collaboration. Learning contents may either created within the LMS or imported from different formats. Apart from the course content and management details no great expertise or deep specialist knowledge are required.

Moodle's global success Very often Learning Management Systems are all that makes certain public education programmes possible. LMS are of course available both as commercial software or under open source licenses, but free programs such as Moodle are particularly attractive to public programmes.

Moodle certainly owes at least part of its early successes to the financial constraints on schools and universities. The sooner you can relate the question to the current topic, the sooner you can tell the questioner that the answer is another part of your presentation.

You want to be able to say something like, "Okay, I see how that relates to what we're talking about. Stay with me, because your question is covered later in this presentation.

You must make your offer very specific to avoid promising something that you cannot deliver.

For example, saying "It appears that you have a lot of questions about material that's not in this presentation. Would you like to change the focus of the presentation? The result might be a request to speak about a topic you are unprepared for. Keep control of the situation by offering to change the focus to a specific topic that you know well, and that the audience has asked about.

For example, you might say, "I had intended to cover the types of documents produced by our product, but I see that you're very interested in the analysis module. Our expert in that field isn't here today, but if you like, we can either schedule a presentation for that person or I can change the focus of this presentation.

How do you feel about those options? If you ask the group in general if they want to change focus, and there is an authority figure in the room who disagrees with the group's decision, you may create conflict between that person and the group. It's more tactful to have the conversation with the authority figure in private.

Difficult Situation 3: Confrontational Questions When dealing with a confrontational question, separate the attitude of the questioner from the content of the question. The old system works fine and this one is full of bugs. The tone is challenging. If you respond to the tone,with a challenging or sarcastic response, you decrease your credibility.

However, the content is a legitimate question, and can be rephrased and restated by you in a less confrontational way. For example, you could restate the question like this: "We have a question about what advantages this new system has over the old one, and, what do we do when we encounter bugs in the new system?

I don't think it should take this long to learn. It doesn't give accurate results. How do we interpret them, and what are the limits of their accuracy? Restate this question to the class, and answer it as honestly and completely as you can. The result is an obstacle turned to your advantage.

Address Hostility Privately If defusing hostile comments does not work, you may need to speak privately with the person. Keep the discussion on the training process, not on their problem.

Keep your discussion focused on the fact that they and you are required to be there, and to accomplish a stated learning outcome. State how their hostility endangers that outcome, for them and for the rest of the class.

For example, this statement is defending the information being taught: "I understand that you don't like this new method of doing things, but it will save you time and effort in the long run. I think it's in your best interest to learn it and give it a try. This knowledge has not prevented the trainee from acting out.

Moodle 2.0 E-Learning Course Development

Instead of trying to sell the material to the hostile trainee, focus on the fact that the material is required, and that it is to their advantage to learn it. Also, remember that much hostility is the result of fear. You can soften your message with an offer to help, which may ease the student's fear and decrease the student's hostility: "This information is important to you and the others being able to do their jobs.

This method is going to be implemented, and even though you may not like it, you will need to learn and use it. I'm going to do my best to ensure that you leave here able to do that. Let's work together on that. If possible, discuss this with the sponsor of the course or the student's manager before doing it.Moodle is relatively easy to install and use, but the real challenge is to develop a learning process that leverages its power and maps effectively onto the content-established learning situation.

In the early development phase of the CMS the main architect was Martin Dougiamas at University of Perth in Australia and his main idea was to construct a CMS as an educational process and not as an engineering process. Evaluating Students with Quizzes, Choices, and Feedback.

Moodle 2.0 E-Learning Course Development

Apart from the course content and management details no great expertise or deep specialist knowledge are required. Log in to your account.

Moodle is relatively easy to install and use, but the real challenge is to develop a learning process that leverages its power and maps effectively onto the content-established learning situation.

Address Hostility Privately If defusing hostile comments does not work, you may need to speak privately with the person. If short answers and setting limits has not eliminated interruptions, you can acknowledge a question and delay the answer. Student Union Voting - Allows SU team to create online voting areas for various Student Union positions where students can vote on candidate manifestos, supports Alternative Transferable Vote method of election.