Moodle from Scratch

Editor's Notes

• #5: It is easier to think of Elearning as a suite of Blended delivery choices available to RTOS: These modes can be any mix of face to face and either or a combination of online self paced, facilitated or group work sessions. Students participate in both traditional face to face classes and virtual classes such as online tutorials or discussion forum activities.   Face to Face – Trainers and learners participate in online activities or resources during face to face sessions. Flexible, Self Paced Trainer or computer assessed – Learner works through prepared learning content that is assessed as they progress. Access to trainer generally for support or higher level assessment task feedback. Facilitated online – learning is conducted entirely online through course material provision provided through a Learner Management System and online activities provided though either virtual classroom tutorials or discussion forums. Not such an attractive model for RTOs as it does not attract Government funding incentives for training placements.   Many RTOs commence using Elearning via the provision to learners of a Resource repository – learners access content online and refer to resources that are used in a face to face class. Not really considered elearning.     Informal networks based on knowledge sharing (also known as social learning) – “The revolution that is social media means that now everyone can have access to the Social Web and a range of services and applications to support their own as well as their team’s learning, performance and productivity. “ Jane Hart.  
• #6: For each course we can determine the best mix of delivery modes according to: Infrastructure available to deliver in each mode Capability of our organisation and our learners to teach and learn in each mode Strategic choices about how to package courses for blended learning The types of content we will need to delivery Learning activities Assessment methods and potential for assessment submission.
• #7: For each course we can determine the best mix of delivery modes according to: Infrastructure available to deliver in each mode Capability of our organisation and our learners to teach and learn in each mode Strategic choices about how to package courses for blended learning The types of content we will need to delivery Learning activities Assessment methods and potential for assessment submission.
• #8: Write down the one biggest thing you would like to understand by the end of today Take a minute or two to complete
• #9: If choose C – then ask if considering Moodle and what is the attraction for them, draw backs and issues and concerns they have.
• #10: What is an LMS a software application or Web-based technology used to plan, implement, and assess a specific learning process. provides the trainer with a way to create and deliver content, monitor student participation, and assess student performance. provides students with the ability to use interactive features such as threaded discussions, video conferencing, and discussion forums.
• #11: Moodle is a software package for producing Internet-based courses and web sites. It is a global development project designed to support a social constructionist framework of education. Moodle is provided freely as Open Source software (under the GNU Public License). Basically this means Moodle is copyrighted, but that you have additional freedoms. You are allowed to copy, use and modify Moodle provided that you agree to: provide the source to others; not modify or remove the original license and copyrights, and apply this same license to any derivative work
• #12: Constructivism asserts that learning is particularly effective when constructing something for others to experience. This can be anything from a spoken sentence or an internet posting, to more complex artifacts like a painting, a house or a software package. Moodle provides a range of methods for learners to create course content to demonstrate their knowledge. This can be assessed and rated by other learners. Constructivism, in very simple terms suggests that people learn best when they are constructing something for someone else. This makes sense, and if you think about the old saying “If you want to learn something really well, then teach it to others!” we all know this anyway. Preparing to teach someone else some knowledge really does help ensure you know your stuff backwards! Social constructivism extends the constructivism idea into social settings. So for example, groups may construct knowledge for one another, collaboratively creating a collection of knowledge. To see this in action, just think about ways people use Forums. Someone may ask a question, another may answer, and third may ask for clarification, a fourth may offer an alternative solution, the first poster may now have a different question, the second may re-evaluate their contribution and change their opinion, and so on. And all the people in the Forum that are not posting can still read and reflect on this discussion (although it's more beneficial if they get involved). Another example of social constructivism in action within a course could be giving small groups an individual task, and having them share their findings
• #13: Course Moodle uses the term Course to mean a single self-contained 'study unit’ that a Student can be enrolled into. A Course has Participants – members who are usually Teachers and Students. Courses can be arranged by the RTO to suit them – Unit of competency, Cluster of Units, Qualification, Group work space, Space PD, Information portal, Community of Practice. Catergories - Course categories organize courses for all Moodle site participants. For example courses may be catergorised by School, Qualification, Topic etc to reflect your delivery structure. Categories enable bulk actions like enrolment of learners into subsequent courses. Users Student, Learner, User, Trainee, Client, may be used to refer to the people who use your Moodle site to learn. In Moodle the default description is a Student (although this can be changed). In Moodle the default description is a Teacher (although this can be changed). People are added to Moodle as a user and then allocated a role per course. Roles Site Administrator - Site administrator - can "do everything" on the site Manager - a lesser administrator role. Can change settings that affect the whole Moodle site. Course creator - can create courses Teacher - can manage and add content to courses Non-editing teacher can grade in courses but not edit them Student - can access and participate in courses Guest - can view courses but not participate Groups - A teacher can organise users into groups within the course or within particular activities. Could be within a course or to use the same content with a variety of different client or regional delivery instances. Cohorts - Cohorts, or site-wide groups, enable all members of a cohort to be enrolled in a course in one action, either manually or synchronised automatically.
• #16: A resource is an item that a teacher can use to support learning, such as a file or link. Moodle supports a range of resource types which teachers can add to their courses. In edit mode, a teacher can add resources via a drop down menu. Resources appear as a single link with an icon in front of it that represents the type of resource.
• #18: Repositories in Moodle enable users to upload files, access previously uploaded files and to easily bring content into Moodle from external repositories, such as Flickr or Google Docs. Enabled repositories are available in the File picker. Google Docs - bring files from your Google docs account Flickr public - search for and display images from Flickr Flickr - search for and display images from your personal Flickr account Picasa web album - search for and display images from your Picasa account Alfresco - link to or copy files from Alfresco into Moodle Amazon S3 Box.net - bring files in from your Box.net account Dropbox - bring files in from Dropbox File system - access files uploaded to a folder on your server (by, eg FTP) Legacy course files - use the old system from 1.9 of "course files" Merlot.org - bring resources in from Merlot.org WebDAV -bring in files using webdav EQUELLA - link to files in an EQUELLA installation
• #19: You can integrate with 3rd party plugins for repository purposes allowing document control independent of Moodle. Repository's are integrated tool to discover, contribute and import content into their courses. EQUELLA is a digital repository used for storing teaching and learning materials including all forms of multimedia. It allows fast targeted retrieval of educational assets through keywords or other metadata devised by the department in which the resource belongs. Links to resources can be placed within Moodle, videos can be streamed, or students can be given access to browse a department’s collection. With careful design, Repositories represents a unique opportunity for the sharing of teaching and learning resources between staff within different departments, and the potential benefits to students and staff through improved resource creation and teaching and learning support. Alfresco – http://www.alfresco.com Equella http://www.equella.com/solutions/learning-technology/lms-integrations/
• #21: An activity is a general name for a group of features in a Moodle course. Usually an activity is something that a student will do that interacts with other students and or the teacher.
• #26: http://tincanapi.com/scorm-vs-the-tin-can-api/
• #27: Previous specifications were difficult and had limitations (see Tin Can vs SCORM), but the Tin Can API is simple and flexible. It lifts many of the older restrictions. Mobile learning, simulations, virtual worlds, serious games, real-world activities, experiential learning, social learning, offline learning, and collaborative learning are just some of the things that can now be recognized and communicated well with the Tin Can API. It’s important to know that we don’t own the Tin Can API. ADL is the steward of the specification. We just know this space so well that ADL asked us to help develop it. The Tin Can API is community-driven, and free to implement. How does the Tin Can API work? People learn from interactions with other people, content, and beyond. These actions can happen anywhere and signal an event where learning could occur. All of these can be recorded with the Tin Can API. When an activity needs to be recorded, the application sends secure statements in the form of “Noun, verb, object” or “I did this” to a Learning Record Store (LRS.) Learning Record Stores record all of the statements made. An LRS can share these statements with other LRSs. An LRS can exist on its own, or inside an LMS. The freedoms of the Tin Can API Statement freedom: the structure of “statements” using nouns, verbs and objects lets you us record almost any activity. Think: “I did this.” History freedom: the Tin Can API allows LRSs to talk to each other. LRSs can share data and transcripts with one another, and your experiences can follow you from one LRS (or organization) to another. Learners can even have their own “personal data lockers” with their personal learning information inside them. Device freedom: any enabled device can send Tin Can API statements (mobile phones, simulations, games, a CPR dummy, the list goes on). A constant network connection isn’t necessary — occasional connectivity is fine. Workflow freedom: tracking learning events doesn’t have to start or end in an LMS, it can start wherever the learner is and on whatever device they choose to use. Your content isn’t tied to an LMS.
• #28: Work can be submitted by students and marked by teachers using Assignments or Workshops. Automatic marking can be achieved by using Quizzes. You can integrate quizzes from third party software. Content may be delivered and supported using Lesson module and SCORM activities. Key words can be added to Glossaries by yourself or, if you allow it, your students. You can add content from third party software Surveys and Databases are also very powerful additions to any course.
• #31: Moodle = core code + plugins Plugins may be either standard plugins (included in the Moodle download package) or add-ons. https://moodle.org/plugins/ and https://moodle.org/plugins/stats.php Hot Potatoes - http://hotpot.uvic.ca/ Big Blue Button – http://bigbluebutton.org/ Turnitin - http://turnitin.com/
• #32: Moodle used to add value to face to face courses by distributing additonal resources, YouTube, Multimedia, conducting surveys, ongoing discussions. Learners can also download and submit assignments here. Some examples of how RTOs use learning technologies in the training room include: Conducting a quiz in the classroom Workplace assessment evidence using mobile Using video and audio Using Blogs & Wikis for group tasks Supporting students using digital tools in learning
• #33: Some examples of how RTOs use learning technologies to provide self paced content includes: Compliance testing Communication scenarios Application of policy & procedure decision making trees Course Content Assessment tasks and associated guided readings/resources/multimedia RPL
• #34: Some examples of how RTOs facilitate online learning interaction includes Group research projects QnA of industry experts/past learners Online lecture Assessment task pitch & presentation Peer Review of learners’ work Role play Group problem solving Remote trainee/third party assessor catch up Assessment verification and moderation RPL
• #36: If choose C – then ask if considering Moodle and what is the attraction for them, draw backs and issues and concerns they have.
• #37: For each course we can determine the best mix of delivery modes according to: Infrastructure available to deliver in each mode Capability of our organisation and our learners to teach and learn in each mode Strategic choices about how to package courses for blended learning The types of content we will need to delivery Learning activities Assessment methods and potential for assessment submission.
• #40: Simple FAQ discussion forums. Repository of course content to support F2F learning (PDFs, Lecture PPTs, YouTube and other files) Distribution and retrieval of written assessment Simple Quizzes Inconsistent course style and application of style guide Text heavy, few images, long page of information or “scroll of death” and use of standard Moodle navigation.
• #41: Assessed and student rated discussions forums promote problem solving and research and student interaction. Comprehensive labels explain each course step Repository resources are individually labeled for course context and are searchable A variety of assessments are offered including discussions, projects, skills demonstration using smartphones, group work and task upload Quizzes are supplemented with Lessons containing Decision making trees Consistent course header title and navigation icons Use of in-house or 3rd Party SCORM material integrating content and interactive scored activities Course styled according to Moodle style guide for consistent look and feel of course headers, icons and images that reflects JMC brand. RSS fees from Industry leader blogs Parallel student social spaces encouraged (e.g.: Facebook, Twitter, YouTube, Instagram, Dropbox, Yammer) Students build industry profile as course progresses on appropriate portal (e.g. LinkedIn)
• #42: Students actively construct knowledge through building glossaries and databases of information and concepts for assessment Group projects drafted in wikis Courses “gamified” through conditional release of content and resources and issuing of open source badges for completing various competencies. http://openbadges.org/ and http://moodlebadges.com Peer review and rubric development for specific assessments Moodle used in conjunction with face-to-face and live online (webinar) modes are part of a true Blended learning strategy. Students build assessments progressively over series of dialogues with trainers to hone their response. http://docs.moodle.org/23/en/Dialogue_module
• #43: Hosts: Moodle Partners:Moodle Partners are Certified Service Providers worldwide that can help you with your Moodle implementation. They provide services such as hosting, customisation, support, training and even full management of a Moodle project. Partners contribute 10% of their earnings to support the development and maintenance of the Moodle project, so to help improve the Moodle software we ask that you always use certified Moodle Partners! Moodle Partners eCreators - http://www.ecreators.com.au Pukinui - http://moodle.com.au/ NetSpot - http://netspot.com.au eWorks - http://eworks.edu.au/ WiseNet - http://www.mywisenet.com.au/ Bright Cookie - http://www.brightcookie.com/
• #44: Moodle Partners eCreators - http://www.ecreators.com.au Pukinui - http://moodle.com.au/ NetSpot - http://netspot.com.au eWorks - http://eworks.edu.au/ WiseNet - http://www.mywisenet.com.au/ Bright Cookie - http://www.brightcookie.com/ Accelerate - http://www.axcelerate.com.au
• #45: API – for VetTrak - http://www.ozsoft.com.au Gecko – http://vetgecko.com/moodle-lms.cfm WiseNet - http://www.mywisenet.com.au/ Axcelerate- http://www.axcelerate.com.au/
• #46: implications for RTO resources, staffing and support
• #49: Moodle sits on themes. Themes provide a "skin" to completely change the look and feel of your site (or even an individual course). Coding – Moodle can be customised in php to provide additional functionality. Plug Ins -
• #54: http://2014.imoot.org/
• #56: http://docs.moodle.org/26/en/Main_page
• #57: http://moodleman.moodle.com.au/
• #58: http://www.cats-pyjamas.net/wp-content/uploads/2010/05/MoodleToolGuideforTeachers_May2010_JS.pdf