Moodle Journal

SEPTEMBER 27, 2005

Moodle is certainly being used by staff and students now, I took a quick look at the logs beginning from the first teaching week and we have some 14000+ records, not bad considering we are still only running at 260 users in total. The thing for me now is to begin assessing the impact of content. Its Ok to upload your class documents but that’s not in itself going to exploit the potential of a VLE with respect to addressing the issues of widening participation and extended classrooms.

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The Learning Circuits

SEPTEMBER 30, 2005

You want metrics data ? I got yer data right here. Check out PubSub's new LinkRank Service, measuring inbound and outbound links to any site! Check out Learning Circuit's LinkRank.

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Vignettes Learning

SEPTEMBER 15, 2005

I had the opportunity to attend the presentation of Ken Blanchard in VNULearning Training Conference on Oct. 18. Two key points stuck in my mind: Technology-based training tends to dump too much knowledge to the learners. It provides less opportunity to apply the ideas. Ken’s comments hit right smack into the heart of rapid e-learning. Most e-learning development is slow, not primarily because of poor technology or software or non-cooperative technology staff and team members.

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Big Dog, Little Dog

SEPTEMBER 28, 2005

What is knowledge and what is wisdom? - Knowledge Board. An interesting discussion with a number of comments from various posters. eLearning vs knowledge mgmt - by Verna Allee. I especially relish chancing upon the elearning booth that suggests they have the ultimate knowledge management solution. Hmm, really? Fear and emotional learning genes found - M&C News.

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Moodle Journal

SEPTEMBER 21, 2005

I had a check of the Moodle user accounts today and we now have 66 staff and 150 students registered; some students seem to have problems getting their email accounts correct, this could become an admin issue for us. The course status at the moment is 52 with 288 modules. I have eight more staff for the Moodle Induction training tomorrow 22/09. On Tuesday I introduced students to the CourseGenie-PageFlip e-book (featured earlier on this blog), have to see what the feedback is and will publish it

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Moodle Journal

SEPTEMBER 12, 2005

Recently I started to record the time I spent running my side of the VLE operation. And apart from the obvious use, I realised that its going make an interesting chronicle of how my activities change with the rollout. At the moment I have a reasonably good monthly estimate for the following Publishing the monthly Newsletter 2 hours Course creation & account management 4 hours Email activity 4 hours Awareness, training & accounts 12 hours Liasing with Moodle support workshop 2 hours or 28 hou

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Moodle Journal

SEPTEMBER 7, 2005

Ran an extra training session this morning, which went well and spent most of the afternoon creating courses for everyone that had attended. While I had the candidates in class, it proved to be a good opportunity to try out the common authentication between the college Windows network and Moodle, where Moodle can validate against an account in Active Directory using the RADIUS plugin, this means a single login for everyone, including students!!

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Moodle Journal

SEPTEMBER 4, 2005

As a VLE user, you are becoming increasingly reliant on the availability of digital content, OK you save it in Moodle or maybe a content repository and thats OK right, well maybe not,did you kmow the census population data for 1951 got itself lost, along with a significant portions of the 1961 and 1971 census data! Well it was a surprise to me, but its not just the safe storage of material how about format, according to an Article by MacKenzie Smith (Associate Director for Technology- Massachuse

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Moodle Journal

SEPTEMBER 2, 2005

Its looks as if I may need to revise one of the earlier posts where I expressed the view there would not be many more takers for Moodle training before September start, when today's calls to our admin office resulted in us having to arrange two training sessions for next week. I have been thinking about ongoing support for Moodle and have approached our Open Access support team, who are keen to be involved by the way, to provide a regular drop-in workshop for anyone wishing to develop their idea

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The Learning Circuits

SEPTEMBER 28, 2005

One well-understood simulation genre is branching stories. In branching stories, students make multiple-choice decisions along an ongoing sequence of events around what to say to another person in a given situation. The decisions impact the evolution of the story, ultimately terminating in either successful or unsuccessful outcomes. Their ease of use, ease of deployment, and content style make them highly appropriate for entry-level salespeople, call center representatives, freshmen, customer-fa

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Simulations Authoring Toolkit PowerPoint 40

The Learning Circuits

SEPTEMBER 28, 2005

One well-understood simulation genre is interactive spreadsheets. Interactive spreadsheets focus on abstract business school issues such as supply chain management, product lifecycle, accounting, and general cross-functional business acumen. Students allocate finite resources along competing categories at successive turn-based fixed intervals, and each time they watch their results play out on dense graphs and charts.

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The Learning Circuits

SEPTEMBER 28, 2005

One well-understood simulation genre is game-based models. With the goal of "making learning fun,” students engage familiar and entertaining games such as Wheel of Fortune®, solitaire, or memory, with important pieces of linear or task-based content replacing trivia or icons. More diagnostic than instructional, game-based models nonetheless might be the technique of choice by traditional educators and training groups looking to quickly goose their reputation, student satisfaction, and even ef

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The Learning Circuits

SEPTEMBER 28, 2005

Not everything that can be counted counts, and not everything that counts can be counted. - Albert Einstein One of the projects in the revitalization of Learning Circuits Blog has been the establishment of a data set for capture and resulting metrics. I thought it might be of interest to share our work in this area. The purpose for creating a trackable set of data and corresponding metrics is simply so that we will have an idea as to whether or not we are succeeding at this blogging venture.

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Speaker: Chris Paxton McMillin, President of D3 Training Solutions

There are plenty of great authoring tools for developing eLearning, but the one you select could directly impact your course's outcomes. Depending upon your learners’ needs and your organization’s performance goals, you could be overlooking considerations that impact the both effectiveness of your courses and how long it takes to finish them. From general capabilities to specific workflow structures, some aspects are critical when it comes to learning objectives and deadlines.

Authoring

The Learning Circuits

SEPTEMBER 25, 2005

I have been thinking a lot about life of content. A few different dichotimies seem to frame conversations. Staged vs. Organic: Staged events are one-shot. They need significant pre-establisehd processes and project management. They use up a lot of advertising and communication. Organic approaches are more incremental. They use small layers to build up over time.

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The Learning Circuits

SEPTEMBER 20, 2005

It is a symbol of "old school" training. It is a joke, a dinosaur, a deep sea anchor. It wastes billions of dollars of office space in filing cabinets and cubicle shelving. It is THE TRAINING BINDER. We, the Learning Cognoscenti, "prove" our own credentials to the world by openly disdaining them. '"What to do about the classroom binder?' you ask. 'How about dig a deep hole and throw them all in!

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The Learning Circuits

SEPTEMBER 20, 2005

When talking about platforms, the opposite of a single monolothic approach (cough Windows cough) is small pieces loosely joined. We in the learning industries seem to be good at the big pieces, tightly joined (degrees, curricula, certification) small pieces, tightly joined (LMS delivered content) small pieces, not at all joined (Google, mapquest, bubble help) So what is it that can/does loosely join our small pieces of learning?

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The Learning Circuits

SEPTEMBER 17, 2005

For many an Instructional Designer, design follows analysis, with its main function being to identify all the important things that need to go into a course. Its end product is a curriculum, syllabus, or blue-print to build the learning module on. Next comes development , which adds content so as to give depth to the end product of design. This mainly consists of the adding of "information.

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Speaker: Tim Buteyn, President of ThinkingKap Learning Solutions

We’ve all been there. You’ve been given a pile of dry content and asked to create a compelling eLearning course. You’re determined to create something more engaging than the same old course that learners quickly click through, but how do you take this “boring” content and create something relevant and engaging? Many instructional designers will say, “Boring in means boring out.

Content

Vignettes Learning

SEPTEMBER 15, 2005

I had the opportunity to attend the presentation of Ken Blanchard in VNULearning Training Conference on Oct. 18. Two key points stuck in my mind: Technology-based training tends to dump too much knowledge to the learners. It provides less opportunity to apply the ideas.Ken's comments hit right smack into the heart of rapid e-learning. Most e-learning development is slow, not primarily because of poor technology or software or non-cooperative technology staff and team members.

Knowledge 40

Knowledge Learning Rapid eLearning Learner 40

The Learning Circuits

SEPTEMBER 6, 2005

Why build a Spanish LMS? First, more and more of the schools with whom I've spoken this past year, individually and at conferences and meetings, have told me they need one and need one now. So I did some research and that brings us to the second point. The surprising facts: Spanish is spoken by almost 400 million people worldwide. Even more compelling, when you realize that about half of the population in the Western Hemisphere speaks Spanish, it becomes the primary language for as many people a

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The Learning Circuits

SEPTEMBER 5, 2005

I would not suggest that higher education institutions need to operate like CNN, but I find it fascinating to read Elliot Masie's observations of how CNN dealt with the flow of content and information in the wake of Hurrican Katrina. In CNN Newsroom in the Midst of Katrina - "Rapid Development. Content Objects. Learning Implications" : There were some incredible learnings and observations as I quietly watched the news gathering and assembly process and interviewed the Learning team at CNN.

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The Learning Circuits

SEPTEMBER 3, 2005

I was thinking about Clark's (the other Clark) post on learner rights, and then the broader learner marketplace. One of the trickiest parts about development of formal learning programs is that so often, the learner only has a passing relationship to the cost of the program. Enterprise Programs Enterprise training programs are paid by the corporate, military, or government sponsor.

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The Learning Circuits

SEPTEMBER 1, 2005

As usual, Ernest Adam's column in GamaSutra is spot on. In this case, it's about Player's Rights. In the article, he lists characteristics of games. Which, of course, made me think about Learner's Rights. Some students created such a list in 1995. What would be the elearning version? I can think of several principles I'd include (and I realize most are not exclusive to elearning): To be respected for what they already know.

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Learner Cognitive eLearning Player 40

Big Dog, Little Dog

SEPTEMBER 27, 2005

Information Design Classic Makes The Shelves Again After Two Hundred Years - Robin Good. Thanks to the popularity of information design guru Edward Tufte, a two hundred years old book by William Playfair has just made the shelves again. On the concept of a concept - Denham Grey. Our beliefs, world views, creativity and communication ability, depend on the concepts we hold, how strongly we hold them and ways we can change them.

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Big Dog, Little Dog

SEPTEMBER 24, 2005

Better Information Isn't Always Beneficial - Wall Street Journal. Socially useless but privately valuable information. Intelligence in the Internet age - c/net. A few thousand years ago, a Greek philosopher, as he snacked on dates on a bench in downtown Athens, may have wondered if the written language folks were starting to use was allowing them to avoid thinking for themselves.

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Big Dog, Little Dog

SEPTEMBER 18, 2005

Emotionally Evocative Design - Donald Clark. A mix of design, development, and context should theoretically help the learners build their knowledge and skill bases. Yet this combination often fails because it leaves one important piece of the puzzle -- Emotionally Evocative Design. Getting Real: Don't pick the tools ahead of the craftsman - Signal vs.

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Knowledge News Learning Learner 32

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Big Dog, Little Dog

SEPTEMBER 13, 2005

The Power of Conversation - Corante. "I don't read anymore; I just talk to people who have." - Dr. Tom Malloy, University of Utah Visual Literacy - Phil Douglis. Layers can play a huge role in the composition of an image. We can read these layers from front to back, or from side to side. Layers can be used to create incongruous juxtapositions, or can create perspective by implying depth.

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Big Dog, Little Dog

SEPTEMBER 10, 2005

Incomplete tasks and the Zeigarnik Effect - 43 Folders. The Zeigarnik effect states that people remember uncompleted or interrupted tasks better than completed ones. Are Employee of the Month awards a good idea? - CRM News. If you don't have an EOM program, don't start one. Critical Thinking for Managers: A Manifesto by Crystal King. A how-to think critically guide.

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Big Dog, Little Dog

SEPTEMBER 4, 2005

KM disappointments: A reflection on ideas that never quite made it - Denham Grey. KM has always been about access to information in some form (for learning, awareness, problem solving, decision making.). New Last.fm: Social Architecture Drives Music Experience - by Stowe Boyd. The newest version of Last.fm is almost a perfect example of what I have been preaching about social architecture: People Are The Living, Breathing, Beating Heart Of The Universe Artifacts Bind Us Together and Define Us So

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