Take your Moodle installation where no admin has gone before. Boldly explore how to find and install Addons. Learn how to assimilate Addons into your Moodle installation. Become an active part of the Moodle collective. Resistance is futile.
This document lists and describes 5 powerful PowerPoint add-ons, including ShapeChef which allows managing and downloading PowerPoint graphics and charts, Office Timeline for creating professional timelines, Aploris for sophisticated business charts and graphs, Opazity for visual effects to focus audience attention, and PowerPointLabs for interactive presentations with highlights and transitions.
One of the many reasons why the web browser Mozilla Firefox has become so popular is its ability to use add-ons (or extensions), small programs that allow you to personalize your internet surfing experience. They can do everything from blocking advertisements to giving you weather reports to making your email simpler to use. This walkthrough will tell you what add-ons are, how you can find and install them, and will detail a few that we particularly like: Adblock Plus, ForecastFox, Flashblock, and ReminderFox. While this walkthrough assumes you're using Microsoft Windows, the principles also apply if you're using Firefox on a computer running Linux or the Macintosh operating system.
This class was last presented at the Bay Area Seniors Computer Club in March 2010.
This document outlines an agenda for a Moodle workshop. It includes an introduction to Moodle roles and permissions, demonstrations of course creation and settings, and discussions of course structure and content organization. Time is allotted for questions and supporting resources are provided, including documentation, video tutorials, and online demonstration sites.
This document discusses integrating open badges into learning environments. It begins by introducing open badges and their potential benefits for motivating learners. It then describes different approaches for integrating badges, including modifying source code, using plugins, add-ons, or web applications. The document presents a prototype for automatic badge issuing in the iMooX learning platform based on user actions and assessments. It evaluates the prototype based on its use in a MOOC with over 400 enrollments, finding it could issue badges relatively easily. The conclusion is that open badges are an important topic that can benefit learning if integrated properly.
What can (or should) we do with Open badges - MoodleMootNZ 14 Maurice Moore
?
1. The document discusses the use of open badges in Moodle and Totara Learning Solutions. It provides an overview of open badges and their technical specifications.
2. A case study is presented on how Qual IT, an independent IT testing company, developed a badge system using Totara to track employee skills and identify training needs. Their system aligned skills with the SFIA framework and had clearly defined assessment criteria.
3. The document concludes with proposing a knowledge caf¨¦ discussion where managers could discuss opportunities and barriers to adopting a badge system for their own organization.
Improving the Accessibility of.. MoodleMoot 2006Nick Freear
?
"Improving the Accessibility of Moodle: Experiences, guidelines and the road ahead."
* Dr Nick Freear
* Dr Chetz Colwell
* 25-26 July 2006, MoodleMoot.
(An old presentation I've just re-discovered!)
A presentation on Course Design and Implementation of Course Delivery in Open and Distance Learning.
Delivered during University of Ibadan Cascade Training for all Academic Staffs in Distance Learning Programme.
This document provides an outline for a presentation on open badges in education. It discusses key concepts and perspectives on open badges, including their pedagogical and technological aspects. On the pedagogical side, it explores how open badges can serve as motivational mechanisms and learning scaffolds. Technologically, it examines badging platforms and tools and demonstrates designing badges interactively. It also covers community aspects like stakeholders and enthusiasts, and provides an overview of the process for designing and developing an open badge system.
1. Mahara is an open source ePortfolio application developed through a collaborative project in New Zealand to provide students with ownership and control over their learning artifacts and reflections.
2. Key features of Mahara include a file repository, blogging, resume building, social networking capabilities, and integration with Moodle.
3. Mahara allows fine-grained access control and is in use by many educational institutions in New Zealand and internationally as a tool for lifelong learning.
This document discusses Mahara, an open source eportfolio software, and its uses. It presents on Career Portfolio Manitoba, a nonprofit initiative using Mahara to help Manitobans with lifelong career development and employment purposes. The "Mahoodle" concept combines Moodle and Mahara by allowing items from Moodle courses to be exported to a Mahara eportfolio. The presentation covers features of Career Portfolio Manitoba, next steps like open badges and a skills marketplace, and a wishlist for improving the user experience and interoperability of Mahara.
This document introduces an academic collaboration platform called Klatsch that aims to overcome limitations of Blackboard, fill a void, and apply features of Reddit, Facebook, LinkedIn, and tech forums. Klatsch would provide a platform for users with .edu email accounts to create posts asking questions or sharing information, and allow others to view and respond. It would enable users to enroll in topics and classes they are interested in and aggregate content through saved groupings. The document outlines Klatsch's features and competitive advantages over platforms like Blackboard, Canvas, Reddit, and others.
This document provides an outline and overview of a Moodle Essentials training session. The session introduces key Moodle functionality including navigating the interface, editing profiles and preferences, enrolling users, structuring courses, setting visibility options, adding resources and activities, and copying content between courses. It includes demonstrations of these skills and leaves time for practice and questions. Useful guidance documents and support resources are also referenced.
The document provides an overview of the learning management system Moodle, including:
1) A brief history of Moodle, which began in 2002 in Australia and is now one of the most widely used open-source LMS platforms.
2) An overview of how Moodle was implemented at CULS starting in 2006 and has grown to over 70,000 users, making it one of the largest Moodle installations worldwide.
3) Examples of how Moodle is useful at CULS for sharing information, hosting course materials and activities in one place, and facilitating online quizzes and examinations.
This document provides an update on an initiative to develop a shared vision of employability at DkIT. It outlines progress made, including literature reviews on employability and graduate attributes and focus groups with employability champions. Emerging themes from the focus groups include graduate attributes related to communication, technical skills, confidence, and collaboration. A marketing mission is discussed to promote project deliverables like an employability statement and graduate attribute framework. The project aims to develop these tools along with an embedding employability framework and industry forum by its launch at the end of June.
Cultivating Information Literacy Among Students: Lessons Learned from UCF¡¯s I...Kelvin Thompson
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This document summarizes Dr. Kelvin Thompson's presentation on information literacy modules developed at the University of Central Florida. The modules are short, self-contained online lessons that teach information literacy skills and can be assigned by instructors or completed voluntarily by students. Over the past 8 years, over 200,000 assessments have been completed by 37,000+ students across 15 module topics. UCF piloted "badging" completed modules to recognize student achievement, with over 40,000 badges issued so far. While funding cuts have paused new development, the existing modules continue to be maintained and updated annually.
The Journey of Apache ManifoldCF: Learning from ASF's SuccessesPiergiorgio Lucidi
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Every ASF project has a story to tell and behind a story we find people contributing with a real love in technologies.
They share the Open Source philosophy and this honest commitment in terms of personal effort for achieving any kind of improvement for the project means that there are individual contributors following a common light: The Apache Way.
Piergiorgio will describe the path taken by the Apache ManifoldCF Community for getting these results, starting from the incubation process to the promotion as Top Level Project and then engaging new contributors.
Finally Piergiorgio explains how the Community can help with a huge benefit also in the strategic view for a project.
Each contributor shares his own specific expertise on the field and his technological sensibility will bring added value until to drastically improve the scope of the entire project. Listen to the Community!
Enabling e labs experiments delivery using Moodle LMSMohamed EL Zayat
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The ceLTIc project aims to integrate elearning applications with VLEs using IMS Learning Tools Interoperability (LTI). LTI allows tools to be integrated once and used across multiple VLEs. It provides single sign-on for users and passes user and context data to tools. The basic LTI specification can be extended to support memberships, outcomes, and settings. This allows tools to synchronize user lists and send grades back to the VLE. LTI enables collaboration between users in different VLEs or courses through a shared tool context.
A full assessment & feedback history would:
- Let Students and Personal Tutors review feedback and grades to help determine how to improve academically.
- Help Personal and Module Tutors to identify students who may need additional support.
- Enable Tutors to pick up on longitudinal developments, creating opportunities to engage in a feedback dialogue.
- Help Students to identify patterns and understand their feedback, so they can act upon it (feed forward).
Introducing the Moodle My Feedback plugin, which is being developed to help achieve these aims. Download it from: https://moodle.org/plugins/view.php?plugin=report_myfeedback
In this session we will describe the process of migrating modules and content from Moodle to Blackboard following the merger of the University of Wales Newport (Moodle) with University of Glamorgan (Blackboard) to form the University of South Wales. We will describe the challenges from a number of perspectives. The technical challenge was to move a large volume of complex content while maintaining structural integrity, while the human challenge was to train and support 2-300 academic staff in a new VLE in six months. We will detail the strategies and tools we are using in this (ongoing) process as we prepare for the new academic year in September 2015 and will be of interest to VLE managers, Learning Technologists and Support and Training professionals.
Mark Dehmlow, Head of the Library Web Department at the University of Notre Dame
At the University of Notre Dame, we recently implemented a new website in concert with rolling out a ¡°next generation¡± OPAC into production for our campus. While much of the pre-launch feedback was positive, once we implemented the new systems, we started receiving a small number of intense criticisms and a small wave of problem reports. This presentation covers how to plan for big technology changes, prepare your organizations, effectively manage the barrage of post implementation technical problems, and mitigate customer concerns and criticisms. Participants are encouraged to bring brief war stories, anecdotes, and suggestions for managing technology implementations.¡±
Professional Development On Moodle ResourcesBlair E
?
This document provides an introduction to Moodle, an open source learning management system. It discusses how Moodle was designed based on social constructivist pedagogy to help foster online learning communities. It also provides an overview of some of Moodle's key features, such as courses, activities, resources, and user profiles. The document aims to prepare students to navigate Moodle and interact with other students and instructors in an online learning environment.
Open source ml systems that need to be builtNikhil Garg
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Opus Learning is an online college that delivers Scottish Qualifications Authority (SQA) programs fully online or in a blended format. It uses a standards-based approach with XML markup to manage course content in a digital repository. Content is authored independently of any learning platform and can be automatically rendered and integrated across multiple formats, including Moodle courses, PDFs, and HTML pages. This scalable single-source publishing model allows for agile content updates and delivery to partners looking to offer SQA programs through a turnkey online college solution.
Understanding Traditional AI with Custom Vision & MuleSoft.pptxshyamraj55
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Understanding Traditional AI with Custom Vision & MuleSoft.pptx | ### ºÝºÝߣ Deck Description:
This presentation features Atul, a Senior Solution Architect at NTT DATA, sharing his journey into traditional AI using Azure's Custom Vision tool. He discusses how AI mimics human thinking and reasoning, differentiates between predictive and generative AI, and demonstrates a real-world use case. The session covers the step-by-step process of creating and training an AI model for image classification and object detection¡ªspecifically, an ad display that adapts based on the viewer's gender. Atulavan highlights the ease of implementation without deep software or programming expertise. The presentation concludes with a Q&A session addressing technical and privacy concerns.
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1. Mahara is an open source ePortfolio application developed through a collaborative project in New Zealand to provide students with ownership and control over their learning artifacts and reflections.
2. Key features of Mahara include a file repository, blogging, resume building, social networking capabilities, and integration with Moodle.
3. Mahara allows fine-grained access control and is in use by many educational institutions in New Zealand and internationally as a tool for lifelong learning.
This document discusses Mahara, an open source eportfolio software, and its uses. It presents on Career Portfolio Manitoba, a nonprofit initiative using Mahara to help Manitobans with lifelong career development and employment purposes. The "Mahoodle" concept combines Moodle and Mahara by allowing items from Moodle courses to be exported to a Mahara eportfolio. The presentation covers features of Career Portfolio Manitoba, next steps like open badges and a skills marketplace, and a wishlist for improving the user experience and interoperability of Mahara.
This document introduces an academic collaboration platform called Klatsch that aims to overcome limitations of Blackboard, fill a void, and apply features of Reddit, Facebook, LinkedIn, and tech forums. Klatsch would provide a platform for users with .edu email accounts to create posts asking questions or sharing information, and allow others to view and respond. It would enable users to enroll in topics and classes they are interested in and aggregate content through saved groupings. The document outlines Klatsch's features and competitive advantages over platforms like Blackboard, Canvas, Reddit, and others.
This document provides an outline and overview of a Moodle Essentials training session. The session introduces key Moodle functionality including navigating the interface, editing profiles and preferences, enrolling users, structuring courses, setting visibility options, adding resources and activities, and copying content between courses. It includes demonstrations of these skills and leaves time for practice and questions. Useful guidance documents and support resources are also referenced.
The document provides an overview of the learning management system Moodle, including:
1) A brief history of Moodle, which began in 2002 in Australia and is now one of the most widely used open-source LMS platforms.
2) An overview of how Moodle was implemented at CULS starting in 2006 and has grown to over 70,000 users, making it one of the largest Moodle installations worldwide.
3) Examples of how Moodle is useful at CULS for sharing information, hosting course materials and activities in one place, and facilitating online quizzes and examinations.
This document provides an update on an initiative to develop a shared vision of employability at DkIT. It outlines progress made, including literature reviews on employability and graduate attributes and focus groups with employability champions. Emerging themes from the focus groups include graduate attributes related to communication, technical skills, confidence, and collaboration. A marketing mission is discussed to promote project deliverables like an employability statement and graduate attribute framework. The project aims to develop these tools along with an embedding employability framework and industry forum by its launch at the end of June.
Cultivating Information Literacy Among Students: Lessons Learned from UCF¡¯s I...Kelvin Thompson
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This document summarizes Dr. Kelvin Thompson's presentation on information literacy modules developed at the University of Central Florida. The modules are short, self-contained online lessons that teach information literacy skills and can be assigned by instructors or completed voluntarily by students. Over the past 8 years, over 200,000 assessments have been completed by 37,000+ students across 15 module topics. UCF piloted "badging" completed modules to recognize student achievement, with over 40,000 badges issued so far. While funding cuts have paused new development, the existing modules continue to be maintained and updated annually.
The Journey of Apache ManifoldCF: Learning from ASF's SuccessesPiergiorgio Lucidi
?
Every ASF project has a story to tell and behind a story we find people contributing with a real love in technologies.
They share the Open Source philosophy and this honest commitment in terms of personal effort for achieving any kind of improvement for the project means that there are individual contributors following a common light: The Apache Way.
Piergiorgio will describe the path taken by the Apache ManifoldCF Community for getting these results, starting from the incubation process to the promotion as Top Level Project and then engaging new contributors.
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This document discusses enabling e-lab experiments using the Moodle learning management system (LMS). It provides an overview of LMSs, focusing on Moodle. Moodle was chosen for an e-lab project to allow experiment reusability, interoperability, scalability and maintenance. It also enables user management, collaboration, documentation and project outcomes transfer. Statistics on the Moodle implementation across project partners include over 3000 registered users, 1600 students, 41 courses/38 experiments, and 4 quizzes/assignments.
Creating and Enhancing Student Centred Portfolios in VLEsCetis
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The ceLTIc project aims to integrate elearning applications with VLEs using IMS Learning Tools Interoperability (LTI). LTI allows tools to be integrated once and used across multiple VLEs. It provides single sign-on for users and passes user and context data to tools. The basic LTI specification can be extended to support memberships, outcomes, and settings. This allows tools to synchronize user lists and send grades back to the VLE. LTI enables collaboration between users in different VLEs or courses through a shared tool context.
A full assessment & feedback history would:
- Let Students and Personal Tutors review feedback and grades to help determine how to improve academically.
- Help Personal and Module Tutors to identify students who may need additional support.
- Enable Tutors to pick up on longitudinal developments, creating opportunities to engage in a feedback dialogue.
- Help Students to identify patterns and understand their feedback, so they can act upon it (feed forward).
Introducing the Moodle My Feedback plugin, which is being developed to help achieve these aims. Download it from: https://moodle.org/plugins/view.php?plugin=report_myfeedback
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At the University of Notre Dame, we recently implemented a new website in concert with rolling out a ¡°next generation¡± OPAC into production for our campus. While much of the pre-launch feedback was positive, once we implemented the new systems, we started receiving a small number of intense criticisms and a small wave of problem reports. This presentation covers how to plan for big technology changes, prepare your organizations, effectively manage the barrage of post implementation technical problems, and mitigate customer concerns and criticisms. Participants are encouraged to bring brief war stories, anecdotes, and suggestions for managing technology implementations.¡±
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1. Moodle Addons:
Adding technological distinctiveness to Moodle core
How to make your Moodle installation shineHow to make your Moodle installation shine
2. Moodle Addons:
Adding technological distinctiveness to Moodle core
Who am I?
¡ñ
Anthony Borrow, S.J.
¨C
Catholic Priest
¡ñ
New Orleans Province Jesuit
¡ñ
Associate Pastor of
Immaculate Conception Parish in
Albuquerque, NM
¡ñ
Previously taught theology at
Cristo Rey Jesuit in Houston, TX and
Dallas Jesuit College Preparatory
¨C
Counselor
¡ñ
NASAP
¡ñ
ACA
¨C
ASERVIC
¨C
CSJ
¡ñ
Honduran Teen Gangs
¨C
Interests/Hobbies
¡ñ
Racquetball
¡ñ
Star Trek Fan
3. Moodle Addons:
Adding technological distinctiveness to Moodle core
Moodle's Plugins Facilitator
¡ñ
Joined Moodle.org in 2005
¨C
¡°Particularly Helpful Moodler¡±
¡ñ
Maintained plugin
¨C
GBPv2 (1.8) patch
¡ñ
¡°Developed¡± plugins
¨C
Birthday block
¨C
MRBS block
¡ñ
Core development
¨C
Forum aggregation types
¨C
Feedback anonymity
¨C
Various little patches
¡ñ
Review Moodle Plugins
¡ñ
4. Moodle Addons:
Adding technological distinctiveness to Moodle core
¡ñ
Objectives
¨C
Recognize the difference
between a Moodle Plugin vs.
Addon
¨C
Identify the various types of
Moodle plugins
¨C
Discover and assess Moodle
plugins shared by others
¨C
Integrate Addons into your
Moodle installation
¨C
Support plugins for your site by
actively participating in the
Moodle community
Seeking Perfection: The
Omega Molecule
5. Moodle Addons:
Moodle Plugin vs. Moodle Addon
¡ñ
M is for Modular
¨C
Moodle is designed to be expanded
¨C
Moodle has a variety of plugin types
¨C
Use what you need ¨C Moodle Plugins should
function independently of each other and be
easily added or removed without impacting other
parts of Moodle
6. Moodle Addons:
Moodle Plugin vs. Moodle Addon
¡ñ
Moodle Plugins and Addons
increase functionality
¡ñ
Moodle Plugins and Addons can
be deactivated without
destroying your Moodle site
¡ñ
Moodle Plugins refers to all
functionality that makes up a
Moodle site. Moodle Addons
refer specifically to non-core
plugins that are added to your
installation. Moodle Addons are a
subset of Moodle Plugins.
¡ñ
Moodle Plugins primarily contains
Addons.
7. Moodle Addons:
Moodle Plugin Types
Moodle has many types of plugins to enhance the tools you
have at hand:
Assignment Submission and feedback types (Moodle 2.3+)
(/mod/assign/submission/ and /mod/assign/feedback)
¡ñ
Course formats (/course/format/)
¡ñ
Themes (/theme/)
¡ñ
Activity modules (/mod/)
¡ñ
Blocks (/blocks/)
¡ñ
Repositories and portfolios (/repository/ and /portfolio/)
¡ñ
Plagiarism (/plagiarism/)
¡ñ
Question
¨C
Question types (/question/type/)
¨C
Question formats (/question/format/)
¨C
Question behaviors (/question/behaviour/)
¡ñ
Authentication types (/auth/)
¡ñ
Enrollment types (/enrol/)
¡ñ
Filters (/filter/)
¡ñ
Grade reports (/grade/report/)
¡ñ
Local plugins (/local/)
¡ñ
Message outputs (/message/output/)
¡ñ
Reports (/report/)
¡ñ
Administrative tools (/admin/tool/)
¡ñ
User profile fields(/user/profile/field)
8. Moodle Addons:
Adding technological distinctiveness to Moodle core
¡ñ
Advantages of Addons
¨C
Expanded functionality
¨C
Cutting edge - cool toys to play with (BUT
they may cut both ways)
¡ñ
Disadvantages of Addons
¨C
NOT maintained by Moodle HQ
¨C
Security ¨C may NOT be suitable for
production sites
¨C
Reliability/Stability ¨C may NOT be as well
tested or have unit tests
¨C
Usability ¨C may NOT be well documented
¨C
Upgrading - may NOT be supported in
future Moodle versions
? Backup! Backup! Backup!
? Test server
? Patience ¨C maintainers are
usually volunteers
10. Moodle Addons:
Assessing technological distinctiveness
¡ñ
Description
¨C
Functional
necessity?
¨C
Download
tested for my
version of
Moodle?
¡ñ
Popularity
(Stats)
¨C
Do you
recognize the
maintainer?
11. Moodle Addons:
Assessing technological distinctiveness
¡ñ
Reviews
¨C
Trusted members
of the community
write reviews for a
particular version
¡ñ
Awards
¨C
Given to Addons
that stand out and
are worthy of
special recognition
¡ñ
Developing
13. Moodle Addons:
Adding technological distinctiveness to Moodle core
¡ñ
There are many
ways to install
Moodle Addons
¨C
2.4 and prior
¡ñ
Download zip and
copy files to server
(simple)
¡ñ
Using Git (mostly for
developers)
¨C
2.5+
¡ñ
Login as Admin then
browse Moodle
Plugins and click
Install
¡ñ
Upgrade notifications
¨C
14. Moodle Addons:
Adding technological distinctiveness to Moodle core
¡ñ
Become part of the
Moodle Collective
¨C
Participate in the
community
¡ñ
Moodle Tracker
¡ñ
Moodle Docs
¡ñ
Moodle Forums
Translators
Inexperience is
irrelevant allow your
own experiences to
become part of the
Moodle collective
¨C
15. Moodle Addons:
Adding technological distinctiveness to Moodle core
¡ñ
Moodle Plugins
continues to evolve
¨C
From CVS ¡ú Git ¡ú
Moodle Plugins
¨C
Your participation is
crucial to creating a
dynamic community
around Moodle plugins
¨C
If you have ideas of
how Moodle plugins
can better serve you
and the community
please let us know
¨C