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Learn Moodle: MoodleMOOC Moodle for teachers: An introduction

Learn Moodle: MoodleMOOC Moodle for teachers: An introduction | About learning and more | Scoop.it

Moodle for teachers: An introduction


Registrations open 19th August 2013 

 

This free course is designed for anybody who wants to use the Moodle learning platform for teaching, whether it be in a school, a university, a company or just personal interest!

 

The four-week course is also a great opportunity to connect with the vibrant Moodle community dedicated to sharing resources, ideas and anything that could help inspire better teaching practices everywhere.

LaiaJoana's insight:

Free four-week course about Moodle!

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Keith Bryant's curator insight, August 8, 2013 7:59 AM

MOOC - Moodle for teachers: An introduction

Course Details:

Starts - Sunday 1 September 2013; 15:00 UTC (16:00 in Sweden)

Duration 4 weeks; expect to spend 2 to 3 hours a week

Registration opens 19 August 2013

Check out the Course Overview!

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CEET NING

CEET NING | About learning and more | Scoop.it
A community for educators interested in teaching with technology.
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Instructional System Design (ISD) Handbook (ADDIE)

Instructional System Design (ISD) Handbook (ADDIE) | About learning and more | Scoop.it
Instructional System Design Model (ISD) that uses the ADDIE model of Analysis, Design, Develop, Emplement, and evaluate

Via Alfredo Calderón, juandoming
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El diseño instruccional de los MOOCs y el de los nuevos cursos abiertos personalizados (III): Materiales y profesores.

El diseño instruccional de los MOOCs y el de los nuevos cursos abiertos personalizados (III): Materiales y profesores. | About learning and more | Scoop.it

Via Miguel Zapata-Ros
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Miguel Zapata-Ros's curator insight, July 19, 2013 11:42 AM

  Esta entrada continúa las anteriores (Introducción y primera parte de la guía) y es la segunda parte de la guía para diseñar un curso que, eventualmente, pueda ser un MOOC pero también un curso en línea, abierto y personalizado.

Esperamos desarrollar el trabajo de forma completa y detallada en artículos y guías.

Concluimos pues con la parte dedicada a materiales y a profesores.

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Discussing design models for hybrid/blended learning and the impact on the campus

Discussing design models for hybrid/blended learning and the impact on the campus | About learning and more | Scoop.it
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How Computers Can Impede Spaces of Learning | DMLcentral

How Computers Can Impede Spaces of Learning | DMLcentral | About learning and more | Scoop.it
As a technophile, I’ll be the first to admit it: sometimes computers get in the way of learning. Hopefully that can be something we all agree on, right?
LaiaJoana's insight:

I complegely agree with this article! We need better spaces to work with computers In the classroom...

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Awesome Visual Explanation of Blended Learning ~ Educational Technology and Mobile Learning

Awesome Visual Explanation of Blended Learning ~ Educational Technology and Mobile Learning | About learning and more | Scoop.it
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Gamefication: Design approaches to motivate learning online

Gamificationdesign approaches to motivate learning onlineAndrew DeaconCentre for Educational Technology, UCTCET Seminar, 2013
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How Course Design Puts the Focus on Learning Not Teaching

How Course Design Puts the Focus on Learning Not Teaching | About learning and more | Scoop.it

Instructional design, also known as learning design, appears to be making a comeback. Massive open online courses [MOOCs] that mimic the classroom model where the learner is passive and the instructor is not, highlights the need for fresh, new approach to course design. And it’s not just MOOCs that need help, but numerous courses currently offered online; many are in need an overhaul to create an environment focused on learning, rather than one that focuses on instruction.


Via Huey O'Brien, Lynnette Van Dyke, Jim Lerman, catspyjamasnz
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Huey O'Brien's curator insight, May 15, 2013 12:13 PM

IMPLICATION:  Learning Design

Elena Keating's curator insight, August 15, 2013 5:31 PM

Part of a series

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[Slideshare] eBook: Approaches to teaching

THINKING ABOUT EDUCATION SERIES FOURTH EDITION Jonas F. Soltis, EditorThe revised and expanded Fourth Edi

Via Edumorfosis, CECI Jean-François
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Knowmad Society

Knowmad Society | About learning and more | Scoop.it
Knowmad Society explores the future of learning, work, and how we relate with each other in a world driven by accelerating change, value networks, and the rise of knowmads.
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Evaluation of the OLDS MOOC curriculum design course: participant perspectives, expectations and experiences - Open Research Online

Evaluation of the OLDS MOOC curriculum design course: participant perspectives, expectations and experiences - Open Research Online | About learning and more | Scoop.it

This report presents an evaluation of the Open Learning Design Studio MOOC (OLDS MOOC) that took place between January and March 2013. This evaluation focuses on the experience of those who registered, participated and actively contributed in the public course space. In particular the evaluation focuses on participant expectations, a detailed analysis of participation rates, use of the course space and technologies, and the effectiveness and challenges presented by collaborative group working. The evaluation also looks at how participants understood and used the series of nine badges on offer. Throughout, a broad evidence base of qualitative and quantitative information is used including data from pre- and post-course surveys, from page view and contributions data available in the public spaces and from hundreds of participant blog, discussion forum and social media posts.

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Enhancing Learning & Teamwork Skills in Moodle

Instructional Technology Series Workshop, University of Victoria January, 2013 Allyson Hadwin Mariel Miller

Via Patric Lougheed
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Moocs virtual educa medellín_2013

MOOCs: ¿unainnovación disruptiva,evolutiva, blanda o...?jueves 20 de junio de 13

Via Juan Jesús Baño Egea
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Creatividad y MOOCs

Fragmento dedicado a creatividad, pensamiento divergente y MOOCs en la Conferencia "MOOCs y el nuevo paradigma de aprendizaje en la ES: adaptación y personal...

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MOOCs, Hype, and the Precarious State of Higher Ed: Futurist Bryan Alexander | DMLcentral

MOOCs, Hype, and the Precarious State of Higher Ed: Futurist Bryan Alexander | DMLcentral | About learning and more | Scoop.it
Does it continue to make sense to go to college when the sticker price of a college education is soaring, the amount of debt college students are taking on – even for the non-elite universities and what were formerly affordable public universities...
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Learning Theories for the Digital Age

A slidedeck created for the ELESIG webinar on 9 May, 2013 hosted by Nottingham University
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Gamification by @victormanriquey: The 35 Gamification Mechanics toolkit

Gamification by @victormanriquey: The 35 Gamification Mechanics toolkit | About learning and more | Scoop.it
The 35 Gamification Mechanics toolkitWhat are the most powerful gamification mechanics? What are their main psychological benefits? And how can we mix the gamification players and their favorite mechanics?  These are the 3 main questions that have come to all of us when designing a gamified system. Want to know the answers? Follow the steps, and let the magic begin! 

- See more at: http://www.epicwinblog.net/2013/06/the-35-gamification-mechanics-toolkit.html#sthash.awEwUR8t.dpuf

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Kaplan's Gamification System Shows 155% More Student Engagement - GCo

Kaplan's Gamification System Shows 155% More Student Engagement - GCo | About learning and more | Scoop.it
Kaplan University teamed up with Badgeville to test whether gamification would have an effect on the motivation levels of students in higher education.
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El conectivismo es una idea interesante, pero no una teoría

El conectivismo es una idea interesante, pero no una teoría | About learning and more | Scoop.it

Después de revisar el trabajo llegué a la conclusión que si bien el conectivismo tiene una lógica en la época actual, aun le resta mucho para ser una teoría. No se trata de crear una “teoría” para criticar a las demás y eso lo aprendí de los paradigmas anteriores, que surgen como aportes a un proceso complejo como es el aprendizaje.  Tampoco considero necesario crear algo por el simple hecho que las teorías anteriores aparecen en un momento histórico donde la tecnología no había logrado tal impacto en el aprendizaje. Creo firmemente en la utilidad de la Zona de desarrollo próximo y en los mediadores de Vigostky y en la importancia del aprendizaje significativo de Ausubel. Cuando analizo cualquier aprendizaje mediado por las tecnologías, me basta con acercarme a Vigostky y entender perfectamente lo que sucede en todos los que empleamos las modernas tecnologías y me sigue siendo útil la idea del aprendizaje donde lo nuevo se suma a lo conocido.  No dudo de la idea del conectivismo, pero eso sí como teoría le falta mucho y en ello coincido con todos los trabajos de Miguel Zapata, publicados en el blog CUED  donde critica con precisión quirúrgica el conectivismo.


Via Alejandro Sarbach, juandoming
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Peerdal: We forced students to enroll in a MOOC... and they liked it!

We made a MOOC, and it was all but easy in backstage. This MOOC was integrated in the regular curriculum of Telecom Bretagne students, so we kind of forced students to follow a MOOC. These students were neither volunteers nor MOOC-enthusiasts.

We just got feedbacks (i) from the traditional survey, which is performed by our administration every semester, and (ii) from a specific survey we conducted. Here is a short analysis.


Via Robert Schuwer, juandoming, CECI Jean-François
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Robert Schuwer's curator insight, July 22, 2013 3:32 AM

Students feedback in what was not a typical MOOC. Actually, the course offered had a MOOC format, but the students were regular students doing this MOOC for credit. Still some nice results. 

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EduPunks' Atlas

What's this? Mapping education's evolving landscape; a sortable database of educational resources from the Edupunks’ Guide and around the web. Learn More

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Design Thinking for Educators

Design Thinking for Educators | About learning and more | Scoop.it
Design Thinking is a mindset. Design Thinking is the confidence that everyone can be part of creating a more desirable future, and a process to take action when faced with a difficult challenge. That kind of optimism is well needed in education.
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