If you have checked out the the Learn Moodle MOOC, you will have noticed its unique theme. The theme is a custom version of the Bootstrap theme and is the creation of Barbara Ramiro, the Web and Graphic Designer at Moodle HQ.
To install the theme, download and extract the zip file. A folder named moodle-theme_learnmoodle-master will be created. Rename the folder to learnmoodle and upload it to your moodle/theme folder.
Another reason to download this theme is its instructive README.txt found inside the zip file. If you are a budding theme designer, you will be pleased to know that the text file walks you through the steps to create a new theme by customising the learnmoodle theme. The section below is the complete README.txt instructions.
It is common knowledge that mistakes in the design of eLearning courses have a profound impact on their quality. So, how can you avoid them? Well, here is an instructional design checklist that helps you create digital courses in a flawless manner.
"Do you have an idea of how to use technology to improve education? There are a multitude of possibilities, but developing that idea into a real product/programme that can be implemented with real students and teachers is not simple. Merging education with technology is a complex undertaking since it requires a strong knowledge of both fields, blending theoretical knowledge with technical practicalities.
"edX is offering a MOOC starting on 8 October 2014 called Design and Development of Educational Technology for anyone who wants to get a deeper understanding of this field. It is a practical course using project-based methods and culminating in a presentation of your new edtech product.
This course is part of a series of MOOCs on edX on the theme of Education Technology. The other courses in the series are:
- Introduction to Game Design and Development (October 2014)- Computer Games and Simulations for Investigation and Education (Q2 2015)- Implementation and Evaluation of Educational Technology (Q3 2015)
"We are so into MOOCs now that it’s too much for me. Gotta apply Ockham’s Razor 2.0 to this stuff.
At the Ed-Media conference, I attended a session by Sarah Schrire of Kibbutzim College of Education in Tel Aviv. In her discussion of Troubleshooting MOOCs, she noted the dificulties in determining her own direction in offering a MOOC in the “Stanford model” MOOCs versus the “connectivism” MOOCs. I found myself breaking it down into three categories instead.
Each type of MOOC has all three elements (networks, tasks and content), but each has a goal that is dominant.
Network-based MOOCs are the original MOOCs, taught by Alec Couros, George Siemens, Stephen Downes, Dave Cormier. The goal is not so much content and skills acquisition, but conversation, socially constructed knowledge, and exposure to the milieu of learning on the open web using distributed means. The pedagogy of network-based MOOCs is based in connectivist or connectivist-style methods. Resources are provided, but exploration is more important than any particular content. Traditional assessment is difficult.
Task-based MOOCs emphasize skills in the sense that they ask the learner to complete certain types of work. In Jim Groom’s ds106 at UMW, the learning is distributed and the formats variable. There are many options for completing each assignment, but a certain number and variety of assignments need to be done to perform the skills. Similarly, our POT Certificate Class focuses on different topics for each week, and skills are demonstrated through sections on design, audio, video etc. in an effort to expose learners to many different formats and styles in online teaching. Community is crucial, particularly for examples and assistance, but it is a secondary goal. Pedagogy of task-based MOOCs tend to be a mix of instructivism and constructivism. Traditional assessment is difficult here too.
Content-based MOOCs are the ones with huge enrollments, commercial prospects, big university professors, automated testing, and exposure in the popular press. Community is difficult but may be highly significant to the participants, or one can go it alone. Content acquisition is more important in these classes than either networking or task completion, and they tend to use instructivist pedagogy. Traditional assessment, both formative and summative, may be emphasized. Mass participation seems to imply mass processing." from source: http://lisahistory.net/
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