Here you are some examples of our Moodle training page: the “E-learning hub”. I decided to make it more visual, so now all the tutorial for our staff members are accessible from the main course page...
"Enter Now and Check Out a Complete Guide on Moodle Rubric Grading and Ensure You Understand the Performance Expectation for an Assignment." The Moodle rubric, a system built for criteria-based assessment, explicitly describes the performance...
Not many Moodlers use the Lesson Activity in Moodle. Mostly because it’s neither a brilliant quiz engine nor a replacement for the book module. But when you combine both these elements and spend a bit of time on the design you can create engaging, interactive learning packages that can stand their own against popular content creation tools, and best of all, it’s authored natively in Moodle.
Advanced Moodle Gradebook Features: Using Rubrics, Marking Guides, & Checklists"
The video below is about a 75 minute demonstration of advanced grading features as you would see them on a Moodle 2.6 site. The video trainer, Eric Brandt, highlights rubrics, checklists, and other advanced grading criteria that can be used in Moodle courses to assess students using Moodle’s standard activities.
Most modern organisations invest in corporate training programs. But in the age of all pervasive technology, BYOD, next generation cloud computing, is it enough to leave training programs behind in the classroom? Do you need to revamp your learning program and implement strategies that can enhance reach, appeal and impact? In short, should your learning program move to a “Blended Learning” mode?
True Blended Learning is implemented as an enhancement of classroom or face-to-face delivery, rather than as a replacement for some of the face-to-face delivery time that would have been allocated otherwise . Blended Learning is a strategy for learning reinforcement and enhanced engagement by revising classwork (but not just rehash and repetition, engagement with the material in an alternate or as yet unfamiliar scenario), linking and extending onwards from classwork into the "next step" of the material, and/or attacking the coursework from another angle entirely, linking to what they learned in class, and looking at it in another way - for example, trades based training such as electrical workers where there are important aspects of the material to be learned in both the practical hands-on side of the training, as well as a strong requirement for integrating these hands-on skills with a significant theory component. Blended learning can be very effectively employed in a scenario such as this, where the practical aspects are taught face-to-face and the theory aspects, and how they directly relate to the practical, are taught via online learning.
If you love (or hate) the Moodle gradebook or simply have a quick tip for how it could be improved, Moodle.org is now conducting a short survey in advance of a Gradebook-focused meetup this summer. According to the post,
"We are turning our attention again soon to doing some significant work on the Moodle Gradebook.
A face-to-face Moodle Gradebook workshop is scheduled for June 11-12 in Long Beach, California where a small group of some of the most active Gradebook developers and users are aiming to produce a draft spec for the next stage of Gradebook development, and after some further feedback from the community about it I intend to have Moodle HQ do as much of that as we can in Moodle 2.8 due in November this year.
To help us at the workshop, we are collating as much information as possible from our wonderful worldwide Moodle community about what you want and need in Moodle grading. A lot of this is already in the Moodle Tracker, in contributed code and from feedback you give to Moodle Partners.
In addition we are going to be conducting two surveys, a short one first and then a longer one."
This is a really valuable opportunity to turn what is the bane of some Moodler’s existence (I kinda love how flexible and simple it can be if you adopt a straightforward grade policy). Participate in the survey here: http://goo.gl/1w3vW8
Moodle Database API represents a free learning administration framework that empowers you to make effective, adaptable, and captivating web learning encounters. Moodle works on any web server that backs the PHP programming dialect, and a database. It works best and is most benefiecial when running on the Apache web server with a Mysql database. These necessities, Apache, PHP, and Mysql are normal to a very large share of business web hosts, even the ones with minimal expenses.
I've been working on a new deployment of Moodle for Lancaster University for the past two years or so. Our project started out with Moodle 2.1, and we upgraded for our initial pilot to Moodle 2.2. Since then, we've upgraded from Moodle 2.2 to 2.3; and we're now planning the upgrade from 2.3 to 2.5. We manage all of our upgrades with git, and our deployment using Debian packages. I've been asked a couple of times to write about our upgrade methodology and reasoning so hopefully others will find this useful.
Search and replace allows you to replace strings of text throughout the site in one step. This is often used when the Moodle server changes its URL and you wish all the links on the site to reflect the new domain name. The tool will trawl the site and replace the links of the old site with the new one. This can be done whilst the site is in use but it can be very resource heavy for large databases and can significantly slow down the Moodle whilst the replace is being don