Moodle’s latest release contains plenty of useful features and improvements, including much-anticipated support for Competency Based Education (CBE). See the full list of improvements and features in Moodle 3.1 at https://docs.moodle.org/31/en/New_features
Surely you’ve heard of 3D printing, which is the printing of objects out of materials like plastic, concrete, and even steel. But did you know the technology has been around since the 1970s?
Or perhaps even more surprising is the fact that soon we will be progressing to the next stage of this technology: 4D printing.
It’s hard to believe the technology has been around that long, let alone that we’re naturally progressing to the next phase in its evolution, but it’s all true. So, what is 4D printing? And how is it different from 3D printing? We’ll break it down for you....
Today I stumbled upon a blog post on E-Learning industry about “5 Reasons To Look For Moodle Alternatives” which are mentioned by the author – Ridvan Aliu. In the post, he mentioned his own experience with Moodle and provided 5 reasons to migrate to other commercial systems like EDUonGo.
Being a strong supporter of Moodle, the points mentioned by Ridvan are not agreeable to me, so I thought to clarify as per my level of understanding with Moodle – Why you shouldn’t look for Moodle alternatives and prefer Moodle over others
Two major UK universities are to offer massive open online courses – or Moocs – which for the first time will earn credits that count towards a final degree, it has been announced.
In what is being billed as an important step towards widening access to higher education, students will be able to take part of a degree through an online course and gain formal accreditation towards their final qualification...
By 2020 Millennials will make up over a third of the global workforce. That’s one reason so many reports about them exist. Some say they are disloyal, self-absorbed and lazy, while others claim they’re a generation of digital entrepreneurs and innovators. Some aim to dispel the myths others have created. Just type “Millennials are...” into a Google search to see the stereotypes.
This is not just another Millennial report. This report presents new findings with fresh insights from the perspective of both employers and employees. As world of work experts, we have nearly 30,000 employees advising 400,000 clients on hiring decisions and talent development every year. We find work for 3.4 million people—about half of whom are Millennials.
We carried out quantitative research across 25 countries surveying 19,000 Millennials, including 8,000 ManpowerGroup associate employees and more than 1,500 of our own hiring managers. We asked what they look for in a job, what development opportunities they seek and what would make them stay with an employer. We wanted to understand how different they are or aren’t from the rest of the workforce and from generations before them. We wanted to ensure that the sample represented all working Millennials; not just the top percent of tech-savvy earners, but also the graduates and non-graduates across all industries, income and education levels.
There are many ways to use a smartphone in the classroom, but it continues to be a touchy subject.
Privacy, equity, bandwidth, lesson design, classroom management, theft, bullying, and scores of other legitimate concerns continue to cloud education’s thinking about how to meaningfully integrate technology in the learning process.
To be clear–learning can happen in the absence of technology. Integrated poorly, technology can subdue, distract, stifle, and obscure the kind of personal interactions between learner, content, peer, and performance that lead to learning results.
But increasingly we live in a world where technology is deeply embedded into everything we do. Thinking about it simply in terms of “digital literacy” puts you about 5 years behind the curve. It’s really much more than that–less about being connected, and more about being mobile.
There will be growing pains, and I’m sure educators that have brought in BYOD programs into their school can come up with 50 reasons it won’t work. But most of those 50 are a product of the continued poor fit that exists between schools and communities–the system and the humans it serves.
Soon, the argument won’t be about smartphones, but rather steeper technology–contact lenses that record, and bendable, wearable mobile hardware that offers AI-produced haptic feedback to guide how students research, skim through information, or connect through media (all media will be social).
"Many students and teachers are in districts like Wake County where they are subjected to policies, guidelines, and mandates that they rarely have any say in. It doesn’t have to be that way and in New York City it isn’t. Instead the newly released social media guidelines for students 12 and younger incorporated the participatory design process and were developed with rather than for students and teachers. These guidelines serve as a companion to the 13 and older guidelines and have been positively received by stakeholders."
If there is one thing I’m noticing in all my design work, it is the importance of five critical Moodle plugins. This little posse of plugins are what I consider essential to designing and running a Moodle course.
Don’t freak out if this seems a little technical. This entire page of suggestions will probably take your Moodle Tech about 45 minutes.
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