One of the coolest tools for creating visual online content in recent years is the "whiteboard" video. You know the type—a hand, a pen, a whiteboard, and some fun drawings that help bolster your online brand and generate a lot of social shares. Have you ever wanted to make a whiteboard video for your company? I…
Facebook is a popular social networking site. It, like many other new technologies, has potential for teaching and learning because of its unique built-in functions that offer pedagogical, social and technological affordances. In this study, the Facebook group was used as a learning management system (LMS) in two courses for putting up announcements, sharing resources, organizing weekly tutorials and conducting online discussions at a teacher education institute in Singapore.
"Edmodo is a free, participatory learning environment that brings safe and secure collaboration between teachers and students. " It bundles many of the traditional LMS functions in a user-friendly format that has grown in response to educators' needs and wants.
History professor Jonathan Rees called it an “uncharacteristically subtle post.” When he posted an excerpt from his university’s report on its Blackboard usage, he didn’t have to say much: “I think all I want to do here is point out that all the things professors use Blackboard for here most (as well as a few of the things that not many people use Blackboard for) can be done for a lot less money than whatever our Blackboard license costs. Sometimes they can be done for no money at all.
Moodlerooms is an organization that combines tools, expertise, a proven process and a partner network to create a solution to help expand, support and share the world's most widely used online learning platform, Moodle.
The Wiki is one of the most under-utilized and underestimated feature of an LMS. That’s because, most of us haven’t gotten around to realizing what the Wiki is capable of, and hence the potential of the Wiki feature is unharnessed. This post is an endeavor to explore the various uses of the LMS Wiki.
Many of you will have used and maybe still use Joyce Seitzinger’s Moodle Tool Guide (@catspyjamasnz) which she released nearly two years ago. As her blog mentions since then people have released twelve translations of the guide into Basque, Brazilian Portuguese, Catalan, Croatian, Dutch, French, German, Hebrew, Norwegian, Portuguese, Slovene and Spanish. There has also been some adaptations for specific institutions and also for colour blind users and other LMS like blackboard and Dokoes. * All of these variations are linked from her blog.A Moodle 2 version
So last year I had put together a Moodle 2 version which included the tools as they were now in Moodle 2. I had not released it, but as I have given it to some people in the meantime, I thought I better put it up so people can use it or comment on it, suggest changes and so on. Everyone will have their own take on what should be in it or not, and rightly so. This is probably just another start point for 2 – perhaps.
"A few weeks ago I had the privilege of being the virtual keynote speaker at the Croation MoodleMoot. Thanks to Sandra Kucina and Jasmin Klindžić for inviting me, and making everything happen so smoothly.
We agreed that, in line with my PhD topic, I would focus not on Moodle, but on the new digital curation skills being required of all teachers. So it began as an introduction to digital curation and then looked at how educators can curate inside or outside of an LMS. Thanks to those Croatian Moodlers in the Twitter stream for engaging with me afterwards. More feedback is welcome. I look forward to developing my ideas further…"
The lines are blurring between content delivery systems (e.g. Cengage MindTap, Pearson MyLabs, etc) and LMS. Content delivery and ability to keep students engaged within the content will drive much of the broader ed tech market. This integration of markets is being seen as a strategically important issue for institutions, particularly for online programs.
"This announcement caught my eye, as it suggests a move to link big data and big data analysis directly into online learning. It is just an announcement at this stage of an agreement to work together on developing predictive analytics for online learning. This seems to be a move beyond just trawling through the student information system and LMS to building predictive models of online behaviour.
Watch this space for more discussion about learning analytics. I have a number of questions about who is designing the algorithims and the questions they are intended to answer, what assumptions are driving the design, who has access to the data, what rights students and instructors will have, and how institutions plan to use analytics from online teaching. However, I need some time to do this, so expect something later next month."
The exponential growth of open source, a new age of interoperable systems, and the increasing demand for e-learning solutions have converged to make the time right for a new kind of LMS. According to Babson Survey Research Group, 65 percent of all reporting higher education institutions said that online learning was a critical part of their long-term strategy, and over 6.1 million students took at least one online course during the fall 2010 term—an increase of 560,000 students over the previous year.1 With such significant organic growth, it is no surprise that administration, faculty, and students are calling for deep changes, including more flexibility and personalization in the next iteration of the LMS. In fact, this intersection of need and demand suggests the viability of a post-LMS world.
A post-LMS world does not suggest that the LMS is obsolete but, rather, that the practice of evaluating learning outcomes through a traditional LMS as the sole means for knowledge acquisition is obsolete. The original design of the LMS was transactional and largely administrative in nature, hence the “M” in “LMS.” The function of the traditional LMS is to simplify how learning is scheduled, deployed, and tracked as a means to organize curricula and manage learning materials.
Sharing your scoops to your social media accounts is a must to distribute your curated content. Not only will it drive traffic and leads through your content, but it will help show your expertise with your followers.
How to integrate my topics' content to my website?
Integrating your curated content to your website or blog will allow you to increase your website visitors’ engagement, boost SEO and acquire new visitors. By redirecting your social media traffic to your website, Scoop.it will also help you generate more qualified traffic and leads from your curation work.
Distributing your curated content through a newsletter is a great way to nurture and engage your email subscribers will developing your traffic and visibility.
Creating engaging newsletters with your curated content is really easy.