Mahara is an open source ePortfolio and social networking web application. It provides users with tools to create and maintain a digital portfolio of their learning and social networking features to allow users to interact with each other.
How can guests post in a forum? is a question which comes up fairly regularly so I thought I would post a suggestion with the above title in the hope Mr Google and community members might get to it in future.
The simple answer is: guests cannot post in forums, even though you can edit permissions to allow them to. It does not work. However, that is not very helpful if your organisation has a course open to guests and you would like visitors who are not a part of your Moodle to contribute to a forum. Perhaps you have a open course with examples of a new study programme and you want prospective clients to ask questions, for example?
A workaround is to create a new role, the Forum poster role and to give this role to one account which you create uniquely for the purpose of allowing visitors to post in forums in your guest access course. The role is quite restricted; the user cannot change the name or password and can only post in forums, not do quizzes, add to wikis and other logged-in user activities.
Here’s a 162 page resource compiled by Moodle Partner HowtoMoodle that covers a host of need to know Moodle processes for course creation and management in 2.5. Within the pages of Course Creator Essential 2.5 are easy keys to help you understand what you’re looking at (which view, if it’s an admin setting, etc.) and loads of information on anything from course creation, to specific use of various activities to conditional activities. While much of this information is available within the Moodle docs, this resource has helped to distill the information into one easy to access, free PDF that you can share with colleagues or just keep handy.
CLAMP‘s (Collaborative Liberal Arts Moodle Project) most recent Hack/Doc fest featured an interesting presentation on the Netspot and Monash University developed “Engagement Analytics” toolset for Moodle and how it can be used to identify at risk students and improve retention at schools using these types of schools. Bob Puffer, the speaker, provides some good information on other engagement tools (including Signals by Purdue University) and how they can be used as actionable items by faculty (or staff) or by sending a student a direct message for intervention. According to Mr. Puffer, the key is that the tool can change the weighting of each activity type so that each implementation can choose which activity types are most meaningful for measuring engagement.
Vimeo is the home for high-quality videos and the people who love them.
A useful insight into the key new features in Moodle 2.6.
I say "Moodle is great already, let's face it even Moodle 1.9 had plenty of features! As well as adding new fetures it's important to improve what we already have - marking workflow and gradebook improvements are a step in the right direction, but for a product with 87,000 worldwide registered sites across the globe, I would vote for more work on improving user experience and less on new features. More stakeholder engagement could be the key, not the developers, not the partners and not just a few key players. I would like to see more input from the teachers building courses and the students using them."
I’m working with a few community members to bring the TimeStat block up to date for Moodle 2.5 and 2.6. I’m working directly with the original maintainer/developer, Łukasz Sanokowski, who will do the development.
If you’re not familiar with the block, TimeStat is one of the only blocks which created insight directly to the amount of time (seconds and minutes) that students took on activities within a course. It’s a great window into time on task for students of your Moodle classroom and we hope it will be just as valuable for Moodle 2.5 and Moodle 2.6 as it was for Moodle 1.9. Check out the original plugin database entry at https://moodle.org/mod/data/view.php?d=13&rid=4200.