Learn lots of different ways of adding videos and pictures into your Moodle quizzes. This is part two of a 3 part course in Moodle quizzes. A lot of teachers don’t realise that Moodle quizzes can incorporate videos at all different levels. In this video I show you 4 different quiz types and different ways to add quizzes into Moodle with videos and pictures.
Bendradarbiavimas ir inovacijos – tai raktiniai žodžiai ne tik švietime, tačiau ir aukštojo mokslo kontekste. Dėka bendravimo ir ryšių su kitais žmonėmis įsitraukiame į įvairias veiklas, augame, tobulėjame.
Mira a sensibilizzare gli studenti dell’istruzione superiore in discipline umanistiche sui rischi legati alla qualità delle fonti informative.
Seguendo il modello di test CRAAP (Currency, Relevance, Authority, Accuracy, Purpose) incorporato nel gioco, i giocatori esploreranno i risultati dell’apprendimento relativi all’alfabetizzazione informativa:
I giocatori dovranno, giocando, esplorare i risultati dell’apprendimento e affrontare una serie di sfide legate all’Information Literacy:
Un flusso di lavoro semplice e guidato consente di effettuare le seguenti operazioni:
Rendere i PDF accessibili: un’azione predefinita automatizza numerose operazioni, verifica l’accessibilità e fornisce istruzioni per gli oggetti che richiedono correzioni manuali. Consente di trovare e correggere rapidamente eventuali aree problematiche.
Verificare l’accessibilità: lo strumento Controllo completo/Controllo accessibilità verifica se il documento è conforme agli standard di accessibilità, come PDF/UA e WCAG 2.0.
Generare rapporti sullo stato di accessibilità: il Report accessibilità riepiloga i risultati del controllo sull’accessibilità. Per facilitare la correzione dei problemi rilevati, contiene collegamenti agli strumenti e alle sezioni della documentazione appropriati.
A flexible, modular framework able to effectively represent the many and complex relationships and processes involved in an educational digital project, can be the “Cultural Historical Activity Theory” (CHAT) (Engeström, 1987). The theory focuses on activity systems seen as interactions and changes in learners, social communities, objects, and tools. Technologies in our context are seen as mediators tools of the activities of individuals acting in a coordinated way in order to achieve a specific goal (Kaptelinin & Nardi, 2006). According to this interpretation, we can describe the activities of a complex socio-technical system, such as the planning of educational digital projects, analysing the interrelationships of six elements that contribute to the realization of an expected outcome:
• subject(s) – actors engaged in the activities;
• object – the objective of the activity system;
• community – social context;
• tools – the technological artifacts (instruments) used by actors in the system;
• division of labour – the division of activities among actors in the system;
• rules-conventions, guidelines and rules regulating activities in the system
This paper proposes a systemic design tool based on the cross-fertilization between the pedagogical culture and a very specific branch of the design discipline: the design for services.
The key concept is that the experiences able to catalyse learning are raising from the knowledge sharing among people (e.g. each single student and his colleagues of the current and the previous years, teachers and their collaborators or colleagues, external subjects such as the authors of adopted books, or authors of any available digital resource, or also families, cultural external actors, etc.) acting in an environment and connected to each other thanks to communication
channels that allow them to co-shaping a network where the learning experiences occur: the Learning Innovation Network.
The Learning Innovation Network helps decision makers and teachers in separating learning innovation from the pure problem of a dialectics with technologies and the digital world, and focuses instead on building a multi-actors interaction strategy that mobilizes a wide range of tools in a synergistic and evolutionary learning experience increasingly integrated with the world outside the classroom.
UN statistics indicate that some 55% of Syrian refugees are under the age of 18. This fact underlines the huge opportunity for all to benefit from a proactive educational response.
This means however that host countries need to ensure quick access to quality education and training opportunities. If this is done well and consistently, this young but severely disadvantaged generation of refugees can acquire the tools to succeed.
Refugees would benefit from measures that make education systems more inclusive.
This includes:
• ensuring students are not segregated into different types of schools based on socioeconomic
grounds;
• promoting early childhood development and education programs;
• making parents part of the education process;
• offering remedial programs; and
• equipping teachers with tools to provide support to students with multiple
disadvantages.
Analyzing the Lesvos Solidarity Camp the ultimate aim of the analysis is the construction of a model of best practice that, in addressing the needs of vulnerable and often traumatized populations, additionally creates a learning paradigm of benefit to Greek communities, teachers, students and employers. Multiplying the social benefits and reducing potential areas of conflict are designed not simply to improve communications and social engagement. They are also powerful tools in constructing a shared learning community, united by diversity, where joint benefits can create and sustain real
learning outcomes and skill-acquisition innovation.
The haptic rendered interface was designed to facilitate a prototype design process for non-sighted – visually impaired and fully sighted distance learners from The Open University.
The parameters examined were
(a) Duration – measured against an industry standard time taken to assemble a four block prototype, and
(b) Collision rate – caused by participant between colliding with 3D geometric block during assembly.
The results showed that the duration data was within the accepted industry standard, of 5 minutes, and there was little significant difference between duration and collision rate between-groups, indicating that the haptic and designed interface had offered an open accessible tool to both NS-VI as well as FS design students.
The goal of the project is not about the management, it is about the collaboration between teachers and students and learning of students: The key message is that implementing a LMS is the perfect opportunity to enhance your
education, but this only works if it is an integral part of your strategy and all your decisions.
The reader will encounter the following Lessons Learned
1. “Changing a LMS is an educational project” with a strong connection to educational leadership in the faculties and schools. It should not be seen as an IT project.
2. “It is a great opportunity to clean the house.” There will appear opportunities to change rules, regulation and policies, don’t waste those opportunities. But also, be prepared for the issues in current rules and regulations.
3. “There should be no exception in rules and regulations.” Be very strict and allow changes only for everyone or for none. Make sure to update your governance model for this and it helps to have a “Friendly Dictator”.
4. “Support is crucial.” There can’t be too much support for teachers. It is better to cancel a training or workshop because there is no interest than that teachers complain about support. Also make sure you invest in the training of your support team and keep a focus on improving your support.
5. “Be prepared.” During such a large project unexpected issues will appear, deal with it! Keep your focus on your strategy and create a flexible team to solve the issues.
Supporting the Development and Certification of the Digital Competences of Educators – EdDiCo
Project Ref: 2019-1-DE01-KA203-005070
This project has been funded with support from the European Commission. This website reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
