Follow up email for Activity 6.11

Follow up email for Activity 6.11

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Compose a second email to the same teacher, which succinctly summarises an example of the use of an e-portfolio and draws attention to the implications of this example for her context. I don’t know about succinct but here is my follow up email Dear lecturer, This email provides further details about the use of eportfolios in assessment. You state that your students are required to work collaboratively but it is likely that they will be working on individual eportfolios. As…

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How the role of the mentor changes with scale

How the role of the mentor changes with scale

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In this weeks activities we have considered how the role of the mentor changes in Massive Open Online Courses (MOOCs) when compared with roles we traditionally associate with teaching. In this unscientific juxtaposition I have summarised how I perceive the main differences. As you can see as the participant count increases the role of the educator changes. When courses become massive it is not possible to maintain some of the traditional tasks of educators such as marking or one to…

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I completed the The Online Educator: People and Pedagogy

I completed the The Online Educator: People and Pedagogy

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As part of my study of the OU Module H880: Technology Enhanced Learning, Foundations and Futures I have completed the FutureLearn MOOC ‘The Online Educator’. This course covered a range of important topics when considering online delivery. There were valuable lessons related to online identities and privacy, navigating hype in learning technologies, accessibility and inclusion, evaluating research and digital inclusion. I scored 72% in the final test.

Learnnet 2019/0 My Courses (Moodle)

Learnnet 2019/0 My Courses (Moodle)

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When a student / member of staff logs into the present Moodle system they are presented with a ‘My Courses’ list. This list is not sourced from within the Moodle system at all. In fact we have, over the years, created a separate web service which collates this course list from a variety of sources. This list intercepts the internal course list in Moodle and replaces it with our own list. When Moodle upgrades are carried out this code has…

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WordPress site setup for Session 2021/22

WordPress site setup for Session 2021/22

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LearnNet WordPress Blogs PREVIOUS ePortfolio set up (20/21) The current ePortfolio system has been used since the days of the ISLE project (2007). A separate WordPress installation is created for each student by course group or individually. Tutors are then added to the sites as required. Currently students have administrative rights to their own blog sites where tutors have contribution rights. The rights will remain the same. Students who require an ePortfolio are provided with their own WordPress installation with…

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LearnNet 2020/1 – Moodle Cohort Structure

LearnNet 2020/1 – Moodle Cohort Structure

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Cohorts are collections of users in the Moodle system. The obvious cohorts are “all students”, “all staff”, “class reps” and perhaps other generic cohorts. This will allow enrolment of all students on global courses e.g. induction. For course enrolment the system we aim to use is much simpler than the current unit based enrolment method. The principal of the new structure is that if a student is enrolled on a course e.g. DACC, they will be added to the “All…

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LearnNet Proposed Site Layout for Session 2021/2

LearnNet Proposed Site Layout for Session 2021/2

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PROPOSED MOODLE SITE STRUCTURE Objective The new LearnNet Moodle version 3.9 is being laid out by Curriculum Area and Course (programme) rather than the old unit based method. We are moving away from the current, totally automated approach as this has caused confusion and led to the implementation of countless workarounds. Detailed information about the why the current unit based approach is difficult to maintain can be found here. Solution The proposed structure is as follows. All courses are contained…

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Learnnet 2019/0 Current unit based approach

Learnnet 2019/0 Current unit based approach

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For information about the 2020/1 proposed course layout please read this blog post. At the moment we create a Moodle “course” for every taught unit. This leads to thousands of Moodle “courses” being created which may or may not be used. Within each unit we create Moodle “groups” which separate students into separate “instances” of their course. An example: DACC (HND Accounting). The following units would be created automatically: F7J735: Business Culture and Strategy F82H35: Management Accounting for Planning and…

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Week 25 Activity 24: Engaging stakeholders

Week 25 Activity 24: Engaging stakeholders

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ATTENDEES We are currently working with a third party company who implement data science solutions so it would be helpful for them to lead one of the sessions to give ideas on the types of visualisation can be achieved with the application of analytics. It is likely that they will be providing the visualisation platform but will most likely need to be supplied with the data to populate this through a proxy data source (IT / IS involvement is mentioned…

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H817 – 20b – Week 25 Activity 22 – Developing a vision of learning analytics

H817 – 20b – Week 25 Activity 22 – Developing a vision of learning analytics

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* Goals and visions are not the same thing, and some of these goals are too mundane or too succinct to be inspiring. In a blog post, or in your learning journal, combine or develop some of these goals to construct a vision of what learning analytics could be at your institution or at one you know well. Aim for a vision statement that is no longer than two sentences. “Our vision is to maximise the potential of our College…

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