THE FIRST GLOBAL MOODLEMOOT
For the very first time, we’re pleased to host MoodleMoot Global 2019 in Barcelona, from 18 – 20 November 2019, with guests and delegates from all around the world. We’re looking forward to learning, collaborating, networking with the global Moodle family and having a good time at the Moodle Party!
All MoodleMoot Global sessions will be in Spanish or English, and translated into English or Spanish as necessary.
REGISTER NOW & BE AN EARLY BIRD
Purchase an early bird ticket and learn for less!
See all registration options and save your spot at #MootGlobal19 today! Access all presentations, workshops/masterclasses, the Moodle Party, all food and drinks and many more!
TAKE YOUR MOODLE STORIES CENTRE STAGE
How is Moodle empowering educators to improve our world in your organisation? What creative ideas and best practice have you discovered with Moodle?
We want to hear about it all. Submissions now open!
MoodleMoots are the place to recharge your practice: discover the state of the art in online learning, meet peers using Moodle in other institutions, and share your discoveries in an open, inclusive environment.
ICT are nowadays proved to be one of the biggest business contributing to digital disruption. Furthermore, we are still extremely far from over, with multiple innovation paths taking education far away from current technologies.
However, EdTech is not only ICT or going further than ever on the technology field. We must not leave pedagogy behind, ensuring student engagement and success. There is a hard task to do with extreme responsibility to empower and help them to be confident and self-motivated, contributing on an active learning, overall group motivation and making students feel more involved from an academic point of view, with a higher feeling of belonging to a learning community.
This community is enriched by professionals both from technological fields and pedagogical areas. Women are also playing faithfully to make it even in a still very masculine IT world. Before, instructional and pedagogical roles were sometimes conducted by women and it was rarely to have many working on technology. This has evolved to a point in which percentages between men and women are almost the same. Unfortunately, we still have some work to do.
Education is moving forward focusing on micro-learning; small pieces of knowledge to be taken anytime, anywhere, at the user’s disposal, based on a constructivism methodology, creating customized learning paths according to each professional career needs. Actually, some institutions are even offering a passport to education, which is just like a travel card but based on courses of the student’s choice, reaching a more appealing tuition fee and making it more accessible to those who cannot afford, for instance, traditional higher education.
Business Intelligence is taking a key role to make it possible. We are already using intelligent learning management systems to make it easier: data-driven processes provide reports to measure success and ensure courses are addressed to the appropriate students, based on specific objectives and competencies. So be it that Europe has been working on DigCompEdu, the European Framework for Digital Competences in Education, focusing on regulatory realities that lead to education innovation within common guidelines. Actually, the Moodle Education Certification (MEC) course is a great example of these customized paths based on DigCompEdu.
All this is forcing professionals in education technology to work as a network, empowering the use of current trends such as:
- Proctoring so that students can take their exams from home and still be invigilated.
- OER, offering a wide variety of online resources that can be accessed by students, for free and with an open license.
- Gamification and playful learning, by introducing elements from the gaming field into education to generate, for instance, rivalry and engagement, reducing student failure.
As education innovators, we are thrived to continuously work on new learning environments improvements, especially focusing on how to respond, support and guide students on a learning-by-doing context promoting student success and satisfaction through a constant evolution, transforming the student role into a visionary self-leader, capable of creating their own cross-disciplinary program based on real scenarios to solve daily problems, contributing on their professional development.
In conclusion, we, as innovators, need to work deeply on promoting collaborative work, being ourselves the first to apply it on real working environments. We know collaborative means growing, and we should focus on contributing with other experts, to make sure we do not create two equivalent or parallel products that would fit better together. So... that said, and based on what we propose to students, would it help to have a collaborative innovation passport, earning badges every time we worked on new innovation processes or products with other experts? How far could this take us? Let’s reshape the learning experience together!
eLearning Lead & Project Manager
3iPunt Solucions Informàtiques
Siemens & Long (2011) identified that learning analytics help [us to] understand and optimize learning and the environments in which that learning occurs. Dashboards, the information visualization of various data sets, can provide an easily digestible way for us to understand and (presumably – given the mental capacity of the recipient) react to that data, if displayed in a meaningful and efficient way (Charleer, Klerkx & Duval, 2014).
With the availability of almost any and all information available to learners via a mouseclick, the need to have access to one’s own personally generated data is critical. Learner dashboards can show learners a plethora of information, including rank, course progress, grades, completions, assignments, course information, correlations, average grades, time spent and messages, to name only a few options. Essentially, the display of the data is limited to only what is captured within the LMS itself.
Having access to the information doesn’t necessarily mean that it should be displayed, however. In their qualitative study on learning analytics approaches, Knight, Brozina, and Novoselich (2016), revealed several themes for student preferences, including data related to time and time-management, students preferring dashboards that focus on discipline-specific items, and data relating to checklists either for courses or coalescing other institutional needs under one over-arching dashboard.
Students indicated the helpfulness of knowing what an average for courses are to gauge individual performance, but did not feel the significance of knowing how much time their peers spent on activities. Students did not perceive peer time spent as relevant to their own investment of time.
The bottom line is that learners do want data. For many, it helps to keep on track, helps to be connected to the material, helps to identify areas of focus, and overall collapses performance into a snapshot that is easily digestible and actionable.
Ask Intelliboard how both your learners and instructors can benefit from intuitive dashboards that inform decisions and action.
Charleer, S., Klerkx, J. & Duval, E. (2014). Learning Dashboards. Journal of Learning Analytics, 1(3), 199-202.
Knight, D. Brozina, C. & Novoselich, B. (2016). An investigation of first-year engineering student and instructor perspectives of learning analytics approaches. Journal of Learning Analytics, 3(3) 215-238. http://dx.doi.org/10.18608/jla.2016.33.11
Siemens, G., & Long, P. (2011). Penetrating the fog: Analytics in learning and education. Educause Review, 46(5), 30–32.
- Meet Intelliboard at their stand at #MootGlobal19
- Tuesday, November 20, 11:10 am (Barcelona Room) - Session "Engagement & Retention Made Easy with IntelliBoard"
- Wednesday, November 20, 11:40 am (Barcelona Room) - Session "Extend your Moodle with IntelliboardCurrent and Future New Developments from IntelliBoard"