We advertised this to all of our current students, but it was always in our mind to make the materials from this course available more directly to our students without relying on Coursera’s platform. Continue reading Enhance Your Career and Employability Skills
Some of you may not be aware of the recent creation at UoLIA of the User Experience (UX) Working Group. Under the Chairmanship of Michael Frantzis, Deputy Course Director of the Computing programmes, the group is going to explore issues surrounding the online offering of the International Academy with the benefit of the techniques and tools used in the field of Human and Computer Interaction and UX research. The focus, much like a small R & D department, will be on learning from all our users (students, academics, managers, administrators), thinking about how we can improve our technology with the benefit of these insights and maybe building the odd prototype or two.
Continue reading Introducing the User Experience Working Group
As part of improvements to the virtual learning environments (VLEs) supported by the Learning Technology Team, the first of many VLE upgrades has been successfully completed by the University of London Computer Centre (ULCC).
Our UCL Institute of Education VLE was the first to be upgraded to Moodle 2.8, which is more responsive to mobile phones and tablets and has a new look and feel.
Detailed information can be found about all the new features on the ULCC’s elearning blog: New features introduced in Moodle 2.7 & 2.8.
All VLEs will be upgraded to Moodle 2.8 to between now and August 2015.
The Horizon Report is an annual publication charting emerging technologies for teaching and learning. It aims to provide expert research and analysis to educators to help them build upon the innovation happening at their institutions. In this post we review the Horizon Report – 2015 Higher Education Edition.
Continue reading 2015 Horizon Report
Higher Education institutions commonly use grade-based evaluations where students get rewarded for the knowledge they gain, and tasks such as projects, behavior, skills, and taking tests. The rewards come in the form of a grade (number, letter) or certificates and can be physical or virtual. The rewards may be determined by peer, self, or teacher-based assessments. Rewards are a way to motivate students to learn.
All of our VLEs (Virtual Learning Environments) are due to be upgraded to a new version of Moodle in the coming months.
Upgrading to Moodle 2.8 will bring some new functionality to the VLEs and will include the introduction of a mobile-compatible theme to bring them up-to-date with users’ needs. In Moodle, ‘themes’ are the method by which the appearance of the whole site can be controlled, creating a consistent look and feel to the VLE.
Continue reading Moodle upgrades
Gamification is a term being used to describe the integration of game elements, in some form, into course design. The elements of gamification listed below, may increase the distance learners’ motivation by making learning more interesting and encourage them to be more engaged in the content:
The achievements in learning are recognised in various ways. In order to show commitment to high ethical and professional values and to lifelong learning, one is required to join a professional body associated with their field of expertise. The membership in such professional organisation can be obtained, for instance, by completing the qualification exam and developing and maintaining a ‘Skills ePortfolio’ where the evidence of acquired skills can be displayed. On other words, one must provide evidence that he/she gained the experience and the qualifications to demonstrate that they have the abilities to become a member. The evidence may include the qualification certificates and other forms of recognition of learning. Continue reading Recognition of learning in a ‘Skills ePortfolio’
The Learning Technology Team gained some insight recently into the world of games-based learning and gamification (the application of game elements to non-game tasks) at an event held at Senate House on 4th March 2015. The team learned a lot about using rewards and technology to enhance motivation and how to avoid some of the pitfalls associated with gamification.
Members of the team attended a workshop run by the University of London Computer Centre (ULCC) on producing reports within Moodle Virtual Learning Environments (VLEs).
The half-day included members from a variety of institutions and colleges using Moodle and it was apparent that, although the users had very different VLEs and came from very different educational establishments, everyone’s needs were similar. Some key elements were identified, including:
- Flexibility to create reports for different groups, categories, courses
- Create reports using date ranges
- Visual display of results in Moodle
The next phase is for ULCC to analyse the results of the workshop and set priorities on the requested features.
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