Tweaking Moodle book search

A couple of weeks ago I gave a presentation showing off some work from the Moodle open Book project. The middle of the presentation was a live demonstration of the Moodle Book and various features. At one point in the presentation members of the audience (including a number of academics who used the Book module in their Moodle sites) gave […]

Book github tool: producing some HTML5

Following on from the work late last week and the lovely feedback provided by @rolley it’s time to convert some plans into action. The aim is to modify the under-development Moodle Book github tool so that when it concatenates the chapters from a Moodle Book resource into a single HTML file, the HTML file is structured HTML 5 semantic elements. […]

Moodle book to a single file: which format?

The Moodle Book github tool allows the import/export (pull/push) of Book content from/to GitHub. The content from the Moodle Book is stored as a single file on GitHub. One of the many unanswered questions about the tool is the format of the exported file. The current format is a bit of dodgy HTML with divs, classes, and ids.  Aim here […]

Moodle book and GitHub: working together

A major aim of the Moodle Open Book project has been to connect the Moodle Book module with GitHub. The intent was that such a connection would enable the easy sharing of content that is currently largely locked within the LMS, not to mention improving the authoring process for the Moodle Book module. Earlier this week I gave a presentation […]

Exploring "post adoptive usage" of the #moodle Book module – a draft proposal

For quite some time I’ve experienced and believed that there how universities are implementing digital learning has some issues that contribute to perceived problems with the quality of such learning and its associated teaching. The following is an outline of an exploratory research project intended to confirm (or not) aspects of this belief. The following is also thinking out loud […]

Anyone capturing users' post-adoptive behaviours for the LMS? Implications?

Jasperson, Carter & Zmud (2005) advocate that organizations strongly consider capturing users’ post-adoptive behaviors, overtime, at a feature level of analysis (as well as the outcomes associated with these behaviors). It is only through analyzing a community’s usage patterns at a level of detail sufficient to enable individual learning (regarding both the IT application and work system) to be exposed, […]

The CSCW view of Knowledge Management

Earlier this week I attended a session given by the research ethics folk at my institution. One of the observations was that they’d run training sessions but almost no-one came. I’ve heard similar observations from L&T folk, librarians, and just about anyone else aiming to help academics develop new skills. Especially when people spend time and effort developing yet another […]

Re-purposing V&R mapping to explore modification of digital learning spaces

Why? Apparently there is a digital literacy/fluency problem with teachers. The 2014 Horizon Report for Higher Education identified the “Low Digital Fluency of Faculty” as the number 1 “significant challenge impeding higher education technology adoption”. In the 2015 Horizon Report for Higher Education this morphs into “Improving Digital Literacy” being the #2 significant challenge. While the 2015 K-12 Horizon Report […]

What is "netgl" and how might it apply to my problem

At least a couple of the students in a course I help out with are struggling a little with Assignment 2 which asks them “to develop a theory-informed plan for using NGL to transform your teaching (very broadly defined) practice”. The following is a collection of bits of advice that will hopefully help. Littered throughout are also some examples from […]

What is theory and why use theories?

The following is an edited version of something used in a course I teach that’s currently hidden away in the LMS. I’m adding it here because I’m using it with another group of students. It’s a quick attempt to cover what I perceive to be a reasonable whole for many education students. i.e. what exactly is a theory and why […]

Technology required by teachers to customise technology-enhanced units

This is the 2nd post (first here) looking at Instructional Science 43(2) on the topic of “Teachers as designers of technology enhanced learning”. This post looks at Matuk et al (2015) In summary The claim is that the ability for teachers to customise is positive for learning. Teachers’ involvement in curriculum design is essential for sustaining the relevance of technology-enhanced […]

Teachers as designers of technology enhance learning?

Some colleagues and I are starting to wonder about what type of “digital knowledge” teachers might need. This is occurring in the context of a re-design of a Bachelor of Education. This particular post is a summary of reading and thinking about ideas outlined in Kirschner (2015) and related writings. Apparently Instructional Science 43(2) feature contributions discussing “teacher as a […]

University e-learning: Removing context and adding sediment

The following is the outlines the core of the argument used in a talk to folk at UniSA today titled “The perceived uselessness of the Technology Acceptance Model (TAM) for e-learning”. The argument is that the mindset underpinning the implementation of institutional e-learning within Universities focuses on widespread reuse across an institution (and sometimes beyond). As a result institutional e-learning […]

Self-assertive and integrative tendencies and the connection to the BAD/SET mindsets

I’ve just started reading Capra & Luigi Luisi (2014), in large part because I think that the shift in scientific thinking they apparently describe in the book may have some useful insights for BAD/SET mindsets and trying to understand and improve digital learning. In the first chapter they propose two tendencies – the self-assertive and the integrative – are both […]