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Problem:

I have 2 students enrolled in a unit, and they have both done the final quiz. When I click on the ‘2 attempts’ it takes me to the right page but says ‘nothing to display’.

I can go into manual grading and manually grade the questions, so I know that they are both enrolled, and that the attempt has been saved.

I have double checked all the settings for both the quiz and the subject and they all seem fine (the same as all the other subjects).

So, why can’t I see the the results?

The Solution:

I had been looking at another quiz earlier in the day and changed the attempts I wanted to view to specific letters (First name “D” last name “D”) because I was looking for a specific student’s results.

Once I’d found them I exited the tab.

When i viewed the results in a different subject those “D” “D” preferences had been saved, and therefore it was showing me nothing. I don’t know why it didn’t have the alphabet above for me to choose from? Perhaps because there was only two attmepts?

Either way, I went into a different subject (any subject will do), and set the result parameters back to “All” “All”, and refreshed the page of the exam I wanted to view and hey presto, I could view it all again!

Problem solved. smile

You can view this in the Moodle Forum here.

Australian Flexible Learning Framework eGems Session.

DIY Benchmarking by Melanie Worrall.

*** *** *** ***

We think of measurement in terms of our outcomes, but there are lots of other ways to measure as well.

Benchmarking: Identifying processes and results that represent best practices and performance for similar activities, inside or outside the organisation. How can you improve what you don’t measure?

WHAT DO YOU WANT TO ACHIEVE?

It’s important to measure apples with apples- so to speak.

Flex. Learning Framework DIY benchmarking tool:

Uses Survey Monkey (Boo!)

Step 1: Survey Monkey Account, get template.

Step 2: Use the Framework survey, Customise the questions to suit your needs

Step 3: Select survey sample, set up recipient list, monitor responses

Step 4: Download survey results, Transfer data to online DIY eLearning Benchmarking tool. Compare Results

You can benchmark against TAFE/RTO/School/Community and in any state.

*** ***

LINKS:

DIY Benchmarking tool

elearning Benchmarking

eGems session Details

This is how I did it:

1. Drew the man in Adobe Illustrator (could have been photoshop or something else I imagine), and put each body part on a new layer. Example: Left leg on one layer, right leg on one layer, each arm on a layer, and the head and body on a layer. Anything that you want to move has to be on a seperate layer. If I wanted the mouth to move I would have put that on a different layer.

2. Hide everything except for one layer, then click ‘save as’. Name it man1 or something like that. Do that for each layer so that each one is saved seperately.

3. Open flash. Click on “ActionScript 3.0” when it asks you what you want to create.

4. Click File-> Import ->Into Library

Select those files that you saved before (all saved as illustrator files).

They should appear in the Library section on the side.

5. Select the .ai files and drag them into the stage (the white space). You’ll need to rearrange them so that they make the picture up.

This is your base man. You could make this is final pose if you wanted to work backwards, or his first pose if you wanted to work forward.

6. Click on the ‘bone’ tool on  side menu bar. It’s a picture of a little bone.

7. Click on your body (you have to click on a line/coloured space. For mine, I had drawn a stick man with a round body, so I had to click on one of the lines. I chose the top- near the neck). Then drag it to one of the things you want to move (like an arm). Go back to the dot on the body where you started and drag out another ‘bone’ to the next arm, then the legs and so on.

8. Down below the stage is a bar with rectangles and numbers and your layers. You should be in the armature layer, and click on the rectangle below 40. Go to Insert -> Timeline -> Frame. You’ll get a coloured bar that goes through to the 40.

9. Click in the blue bar under the number “10” and then click on the arrow in the side menu bar. The original image you made is the first slide, and here we will make the second frame he’ll move to. This can be quite a ‘jump’ because Flash fills it in to make it smooth. If you only wanted one action (like a kick of his foot), then you could just change the last frame to where you want it to end and it will fill it all in for you.

If you want to preview what it looks like you have two options.

a) Drag the red thing on the timeline back to the beginning and hit enter.

b) Go to File-> Publish Preview-> Flash

10. Once it’s done click on File-> Publish. It will export it as a swf file to the same folder as where your .fla (flash) file is.

You can view my little man here.

I learnt this stuff from this and this youtube videos.

I’ve spent the last few weeks complaining (with outher members of our work place) about the complete and unter lack of training that the Department of Training, actually gives. And here I am, in a staffing predicament, where one of my staff members obviously hasn’t been trained properly on how to do their job. My staffing problem leads itself to all sorts of issues, but as I complained about the ironic lack of training the department gives, I was struck with the ironic lack of training we give our staff when we are in fact, a training organisation.

I have no other choice then to take this on board and do something about it. Hence the pages of lists I have been writing all afternoon. The problem I find with training staff, is that it is incredibly time consuming, and difficult to know what to put in. It is easier to think, “I will just teach this person XYZ when they need to know it, not when they first start”. Only then, it gets to the time when XYZ needs to be done, and you end up with no time to do said training. The end result is an unacceptable piece of work from your employee, a frustrated self, a frustrated boss, and a frustrated employee. Ah, the joys of Middle Management!

Because I BELIEVE in training (and more specifically online training), I believe it’s worth the time you put into training staff. My big question is though, WHAT do new staff need to know?

Here’s what I’ve come up with so far (in no particular order):

  • Philosophy of our company
  • How we started/got to where we are today
  • Our training beliefs
  • Why we do what we do
  • Expectations of staff
  • How to do specific things (thinking this will be a “How To” manual…)
  • Processes
  • Policies for staff and students
  • Procedures for various positions
  • Company heirachy

Do you have anything you can add to my list?! Help!

Today I stumbled across this fantastic resource from over at the Wodonga TAFE blog. If you haven’t checked out what they do before, I highly recommend their blog- it’s always full of fantastic information!

Extract from their blog:

Joyce Seitzinger, an eLearning advisor at the Eastern Institute of Technology in New Zealand has developed the fantastic “Moodle Tool Guide for Teachers” which helps teachers choose which Moodle tool will give you the best learning outcome taking into consideration what it is you want to achieve in the classroom or online; it even gives your choice a score based on categories in the cognitive domain of Bloom’s Taxonomy. Many thanks to Joyce for her generous provision of use through her Creative Commons licence.

I’ve been inputting and mapping questionsfor some electrical competencies. The exams were written by another RTO, but it got me thinking about what type of questions should be differeing question types.

We’re fortunate enough to use Moodle as our LMS, so we have heaps of question types to choose from, but the question type I’m specifically looking at is written answer questions- the ‘essay’ type in Moodle. I find that in this exam I’m inputting there are written answer questions which require the answer with a single word, a yes or no, or title of standard or text the question is referring to. Is this a good use of written answer questions that take time for a trainer to manually mark?

Before I continue I think it’s worth mentioning that I am not pro mulitple choice and true/false questions for assessment. In an ideal world all questions in exams would be thought provoking, and the answer have to be written by the student. But the thing to consider, is the time that it takes to mark that. Multiple choice questions can be marked automatically by the Moodle, but written answer questions need to be manually marked. This means that you need someone who is able to spend the time marking questions. For a questions that requires a one word answer, is this an effective use of their time? My argument today, is No, it’s not.

I think that the most useful way to implement written answer questions is when you ask a student to justify, or explain a topic or opinion about the topic they’re studying. Below I’ve included an example of a bad written answer question, and good written answer question.

Bad Example:

“A customer requests a phone outlet be installed 1.5 meters from an open shower, is this allowed? Are there any rules that apply?”

Good Example:

“A customer requests a phone outlet be installed 1.5 meters from an open shower. Once you’ve explained to them that you can’t do this they tell you that they want it done anyway. Explain to the customer why you can’t do this, and what rules apply”.

So what do other people think? Am I way off, or is there (at least some) truth to what I’m saying?


Talia

Just finished my Graduate Certificate in Cross Disciplinary Art and Design with UNSW.

Love.

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