VCC 2017 Educational Technology Showcase – May 29, 2017

On May 29, 2017, Vancouver Community College was pleased to present our third Educational Technology showcase, called “The Flipped School”.

Held at the VCC Broadway campus, it gave our Faculty a way to showcase educational technologies, best practises, and to learn from the experience of their VCC colleagues.

The Showcase was located in and around Room 1228, Bldg B of the Broadway campus, and encompassed over eleven presentations over six hours. You can see this year’s event schedule at the VCC EdTech Showcase registration site and check out Twitter activity at the hashtag #vccedtech

Here’s a little video welcome (and a look at how far we’ve come!)

Here are descriptions, videos and resources from the day’s presentations:


Keynote Speaker: Rajiv Jhangiani, Kwantlen Polytechnic University

Dr. Jhangiani gave an impassioned presentation in defence of open educational resources and open textbooks, particularly commenting on the impacts of rising textbook costs on student success.


(Dr. Jhangiani’s full lecture notes are available online.)

Related Resources:

About the Presenter:

Dr. Rajiv Jhangiani is the University Teaching Fellow in Open Studies and a Psychology Professor at Kwantlen Polytechnic University in Vancouver, BC, where he conducts research in open education and the scholarship of teaching and learning. A recipient of the Robert E. Knox Master Teacher Award from the University of British Columbia and the Dean of Arts Teaching Excellence award at KPU, Dr. Jhangiani serves as the Senior Open Education Advocacy and Research Fellow with BCcampus, an Associate Editor of Psychology Learning and Teaching, and a faculty workshop facilitator with the Open Textbook Network. Dr. Jhangiani has revised two open textbooks—for Research Methods and Social Psychology—and advocates for the adoption of open educational and science practices. His books include A Compendium of Scales for Use in the Scholarship of Teaching and Learning (2015) and Open: The Philosophy and Practices that are Revolutionizing Education and Science (2017, Ubiquity Press).


Workshop: Moodle / BYOD (Bring Your Own Device)

Presenter: Robin Popow, VCC Auto Collision Program

Auto Collision Instructor Robin Popow demonstrated how he and his students maximize the power of their mobile devices to enable a truly flipped learning environment.

Robin showed how his Students use their own mobile devices to participate in on-the-fly polls using Socrative.com

…and he also showed the advantages of using Moodle and the student’s mobile devices to run on-the-spot assessments from the shop floor, and to manage attendance in real-time using Moodle’s Attendance module.

About the Presenter:

Robin Popow is a third generation Collision Repair technician and Paint technician with a Red Seal designation in both. Robin has held a variety of different roles relating to the auto industry including a small family collision repair shop, a major dealership, and two stints at ICBC.

Robin began his career at VCC in 2001, gained a teaching diploma, then a Master’s degree in Education from Simon Fraser University. He served as an Instructional Associate at VCC for 7 years followed by a position as Standards Manager with the Industry Training Authority of BC before returning to his true love – teaching trades skills at VCC. Robin’s speciality is the development and delivery of flexible learning programs and currently instructs his department’s distant learning high school program to students all over BC.


Health Sciences Simulated Learning Experience (SLE) Lab Demonstration

Faculty and Technicians from the Health Sciences Program led two group demonstrations of their high-fidelity patient simulation system. Their robotic “patients” can be programmed for a wide variety of conditions and responses, in order to provide realistic Student challenges.

The Simulated Learning Experiences (SLE) lab is designed to help learners practice skills and interventions in a simulated hospital environment. These opportunities recreate realistic scenarios that reflect the complexities of patient care. The goal is for nurses to practice patient care and to experience the positive and negative impacts of on-the-job decision-making, in a safe environment.


Workshop: Skype for Business

Presenter: Julieta Herrera, VCC IT Dept.

Julieta demonstrated how to use Skype for Business to schedule and set-up video conferences between people at VCC and/or at external institutions, and also showed how to use the presentation recording feature.

About the Presenter:

Julieta Herrera has worked with Educational Technology in the IT department at VCC for the last five years. While evaluating practices and technologies on an ongoing basis, she collaborates with faculty and students on using technology to support educational experiences. Julieta have worked in other universities in Mexico and Canada and she holds degrees from a university in Mexico. She enjoys working with the faculty at VCC to better understand the Educational Technologies that will assist them in their teaching.


Panel Discussion: Culinary Arts Curriculum Project

This panel discussion reviewed a large curriculum redevelopment project undertaken by the VCC Culinary Arts program. The panel will discuss the new Culinary programs and the lessons learned from the development of a blended delivery model using Moodle.

 

View the slides from the Culinary Arts project panel

Panel Presenters:

  • VCC’s VP of Academic and Research, Dr. Kathryn McNaughton
  • Shirley Lew, VCC Dean of Library and Teaching & Learning Services
  • Ysabel Sukic, Asst. Department Head, Culinary Arts
  • Garth Manning, Instructional Associate, Centre for Instructional Development
  • John Love, Moodle Media Developer, Centre for Instructional Development

Lightning Talk Presentations

Inspired by the rapid-fire format of Pecha Kucha, presenters were given a chance to describe their topic in about three minutes.


Workshop: ePortfolios at VCC

Presenter: Andy Sellwood, Centre for Instructional Development

This presentation takes a look at what ePortfolios are and how they can be used in different educational programs. The Exabis ePortfolio system is being piloted at VCC, and was briefly demonstrated to show one possibility of implementing ePortfolios into programs.

View the slideshow from the ePortfolios session

About the Presenter:

Andy Sellwood is an Instructional Associate in the Centre for Instructional Development (CID) at VCC. Prior to joining CID, Andy was a physics instructor as well as being the department head of Science at VCC between 2010 and 2015. Andy’s interests lie in student motivation, program design and program implementation.


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ETUG 2015 Spring Workshop

ETUG_Spring_2015_Logo

On June 4th and 5th 2015, members of the Centre for Instructional Development attended the ETUG Spring Workshop at SFU.

ETUG 2015 Spring Workshop, SFU

Here are highlights and observations from the fun and informative presentations:


Day 1

Keynote Address: “Anatomy of 21st Century Educator”

Simon Bates, UBC

In his slide show, Simon described different aspects that make up a 21st Century educator:

  • Teacher for Learning: design effective instructional activities to support active learning
  • Research-based investigation
  • Technology in delivery/assessment
  • Curator (facilitator) of existing resources
  • Collaborator (work wi others; share)
  • Experimenter (how we incorporate new ideas/methods)

Another aspect Simon emphasized was student control in constructing content and context. In contrast to a Learning Management System (like Moodle), which  is an institutionally-controlled learning space, Students could use other online tools, such as PeerWise to collect and curate their own course content.

Peerwise is a course-based question repository, developed by students, that leverages student creativity and collaboration to develop course content. In effect, it is a student-moderated space, and is particularly effective for larger classes. Students can also tag content, creating their own keywords (or use teacher’s own taxonomy).


Basic iPad Training Session for VIU Forestry Students

Michael Paskevicius, Vancouver Island University

Michael’s presentation was a”broad overview of the iPad and basic device management for students entering a program which requires the iPad.”

Preferred Mobile Platform

From the perspective of the project and institution, it was easiest and most practical to support only one brand of mobile device, and the participants were encouraged to buy their own device.

For this project, iPads were selected as the preferred platform to:

  • Reduce textbook purchase costs for students: students will be offered free and/or openly licensed digital textbooks access through the device.
  • Mirror industry standard practices from the field: iPads are emerging as an industry-standard device for the collection of data in the field.
  • Enable collaborative learning in the classroom: allow students to use iPads for group work in class and to share to the projector via AppleTV.

Polling and Quizzing in the Field

Real-time online polling tools (such as Socrative and Polls.io) also played a big role in gathering student feedback and facilitating discussion. QuesTinSitu was used for its geolocationing ability, allowing questions to be asked that relied on knowledge of geography or a physical presence in a particular location.

Mobile let’s students access more text + documents, and easier to transport than many expensive texts.

Additional Resources:


Day 2

Marginalia Annotation Tool

Lannie Kanevsky, SFU
http://www.sfu.ca/education/faculty-profiles/lkanevsky.html

Marginalia is defined as “scribbles, comments and illuminations in the margins of a book.” This old human habit has been found in manuscripts dating back to the 4th Century AD.

Lannie Kanevsky’s Slideshow:
http://scope.bccampus.ca/pluginfile.php/52542/mod_resource/content/1/ETUG%20Marginalia%20Slides%20Kanevsky.pdf

Prior to putting 75% of one of her courses online, Lannie had her students respond to assigned readings in a printed “triple-entry journal” format in order to critically engage them with the texts prior to each class meeting.

Offline, a “Triple entry notebook” can engage students offline, before class so you don’t have to lecture. (Kooy + Kanevsky)

In a Triple-entry Notebook, Students write in margins, working in groups of 3-4, not talking, but interacting by writing in margins of a page of prepared writing.

Lannie resisted pressures to move this process online until she could find a way for students to interact with the assigned readings and each other with the same pedagogical richness and learning outcomes.

This finally became possible when she found Marginalia, a free, friendly, downloadable tool that can be embedded in Moodle discussion forums. It enables students to select portions of a text posted in a discussion forum on a Moodle (a learning management system) and annotate it with their comments appearing in the margin beside the text they’d selected.

As they had in printed responses, active conversations among classmates, the author of the posting and the instructor emerge as others comment on the comments that accumulate in the margins. Lannie demonstrated Marginalia, shared student guidelines for this process, and her students’ work, and encouraged participants to play with Marginalia on their laptops.

Marginalia integrates with the Moodle LMS, and was designed by Jeff Glass with support from BCCampus.

(Note: This tool is Javascript-based, and must be used on a laptop. Unfortunately, touch-based devices such as tablets or smartphones will not work.)


Keynote Address: Exploring Learning Ecologies: Models and Experiences So Far

Paul Hibbitts, SFU

Given that mobile access is now the new baseline, what is the next step for us to help better support our students in this age of networked information?

For Paul Hibbitts it starts with anytime/anywhere access, utilizes a development process where learning and technology are complementary partners, and evolves into the support and creation of learning ecologies. With a learning ecology, learners have an environment and tools to help better foster their own growth and meet their individual needs.

In this discussion-style session, Paul presented a learning + technology development model and a learning ecology framework for group discussion and feedback. He also shared a recent course where he leveraged both of these models as he undertook the creation of a learning ecology for his students.

Paul Hibbitts’ Presentation: 
http://slides.com/paulhibbitts/etug-spring-2015-plenary-keynote-exploring-learning-ecologies/embed

 


More about the ETUG 2015 Spring Workshop:

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Results of the Gradebook Survey (part II) and the Gradebook Workshop

The Gradebook Workshop was held in Long Beach, CA, USA a few weeks ago.

Moodle user and web developer Bob Puffer has posted his notes on the Gradebook Workshop to Moodle.org along with some handy resources to start making sense of what may come of the gradebook in Moodle.

One of the most major changes will be a UCLA modeled grader report with fixed columns and row headers which should greatly improve the usability of a large gradebook (similar to the LAE grader).

Two major changes specified from his survey results:

  • Grader report fashioned similar to LAE Grader where item headers and student info columns never leave the screen from UCLA (better than LAE Grader)
  • Natural weights allowing aggregation methods to be removed from the Setup (Cats and items) screen, display of natural weights allowing adjustment by teacher.

If you want to read the full notes that Mr. Puffer shared (and all of the great links he provided) check out his post at Moodle.org:
https://moodle.org/mod/forum/discuss.php?d=263318

To flip or not to flip? Here are some great resources!

Posted by Robin Popow

Those of you familiar with Tony Bates and his incredible body of work will know what I mean when I note how hard it can be to keep up with the continuous flow of thought provoking posts from his blog. In his February 14, 2014 post, Thinking about the design of the ‘flipped’ classroom Dr. Bates provides a very interesting introspective as well as links to some must-have resources for those interested in ‘flipping’ elements of their classroom instruction.

Noticing a resurgence of interest in this topic at VCC in the past few months I thought I’d do what I can to distribute this useful resource.

Accessibility in Online Learning Environments: Betty Noble and Karon Lee

On Sept. 24, 2013, the Centre for Instructional Development proudly presented the Learn @ Lunch Workshop “Accessibility in Online Learning”.

VCC Instructor (and former head of the Visually Impaired Program) Betty Noble, and SFU Distance Learning Consultant Karon Lee presented their experiences with accessibility issues in developing online courses.

Some of the key topics covered in this hour-long presentation were:

  • Accessibility support in different Learning Management Systems (WebCT, Canvas, and Moodle).
  • How Universal Design for Learning (UDL) supports accessibility.
  • Compatibility issues of web browsers and the JAWS screen reader.
  • Key points to remember when striving for accessibility.

CID Activity Reports: 2012 to 2013

CID-Logo-Blue

Each year, the Centre for Instructional Development posts its annual CID Activity Report, which documents the consultation, development and support activities delivered to the VCC community.

The 2012-2013 Activity Report is now available on the CID website.
It covers a wide array of topics:

  • Program Renewal
  • Curriculum Development
  • Instructional Development
  • Distributed Learning
  • Study of Teaching and Learning
  • Policy Review Groups and Committee Work
  • IRA Support
  • Faculty Postings: Selection, Election and Area Hiring Recommendations

Learn more about the CID, its mission, and previous Activity Reports on our “About Us” page.

Mobile Devices at VCC: From Purchase to Practical Use

This blog post re-purposed from the Applied Learning in the Digital Age Learn@Lunch IMG_2067workshops for the VCC Day 2013 presentation.

The following information supports the VCC Day 2013 workshop ‘Mobile Devices at VCC: From Purchase to Practical Use’ as presented by Robin Popow on October 25, 2013.

Session Overview and Resources

1. Introduction

  • Session Overview
  • Socrative Setup
  • Early Years of Pen/Touch Technology
  • Devices changing lives
    • Developmental [Fattemeh, offline video]ipad
      • Apps used: Bitsboard, IXL Math Practice, 5 Little Monkeys
    • Accessibility for auditory and visual impairments
      • iOS
  • Trends/Tablet Petting Zoo

2. Teacher Tools

  • Socrative – Student Response Devicesocrative
    Price: Free
  • Swivl – Camera base that follows you as it recordsSwivl websitePrice: $219 US (plus shipping – with AC Adapter)
    Availability: Order online – manufacturer ships to Canada

    • Mike Tunnah [offline video]
  • Justand – Mobile Device Stand – Use your smartphone or tablet as a document camerajustand
    Price: $89. US (plus shipping)

    Availability: Currently n/a at local retailers.
  • Mobile Devices as Document Cameras
    • Smartphones and tablets, cross-platforms
  • Whiteboard Apps
    • Educreations App – Recordable cloud-based whiteboard application
      Price: Free
  • Note Taking Appevernote
  • Wireless Media Streaming
    • Apple TV – Project your device wirelessly  in your classroom
      Price: $110
      Availability: Apple StoreIMG_2068
      Notes:  Once purchased, this device must be programmed by IT to function within the VCC WiFi. Unit can be permanently installed by IT or, purchase an audio-enabled HDMI-VGA adapter ($20-$40) to connect to classroom Educational Technology Units.

      • Educreations demo
      • AST Demo [offline video]
    • Options for Androids

3. Moodle Integration and Classroom Managementipad-field-work

  • Attendance
  • Grades
  • Database
  • Passive media management
    • Educreations Lessons via Twitter
    • Embedded Youtube/Vimeo playlists
  • “Micro-Moodle” or Moodle 2.5 as an app

4. Student-created Contentepub-sample

  • Videos/Interviews
    • iPhones and Youtube – Mandy Davies
  • ePublishing with Creative Book Builder

5. Future trends

  • Active reading research and Pen+Touch [02:00 video]
  • Wifi – BYODGartner's Hype Cycle
  • Media server

6. Purchasing tablets at VCC

  • One size fits all approach obsolete
  • Predefine use a must
  • Funding sources
  • Educational Technology Advisory Committee (ETAC)

7. Petting Zoo

Additional Resources:

Conference Notes Continued: WIPTTE

By Robin Popow, Instructional Associate

Notes from Days 2 & 3

Click here to read Day 1 notes…

Pen + Touch Computing: From Research to Resource

Professor Andy Van Dam, Brown University.  "Inventor of hypertext and father of digital graphics"

Professor Andy Van Dam, Brown University. “Inventor of hypertext and father of digital graphics”

Andy Van Dam, Professor of Technology, Education, & Computer Science at Brown University kicked off day 2 with a look back at the origin of pen and touch technology. Considered by many as the inventor of hypertext and father of digital graphics, Van Dam has spent the last four decades working on systems for creating and reading electronic books with interactive illustrations for use in education and research. He has contributed a great deal of industry leading research and taught many of the current leading researchers.

Fujitsu tablet PCsVan Dam expressed general dissatisfaction and frustration towards Apple and Microsoft, suggesting they have been developing products without paying attention to leading research that suggests people benefit from using pen + touch technology (as opposed to the current pen OR touch). Current products such as Microsoft’s Surface Pro and Fujitsu’s Stylistic Hybrid tablets offer the ability to use a pen OR touch but none offer the ability to use pen AND touch at the same time. Van Dam suggests pen + touch is what is needed to attain a truly natural user interface (NUI). Van Dam referred to the original two-handed technology and the origins of this research in a 1963 project called Sketchpad where Ivan Sutherland at MIT’s Lincoln Labs developed, “A Man-Machine Graphical Communication System”, described as one of the most influential computer programs ever written.

Van Dam showcased Hands-on Math as another example of affordances offered by pen + touch technology (I loved the crumple gesture). It was interesting to see how much negativity there was towards Apple and Microsoft from University researchers in attendance. It was suggested that while the iPad brought a great deal of popularity to tablet devices, it’s touch-only technology is somewhat shortsighted in the context of leading research. And although Ken Hinckley of Microsoft seems to be paying attention to the research (as noted from his Day 1 keynote) Van Dam and others at the conference acknowledged the progress Microsoft has made but were critical in pointing out that Microsoft has not yet developed consumer versions of pen + touch products 50 years after their original conception.  It will be interesting to see what happens in coming years.

Large Artwork Display on the Surface (LADS)

Van Dam also showcased a cool program developed at Brown University called LADS (Large Artwork Display on the Surface), a platform built for museums for viewing large, digitized artworks in a novel fashion. It uses Microsoft’s DeepZoom technology to dynamically load portions of images at different resolutions. This allows a user, in the case of the Garibaldi project (see video below), to see an entire 370 foot long panorama at once or the brushstrokes on the ocean in one square inch of the piece. Additional information can be accessed via hot spots in the image. LADS is open source and available as a free download for institutions that wish to use it. I couldn’t help but think how a program like this could be used by students as a group project to build interactive timelines, etc.

InkSurvey

InkSurvey is a free, web-based software designed to facilitate real-time formative assessment by collecting graphical, white board style responses from students. During our session I used my iPhone to submit my hand-written responses to questions asked by Frank Kowalski (the person next to me used her Kindle tablet), featured in this comical video. A major affordance of this software is that instructor can provide direct feedback to graphical student responses. This software appeared simple to use and quite effective,  and works across most mobile platforms (Android 4+). Click here to begin using it now…

Courseload

Dale Pokorski showcased Virginia Tech’s use of Coarseload, a company that provides source-neutral aggregated digital textbooks at up to 70% savings by integrating open source as well as (or in place of) proprietary content. In the spirit of active reading, students are able to highlight, annotate, share notes with other students. For additional functionality Virginia Tech students export materials to Microsoft OneNote.

Screen capturing

iPad image

Eric Marco’s iPad featuring a Doceri pen to prevent palm-drag and an “indestructible” M-edge neoprene case. (Click image to enlarge).

On Day 2, middle school teachers Eric Marcos and Stacey Roshan provided more tips in support of video in a flipped classroom. Select takeaways for me included screencaptuing apps such as Doceri for iPad, with a pen that effectively eliminates palm drag, Educreations (one of my favourites) and ScreenChomp. (ScreenChomp is about the simplest screen capturing tool you’ll find). Also, Eric made his tablet seemingly indestructible with a M-edge neoprene case (see image at right).

More on Tablets

In my Day 1 post I noted the popularity of the tablet PC hardware with interaction/sharing software such as ClassroomPresenter, DYknow and Microsoft OneNote. On Day 2 I had chance to use more of these tablets and must admit that they do provide functionality beyond that of touch-based tablets, laptops and desktop computers. A major take away from this conference beyond the affordance-rich tablet PCs has been the potential of cost effective technologies that can be used to innovate based on affordances rather than just integrate technology as a flashy tool. While some delegates rattled off bold statements like “every student in America should be using OneNote on a 11.6″ Fujitsu tablet PC” some institutions have dropped their brand-specific tablet programs altogether in favour of a bring your own device (BYOD) option. Some have found that free software such as ClassroomPresenter provide enough usability to support their learner-centred initiatives.

(BTW, during the conference I also learned that $20 Android tablets with VGA camera are being produced in India – 4 million on order).  

In Closing

VCC offers such a wide variety of programming that it is impossible to apply a one-size-fits-all approach to educational technology while maintaining pedagogically sound teaching and learning strategies. While I sometimes find myself envious of the relative ease to which K-12 and Academic institutions chose and implement blanket technology solutions I quickly think of the depth and richness of learning we can offer our students as an applied learning institution and the potential to go even further!

Click here to read Day 1 notes…

“Blow up the Learning Management System!”

By Robin Popow (Instructional Associate, Centre for Instructional Development)

DavidP_color

David Porter, BCcampus Executive Director

This though-provoking statement made by BCcampus Director, David Porter sparked an interesting debate at the 2013 Canada MoodleMoot in Vancouver.

Porter made the statement during a panel discussion suggesting that educators have more freedom using the rapidly growing community of cloud based applications versus affordances offered by the learning management system (LMS). In a followup interview Porter added,

“The LMS is about the “management” of learning, something I oppose in higher education. Don’t mind scaffolding, but dislike management. LMS are managed for instructors and students. I want instructors and students co-manage the learning environment. It’s a new literacy for instructors. It needs to be under their control. Most LMS are just labour-intensive, confining electro-gradebook environments. Instructors need to wean themselves from the electro-pablum of the LMS.”

As you might expect, Moodle founder Martin Dougiamas disagreed with this and presented a good case in support of the LMS but I thought I’d offer my opinion from a Vancouver Community College perspective – I think they’re both right!

I loved Porters analogy of the LMS (Moodle in our case) as a “Swiss army knife” of educational technology. In a very practical way, Moodle does offer a tool to accommodate every popular e-learning strategy to some degree as well as enabling consistent standards of development, delivery and e-learning process College-wide. Porter was keen to follow up on this as well adding,knife

“Swiss Army Knife (SWK): A SWK is a general purpose tool that confines its users to a limited range of very general activities. I’d rather pick the tactical blade to do the job I need. Cloud-based apps give us a whole range of choices for more targeted application and open-ended learning experiences. An LMS is an artificial learning environment, and Moodle represents Martin’s particular worldview, that I do not accept as an autonomous professional.”

To some extent I agree that some Moodle tools tend to provide only rudimentary solutions but I do feel that it generally provides a great platform from which to begin. By that I mean, both from the perspective of an instructor just beginning to use e-learning strategies as well as an instructor who establishes Moodle as a base and sends students off to cloud-based apps that provide more flexibility, advanced features, etc than those in Moodle (Porter’s point I believe). For example and as the later suggests, an activity that focuses on student collaboration to develop a webpage or document would likely be better served using an app dedicated to the purpose of being a wiki such as MediaWiki. Likewise, an activity focused on student folios may be better served using an app such as WordPress.

moodle-platformDuring the MoodleMoot I had a chance to further discuss this with Dougiamas who agreed that the “walls” that once boxed us into Moodle have been effectively removed with the additions of external repositories such as YouTube, MediWiki, Google Docs, etc.

So, I guess my point is that the LMS provides a practical, cost effective and convenient way to manage e-learning. That said, Porter really has a point and we should always encourage those innovators to venture into the clouds. Their explorations blaze new (safe) trails for all of us.

Moodle Moot Canada 2013: Day 3

MoodleMoot2013From February 13-15, 2013, members of the Centre for Instructional Development (CID) attended the  Moodle Moot Canada 2013 conference in Vancouver.

The CID and the DL Support team attended a variety of educational and technical sessions at this stimulating two and a half day conference. (Many attendees tweeted out URLs, notes and quotes using the hashtag #mootca13.)

Session: Moodle Development Best Practices – Justin Filip

Justin Filip is the Manager of Software Development for Remote Learner Canada (http://www.remote-learner.ca), an official Moodle Partner. Remote Learner builds custom solutions for Moodle clients, and in particular, integrates Moodle with other systems or products.

In this session, Justin covered:

  • Overview of Moodle plugin systems and available APIs
  • Working with the Moodle Tracker; Peer review process
  • Maintaining a custom plugin using GitHub
    (Templates for Activity modules are available there.)
  • Submitting core patches and bug fixes to Moodle HQ
  • Accessing Moodle Developer Docs at moodledocs.org
  • Discussed using Selenium to do automated browser testing

http://www.slideshare.net/justinfilip/moodle-development-best-pracitces

Plenary: The Business of Social Learning – Bradley Shende

Bradley Shende is the Founder and CEO of M2O Digital Agency, as well as Global TV’s resident Technology Commentator. At Moodle Moot Canada 2013, he spread his passion for technology’s influence on our daily lives. In addition to inspiring international audiences as a keynote speaker, his infectious content stimulates his audiences to embrace a future where technology is understood, accessible and fun.

He touched on our multicultural society and the related diversity in information and education by relating them to his own diversity: His Father was from Trinidad, and studied Medicine in Winnipeg. His Mother, a native Winnipegger,  spotted him at a social event, and the rest is history. Bradley feels that his parents were early adopters of globalism the importance of shared connections.

Bradley’s number one technology tip:  “Just click things.” Don’t be afraid to click things and play with gadgets.

His analogy for crowd-sourcing in Twitter: “It’s  like having a group of people together in one room. Write a question on piece of paper and pass it around. When the paper came back, you’ll have some great answers to your initial question.”

Bradley proceeded to rouse his crowd to action, getting everyone on their feet to take part in a meme from YouTube:

Moodle Moot Canada 2013 Does “The Harlem Shake”:

What has changed for our generation, or our children’s generation? Touchscreens have radically changed our expectations of what media can do and how we expect to access it. Bradley told a story of how when surfing the Sesame Street website on his laptop, how his 2-yr-old son (who was more familiar with using his Dad’s iPad) wondered why Elmo was “broken” because there was no touch-screen response on the laptop’s screen.

We (as a culture) have changed the input method – no longer strictly text-based papers or essays – and we’ve changed the way information is sourced. Wikipedia has grown larger in a few years than Encyclopedia Britannica did over hundreds of years.

The “Shift has Happened” video:

This video challenges us all to imagine the future. and as educators ask ourselves the question “Am I preparing students for jobs that do not yet exist, or for jobs that will no longer exist by the time they’re trained?”

Other Observations from Bradley Shende:

  • Increasing user-generated content leads to increased-self publishing and self-curation.
  • “Gamification”: Kids are bored, and often seek novelty. It’s important to challenge yourself, think creatively, and to network.
  • Social Media can transform students from individual silos of knowledge into connected nodes.

Bradley closed with some inspiring suggestions:

Reconnect the soul of education to the world.
See through the eyes of a child. That’s knowledge.
We all need to become Learners, together.