(Dutch) Yves Bosteels from Jan De Nul on eAcademy #vovpitstop @vovnetwerk #liveblog

Liveblog from Yves Bosteels over Kennis, Proces and Innovatie (just some pointers from his talk) Mostly in Dutch

Jan De Nul eAcademy (eLearning begonnen in 2017), combineren van opleidingen.

6500 medewerkers, internationaal, (80 – 100 lopende projecten, waarvoor opleiding aangeboden moeten worden, met een oplossing voor verschillende infrastructuur problemen, o.a. schepen).

Cornerstone on Demand (offline niet interessant voor schepen)

Online/offline LMS

Recurrente vragen van klanten

·       Training & Needs analysis
·       Show me training background
·       Show me certification
·       What other career training do you provide
·       Project-specific training (eg. Parkwind (nieuwe installatiemethode) – efficient bout placement
Schepen getest vanaf 2018

7 eModules (in 2018, gerigistreerde opleidingen, merendeel klassiek).

Iedere nieuwe werknemer krijgt onmiddellijk upcoming learning sessions, with training programs (cfr AICCM)

Impact van eAcademy precies gemeten?

• ·       Kwisformule ingewerkt in modules (zie volgende slides)
• ·       Dashboards voor teamlead en departementshoofden
• ·       Hoe wordt er voor verankering en transfer gezorgd van wat geleerd wordt?

o   Testen in de module

o   Materiaal blijft in de eBib beschikbaar

o   Nadien ook aan bod laten komen in klassieke training

o   Van aanvraag tot aanlevering (3000 – 25000 eur per module, met module ca. 30 minuten – we automate parts to 2000 EUR per module, with adapted assessment)

Hoe zorgen ze ervoor dat mensen naar de eAcademy gaan?

• ·       PR actie om animo te geven
• ·       Mensen wel enthousiast qua materiaal

Implementatie voor eAcademy

·       PM aanstellen om dit gestructureerd en ‘serieus’ aan te pakken

·       Use case vroeg om eigen IT-inbreng om alles op schepen te kunnen implementeren

·       HR & IT

Flipped classroom approach: manage the expectations, ensure pre-contact knowledge acquisition

RoadMap:

·       Alle schepen online krijgen

·       Interne opleidingsmatrices in eAcademy + mails met uitnodigingen

·       1370 externe cursussen naar eAcademy krijgen met een approval flow

Modules

·       Tegen eind maart: 16

·       Tegen eind 2019: 90

Recurrent materiaal

·       Bedrijfsrichtlijkenen

·       QHSSE

·       Recurrente treainingen zoals baggercursussen, DMS, IT, andere software

·       Inducties (projectsites & opslagplaatsen).

Expert academy: Finex portal (financial project and contact information): data and reports, ITA, Links, Tools, …. (test spec IT roll out)

Vraag naar soft-skills and Gamification (Check Marloes, Elizabeth interest: GC, Spain…)

Page for #IDVmatrix on #LMS description and setting it amidst other tools

picture by Giulia Forsythe

In the past year I have been adding some Instructional Design descriptions in my notebook. After I while I realized that something useful could come out of this very varied collection, so now I am putting some of these pages online (the Instructional Design Variation matrix or IDVmatrix). The idea is to grow a compendium of these pages, adding parameters that are meaningful in ID to each of those learning/teaching design elements, and eventually use these parameters as a matrix to use on the job. I will only write them here, and add the #IDVmatrix hashtag for easy recall once these pages grow. The reason behind these pages is to create a contemporary overview of Instructional Design options that are out there, and to build an instrument that allows you to quickly screen whether other ID-options can be used that reflect the same parameters you are looking for (taking into account your target learning population). The collection will have standard ID-tools (e.g. authoring tools, LMS, MOOCs...) as well as more contemporary learning and teaching tools (e.g. chatbots, machine learning, ...). The template I will follow is simple: short description (as brief as possible while allowing main features to be addressed), a segment on who uses it and how (of course that will be a not exhaustive), referring to some examples, important features to keep in mind, and finally adding a matrix stamp to it (taking into account the 5 parameters I think are relevant to structuring educational tools. And trying to add some meaningful, possibly EdTech critical pictures as a bonus. First one: a classic: the LMS.

Learning Management System (LMS)

Learning Management Systems (LMS, also related to Content Management or Course Management Systems) come in many variations, but generally they offer a digital environment to facilitate, support and design online or blended instruction. an LMS offers content structuring options (put specific modules online, sometimes integrate a learning path into those courses), quiz-options (including a question-database with a variety of quiz-options), and communication services between the learners, the facilitators, the course managers ... or all of the learning stakeholders.
The LMS is pre-programmed. In some cases this means the complete system is programmed (e.g. Blackboard, WIZiq), and you - as a course provider - can only customize specific features, but in other cases you can customize a big part of the system (due to open source code), including some programming that you do yourself (e.g. Drupal, Moodle). Some smaller LMSs offer a more specialized and valuable option, e.g. Curatr which emphasizes the social learning factor. Some LMS also include course libraries, or you - the institute - can build an open, LMS supported library to offer support to your learners.
Normally these systems are self-contained, but with options to integrate other tools to align the LMS with contemporary learning realities (e.g. integrate instagram, twitter). Although some LMS are free, you need to consider the cost of server space, programming some features, supporting all users, and keeping the system up and running 24.7.
Who uses it: learners, teachers, trainers, course coordinators, ... each on their own level. Normally user rights can be allocated within the LMS. Depending on the role, the LMS will offer a different experience (back-end mostly for course-delivery people, and front-end for the learner). 
Important features to keep in mind while choosing a LMS: security features are very important as a LMS generates a lot of learner data and communications traffic. A mobile app is a must, test it on multiple devices to estimate the quality of the app. Offline features will make life much easier for learners. SCORM options make life easier for any instructional designer, and xAPI features will allow the educators/facilitators to make meaningful analysis from all the learner data.
IDVmatrix stamp

Free booklet on #Teaching with #Technology

The 35 page report (or booklet) on Teaching with Technology was just released by the Inside Higher Ed magazine and written with support from Blackboard (the LMS). This means that a certain LMS-focus can be felt, nevertheless, the report does highlight some ideas and EdTech initiatives in a transparent way. The report is free, and can be downloaded (after providing name, email, and job title to Inside Higher Ed) at this virtual location. And you may sign up here for a free webinar on Feb. 17 at 2 p.m. Eastern about the themes of the booklet.

The booklet starts off with some figures regarding educational change: 98% of college & university presidents think that change is needed in education a and 67% think the change needs to be disruptive (Chronicle of Higher Ed study from 2014). The definition of student success is broadening with a necessary focus on learner-­‐desired outcomes beyond our traditional institutional success measures of progress and completion.
A brief look, which topics are covered:

• modularization: this Higher Ed option is increasingly being rolled out as an option for students to either build their own curriculum (or part of it). Now major universities are also interchanging topics, e.g. Yale will be streaming Harvard's course on computer science CS50 to its students in the fall 2015. (personal note: interesting adaptation of the Payed Educational Resources option, and it offers a view into Future modularization where different universities develop different modules that can be part of a full curriculum. This might also result in universities that focus on specific fields, rather than full options. A bit like the changes happening in certain countries with k12 options: a language school, a STEM-school, a business school...).
• License to teach online: another oldie that is now getting formalized: demanding faculty to take a 'Digital Driver's License' course in order to be eligible to teach online. As an incentive a small stipend is given to the teachers who are willing to take the course (case of Saint Mary's college of California). 
• Blended approach for liberal arts: nice option to embrace both face-to-face and online learning opportunities that allow faculty as well as students to keep the benefits of both and engage in meaningful actions in both worlds. 
• Connecting to international classrooms: also an old option (learning experiences in other countries), which is now gaining interest due to technological solutions. By connecting classes with students from different countries (but who are able to all talk the same language in order to communicate), all students learn from the experiment (e.g. connecting college classrooms from Morocco, Pakistan, US). This type of learning has multiple names: COIL, online intercultural exchange, virtual exchange, globally networked learning, telecollaboration... but the course aim is always the same: to facilitate class discussions and do collaborative course assignments across national borders and time zones. The course exchanges can be synchronous or asynchronous, or involve a combination of both.
• A MOOC-like master degree: the full option of online learning, which in all honesty has been tested and done by all Open Universities everywhere. This change from residential to online learning does have an effect on teacher and teaching assistants profiles and numbers. 
• And of course a brief focus on the flipped classroom, as well as a focus on the success of Purdue's Signals - stoplights for student success. 

Brief report, with known topics that are explained in a short and sweat way, and in between a bit of Blackboard advertisements with links to other reports. 

New free #research articles #IRRODL lots of interesting papers

IRRODL has a new issue out, gathering papers from across the globe. Did not have time to read it yet, but I put many papers in my 'to read' folder based on interesting titles and related abstracts. The wonderful bonus of IRRODL is that they deliver each paper in a variety of digital formats and they are OPEN to all.

Copying from the wonderful editorial accompanying this issue and which is written by Dianne Conrad:
Several topics emerged in this issue’s selection of articles. The first, in pieces from Canada, the UK, Korea, and Saudi Arabia, considers aspects of open and distributed learning on culture, learning, and knowledge. E.g. Hamdan from Saudi Arabia approaches her cultural study through the gender lens, considering the impact of ODL on female learners in that country.

A second topic, the increasingly popular open movement, is further explored by Mtebe and Raisamo as they look at African instructors’ use and adoption of OER. And from Katy Jordan comes a wide-ranging study that presents the results of a study that draws together MOOC enrolment and completion data from courses across the major MOOC platforms. 

Thirdly, and not surprisingly in any ODL journal, South African, Balkan, Chinese, and Taiwanese researchers give us the results of their investigations into the use of specific distance learning tools. 

Finally, reflecting our evolving field’s continuing interest in the critical issue of what constitutes effective teaching and learning at a distance, several writers offer their answers to that question from a variety of perspectives. One of the most popular approaches to “what works” over the years has been the measure of student satisfaction. The relationship of satisfaction to learning is, of course, its own topic, also often researched. With examples from Canada, Spain, Russia and China.

So from four continents, multiple researchers using a variety of methods ... this sure makes one perfect mid-week read.  

The International Review of Research in Open and Distance Learning

Vol 15, No 1 (2014)

Table of Contents

Editorial

Editorial: Volume 15, Number 1	HTML PDF MP3 EPUB
Dianne Conrad

Research Articles

Post-secondary distance education in a contemporary colonial context: Experiences of students in a rural First Nation in Canada	HTML PDFMP3 EPUB
Jesse Simon, Kevin Burton, Emily Lockhart, Susan O'Donnell

Roles and student identities in online large course forums: Implications for practice	HTML PDF MP3EPUB
Jacqueline Aundree Baxter, Jo Haycock

A cultural-historical activity theory investigation of contradictions in open and distance higher education among alienated adult learners in Korea National Open University	HTMLPDF MP3EPUB
K. P. Joo

Benchmarking the habits and behaviours of successful students: A case study of academic-business collaboration	HTML PDFMP3 EPUB
Elizabeth Archer, Yuraisha Bianca Chetty, Paul Prinsloo

Multi-country experience in delivering a joint course on software engineering – numerical results	HTML PDF MP3EPUB
Zoran Budimac, Zoran Putnik, Mirjana Ivanović, Klaus Bothe, Katerina Zdravkova, Boro Jakimovski

An exploratory study of effective online learning: Assessing satisfaction levels of graduate students of mathematics education associated with human and design factors of an online course	HTMLPDFMP3EPUB
Joohi Lee

Initial trends in enrolment and completion of massive open online courses	HTML PDF MP3EPUB
Katy Jordan

A case study of integrating Interwise: Interaction, internet self-efficacy, and satisfaction in synchronous online learning environments	HTML PDFMP3 EPUB
Yu-Chun Kuo, Andrew E. Walker, Brian R. Belland, Kerstin E. E. Schroder, Yu-Tung Kuo

Student satisfaction with a web-based dissertation course: Findings from an international distance learning master's programme in public health	HTML PDFMP3 EPUB
Roger Harrison, Isla Gemmell, Katie Reed

Design and implementation of a simulation-based learning system for international trade	HTML PDF MP3EPUB
Guo-Heng Luo, Eric Zhi-Feng Liu, Hung-Wei Kuo, Shyan-Ming Yuan

How well do Canadian distance education students understand plagiarism?	HTML PDF MP3EPUB
Cheryl Ann Kier

Challenges and instructors’ intention to adopt and use open educational resources in higher education in Tanzania	HTML PDFMP3 EPUB
Joel Samson Mtebe, Roope Raisamo

Introducing a learning management system at a Russian university: Students' and teachers' perceptions	HTML PDFMP3 EPUB
Natalya Emelyanova, Elena Voronina

Rethinking dropout in online higher education: The case of the Universitat Oberta de Catalunya	HTML PDF MP3EPUB
Josep Grau-Valldosera, Julià Minguillón

The reciprocal and correlative relationship between learning culture and online education: A case from Saudi Arabia

HTML PDFMP3 EPUB

Amani K Hamdan

Free trial year for reviewing #cloud #training option

After having a quick look at a new training platform LearningStone I got quite excited. The new Cloud based platform (self-promoting as supporting training professionals with an instant, flexible online platform to support class based training groups) is developed by two experienced EdTech people (which is already a bonus). Sjoerd Boersma and Michiel Klonhammer just released their two year effort and it looks promising. Even after a first look the platform seems to make sense in terms of training options, quick group overviews, focused interaction spaces... Though admittedly I will need more time in order to really review the total package and see whether the ubiquity really works, the tools are truly intuitive and the centrality of the platform (bringing all course components together into one place) feels like a total package that would fit any trainer or course tutors agenda. LearningStone has offices in USA (Princeton, New Jersey) and Europe (Amsterdam, the Netherlands). 

A great thing is, the LearningStone visionaries offer a one year free trial (IF you share your review after that one year)! That is what I call trusting your product. During that one year they offer personal Skype tours, help you set up the LearningStone workspace and course if you want to, and be available for chat support. Okay, I am surely going to try the platform. I already received their review-coupon so I can start my one year trial. If you want to have a look and feel, you can ask them for your review-coupon here. I will try out the mobile options first, as this is one of my main foci and challenge Michiel's proposition that within the hour trainers feel so comfortable with the course interface they actually focus on the course content (would be nice!). 

For all of us geeks: the platform is built using the Erlang programming language, a technology that is on the rise (e.g. Facebook, What's App), and an open source framework called Zotonic.

Adding a bit from their press release:

All over the world, instructors and trainers are struggling to support face-to-face groups using a combination of online tools. Trainers have been juggling email (too much email!), Google apps, SharePoint, Moodle, and other cumbersome tools to let their trainees know when to come to courses, where to find material,  and how to learn, as well as for offering a private platform to communicate with each other during and after training.

Sjoerd Boersma, founder: “We talked with many trainers and combined their knowledge with our own experience and with a broad array of learning and collaboration tools. We developed this platform from scratch using a brilliant team of developers who gave us the freedom to focus on usability. We didn’t set out to build every imaginable feature, but instead concentrated on a set of functionalities that you really need and can easily use. We found that a Course Timeline editor containing all sorts of apps, a simple content management feature, a survey tool, and an easy way to invite new users were the killer features we needed. Now it’s up to the world to tell us if we did it right.”

Michiel Klønhammer, founder: “We saw that training agencies often struggle with systems like Moodle. Moodle is great if you have the time and technical people available in house, but we wanted to offer something that you could prepare in an evening or two. We’ve been seeing trainers working with LearningStone and we’re thrilled with the results. It’s great to see how creative people can be if you give them the right tools. We see that people start focusing on the actual course within the first hour of working with LearningStone. That is certainly not the case with systems like Moodle.

#Mobile #Moodle plugins available for download

Great news for all of us Moodle users. Carlos Kiyan and many other contributors have released their plugins for mobile Moodle to the plugins repository.  

These two plugins started as one of the earliest Mobile Moodle projects (back in 2010: Moodle4iPhone). The two new themes can be downloaded and applied to your Moodle site (they support Moodle 2.4 and tablet or smartphones compatible with iPad and Android tablets or iPhone/iPodtouch/Android 4.x devices.

• Moodle2Mobile: https://moodle.org/plugins/view.php?plugin=theme_moodle2mobile
• Moodle2Tablet: https://moodle.org/plugins/view.php?plugin=theme_moodle2tablet

This release follows a beta testing round that was announced in November 2012. 

Mobile #Moodle ready for beta release: feedback welcomed

It has been more than 2 years since the Moodle4iPhone project http://iphone.moodle.com.au. Unfortunately it was not ready to be officially released, but after additional work from Beto, Carlos and Ludo, the official release will be rolled out in the following weeks.

For all of those interested, we kindly request you to go to http://m.ideas4ict.com/ and enroll to the course and give us some feedback (at the social forum http://m.ideas4ict.com/mod/forum/view.php?id=4) in order to improve this theme before to make it public for the whole Moodle Community.
Two themes will be released, 1 for mobile devices and the second one for tablets.

The timing towards the official release is as followed: try-out and feedback in the next two weeks. Than one week of tweaking based on the feedback received and ... release! So, for all of you interested in mobile Moodle, get your devices out and join the community to get this project launched. 

1st #Moodle research conference and Dutch MoodleMoot

Moodle is still going steady and leading the community based LMS world. I love it, so I gladly send out the news for the upcoming Moodle research conference and Dutch MoodleMoot.

The Dutch MoodleMoot is planned for 30 May 2012 and you can find more information (in Dutch) here. And as a keynote they give the floor to Hans de Zwart (English blog) who is the innovation manager for global learning technologies with Shell. It will be a great Moodle meeting moment.

Alice Jesmont pointed me towards the upcoming alledgetly first Moodle research conference that will take place from 14 - 15 September 2012 in Heraklion, Crete, Greece (what a great location!).

More information can be found here: 

http://research.moodle.net/

Deadline for submissions: 14 May 2012

And the description off the event is as follows: "The Moodle Scientific Conference will become a major event for academics, researchers, experts and practitioners - sharing experiences, research achievements and innovative developments with Moodle. It is a unique opportunity to participate in an event dedicated to research and development (R&D) on learning and teaching carried out with Moodle. The conference will provide opportunities for sharing, discussing and providing constructive criticism of research outcomes and methods.

The conference venue is a beautiful location in the historic island of Crete, Greece.  Participants will have opportunities to connect with peers and learn about new Moodle R&D trends and debate research ideas that could improve the design of Moodle in the future.

We invite scientists and practitioners to submit manuscripts (full papers or posters) critically reporting on quantitative and qualitative research results concerning learning with Moodle.

Topics

Prospective authors are invited to submit manuscripts reporting original unpublished research and recent developments on the following topics:

•             Research studies and case studies on teaching with Moodle

•             Mobile Learning with Moodle

•             Innovative Moodle plugins 

•             Learning Analytics in Moodle

•             Collaborative Learning with Moodle

•             Moodle communities of practice

•             Interoperability with Moodle

•             Accessibility in Moodle

•             Adaptivity in Moodle

Paper submission guidelines

Prospective authors are invited to submit

·         Research papers - of up to 8 pages, including figures and references
·         Posters and research in progress that should be up to 1000 words in length.

Submission will be made by the conference management system EasyChair conference management system. All submissions will undergo a blind peer review process involving two program committee members.

Accepted papers will be published as conference proceedings (with ISBN) in an open access, online-only version. The proceedings will be available online approximately one month prior to the conference opening

Important Dates

14 May 2012: Submission of manuscripts

11 June 2012: Notification of acceptance

9 July 2012: Submission of final copy of accepted papers

16 July 2012: Early Bird Deadline

14th and 15th September 2012: MoodleSco2012 Conference

Keynote speaker:

Martin Dougiamas, Founder of Moodle

Venue

Creta Maris Beach Resort in Crete[http://www.maris.gr/creta.aspx ].

More Info

URL: http://research.moodle.net/

Enable Learning Anywhere with World’s First Portable LMS

A lot of us use LMS’s to get our documents across to the students, to track quality of content, to provide self-assessments… but on many occasions one of the key restrictions of the LMS’s is their lack of offline capabilities and autonomy. Sure, some offline LMS options are on the market and have improved over the years, but still a plug-in build option is not the same as a solution that was build to be portable. Now, mEKP will be launched and if you are interested you can get a free trial USB, follow the launch with a live webinar and all of this for free.

NetDimensions is redefining workforce learning with mEKP, a full-featured LMS that runs on inexpensive USB flash drives. It requires no installation or Internet connectivity.

Brandon Hall Research calls it “a disruptive step in the evolution of enterprise software.”

On October 21st, join NetDimensions’ CEO Jay Shaw and CIO Ray Ruff for a live behind-the-scenes presentation of mEKP and find out how to revolutionize workforce (and possibly also students in low-resource regions) support in your organization.

Register for this complimentary webinar and you will receive:

• A PDF copy of the Brandon Hall Research briefing report on mEKP, and
• A free USB drive with a trial version of mEKP

Webinar Schedule
Date: October 21, 2010
Time: 10:00am - 11:00am EDT (or 16:00 CEST), link to a world clock converter.
Click here to register for this webinar.

Why am I interested?
In the Linqed workshop that a co-organized, institutional partners came from all corners of the world: Indonesia, Morocco, Cuba, Ecuador, Peru, Uganda, India, Nepal, South-Africa. Many of us are using Moodle as a LMS, the only problem is, that we have learners in sometimes low-connected areas. Sometimes electricity and the internet crash, and learning is put to a hold. The fact that LMS's sometimes cannot be reached, also affects learner motivation, so... this might be a great opportunity to deliver continued education, even in difficult to reach areas.

Mobile Moodle at mLearnCon

On Wednesday my esteemed colleague Carlos Kiyan and I presented the concurrent session 802 on mobile learning.

We were not really sure if we connected with people during the sessions, but luckily a lot of people connected with us afterwards. We even got people willing to collaborate with us on the project, so thank you sooo much to all of you kind people. It is thanks to you that we feel more at ease, and that we can keep going.
For those who could not join our session, these are the slides. Feel free to send any comments or questions, or to join the project.

Mobile Moodle and mLearning project for mLearncon in San Diego

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LMS in this learner-centered world? You must be joking!

Well, I would not state it that harsh, but never the less I have the feeling that LMS does not really fit into the picture of contemporary learning.

So I put together a small presentation as an introduction to what I hope will be a very nice debate at Online Educa Berlin 2009 in room Potsdam 1, starting at 14.00h.

Any remarks you might have, send them, I will be happy to take them into account.

Just a quick ppt: using an LMS in learner-centered courses does not fit contemporary learning

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