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ME AS A TEACHER
by Carmen-Mirela Butaciu - Wednesday, 30 May 2018, 5:42 PM
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Re: Discussion topic 1
by Helen Chenoby - Wednesday, 30 May 2018, 4:10 PM

Please show your workings out


Attachments:

Girl.jpg
[ Modified: Wednesday, 30 May 2018, 5:42 PM ]
 
ME AS A TEACHER
by Carmen-Mirela Butaciu - Wednesday, 9 May 2018, 5:40 PM
Anyone in the world
RICH EDITOR ON MOODLE
by Carmen-Mirela Butaciu - Wednesday, 9 May 2018, 5:52 PM



 
Picture of Nellie Deutsch
by Nellie Deutsch - Friday, 23 February 2018, 7:03 AM
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Welcome to CO18
by Nellie Deutsch - Thursday, 22 February 2018, 3:34 PM

Dear Members of CO18,

I'd like to welcome you to the 9th annual CO18. CO18 will take place from February 23-25. This year, the event includes 20 Presenters from 11 countries: 

  1. Dr. Nellie Deutsch (Canada)

  2. Dr. Rachel Sale (USA)

  3. Rob Howard (Poland, Brazil, USA)

  4. Ewa Kozłowska (Poland)

  5. Dr. Robert N. Diotalevi (US)

  6. Harshita Kapoor (India)

  7. Susan Brodar (Italy)

  8. Ebba Ossiannilsson (Sweden)

  9. Revathi Viswanathan (India)

  10. Parminder Mitter Chaudhuri (India)

  11. Anne Fox (Denmark, UK)

  12. Maha Hassan (Egypt)

  13. Nives Torresi (Italy, Australia)

  14. Sheryl McCoy (USA)

  15. Luis A. Palma, M.A. (USA)

  16. Judy Wong (USA)

  17. Alessandra Machado (Brazil)

  18. Virgínia Borges (Brazil)

  19. Dr Nan Zingrone (USA)

  20. Zoriana Diak (Ukraine)

 

Please join the following live online events: 

Sunday February 25 (Webinars)

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Click on the "W"

 



Re: Welcome to CO18
by Nives Torresi - Thursday, 22 February 2018, 5:12 PM

Thank you for all the links Dr Nellie! 

What an amazing line up and back to back learning!



 
Picture of Natasa Bozic Grojic
by Natasa Bozic Grojic - Tuesday, 13 February 2018, 4:15 PM
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My reflections on the collaborative course
by Natasa Bozic Grojic - Tuesday, 13 February 2018, 10:12 PM

When I started M4TEVO18 and reviewed the syllabus, I was really worried about Week 4. This was the collaborative week and I knew I was going to be out of town then. I had worked collaboratively in some previous online courses and I was aware that I wouldn't be responsible just for my own work, but for the success of the whole team. Yet, I wasn't sure how much time I was going to have for this on my holiday, whether my work was going to be too disruptive for my family and whether the WiFi signal was going to be strong enough. There were additional concerns, such as how well we were going to fit in together. 

As it turned out, my teammates were also short on time. Sneza was out of town too and Kim was on her way to a conference. Still, we made the time. I think the key factor was that we agreed in our team policy that we were going to communicate on a daily basis. That way we all had an obligation to go online once a day. We fitted in perfectly. We were all "badge collectors" on Moodle at this stage and we really cared both about our own success and about the success of our collaborative course. 

It was a bit of a surprise to find out that there were only three of us who remained in Group 4, but I think that was a good thing. We all worked at the same pace and we understood each other well. We all wanted the same thing. I personally believe it is easier to work in a small group than in a big one.

The way our work was set for us was very helpful. We first completed the team policy and after that things were much easier. We treated each other with respect and everyone's suggestions were heard. Every team member worked hard and there was no need to allocate tasks to people because everyone took initiative. The syllabus completion task helped us get organised and, once that was done, we could focus on our individual tasks. 

The funny thing is that I might have dropped out of the course in Week 4 if it hadn't been for the collaborative task. Or at least I would have taken a break and come back in Week 5. I was on a holiday, after all, and it was very hard to focus on anything after a 4-hour hike in the mountains. The WiFi was all right, but I did disturb my family when I kept my light on at night. I had to be efficient and cut the time I spent online to one hour a day, but that forced me to get organised better. The part I enjoyed the most was creating the course activities and I know now that this is the kind of work I want to do in the future. 

I am so grateful to my team members for everything.

 
Picture of Zahra Shafiee
by Zahra Shafiee - Saturday, 3 February 2018, 2:42 AM
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Adding Blocks in Moodle
by Zahra Shafiee - Saturday, 3 February 2018, 7:47 AM

Hi Everyone,

Here is my video tutorial about adding block here in Moodle.

 

Hope you find it useful.

Best

 
Picture of Zahra Shafiee
by Zahra Shafiee - Saturday, 3 February 2018, 2:30 AM
Anyone in the world
Exabis Portfolio on Moodle
by Zahra Shafiee - Saturday, 3 February 2018, 10:08 AM

Exabis portfolio is a space in which we can store and/share some files, links, views, sources, etc.

We can encourage our students to upload their assignments there so that their progress can be evaluated by themselves, their peers, and teachers.

 

Below you can watch my video tutorial of the Exabis Portfolio.

 

Best,

Zahra

 

(Edited by Nellie Deutsch - original submission Saturday, 3 February 2018, 12:48 AM)

 
My hero
by Beatrice H. C. Alves - Friday, 2 February 2018, 3:14 PM
Anyone in the world
School and Moodle course managers
by Beatrice H. C. Alves - Tuesday, 30 January 2018, 10:43 AM

If we take the basic definition of a manager - one who handles, controls, or directs -, then we have a common point between the school manager and the Moodle course manager. However, what they handle and their backgrounds can be quite different.

You don’t always need to be a teacher or even have an education in teaching to be a school manager, as long as you are able to handle teachers, resources - among which maybe a Moodle course-, goals, leadership, finances among others, and, of course, comply with the education system you are operating in.

On the other hand, from what I have seen of the Practice Area in Moodle so far, you need to be a teacher to be a Moodle course manager, as well as to be able to design a curriculum and syllabi in the area you want to teach which can be independent from any education system, handle a very specific tool, not to mention being willing to follow and support very closely both collaborators and students to ensure the outcomes you intend are reached.

 
Picture of Ella Russell Baccouche
by Ella Russell Baccouche - Friday, 2 February 2018, 2:55 PM
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Authentic Learning
by Ella Russell Baccouche - Tuesday, 16 January 2018, 1:15 PM

In education, authentic learning is an instructional approach that allows students to explore, discuss, and meaningfully construct concepts and relationships in contexts that involve real-world problems and projects that are relevant to the learner.[1] It refers to a "wide variety of educational and instructional techniques focused on connecting what students are taught in school to real-world issues, problems, and applications. The basic idea is that students are more likely to be interested in what they are learning, more motivated to learn new concepts and skills, and better prepared to succeed in college, careers, and adulthood if what they are learning mirrors real-life contexts, equips them with practical and useful skills, and addresses topics that are relevant and applicable to their lives outside of school."[2]

https://en.wikipedia.org/wiki/Authentic_learning

 Recent studies in neuroscience inform us that the brain likes novelty and especially topics that are relevant to the learner.  Authentic learning produces effective engagement on the part of the learner.  In scaffolding, there should be no transmission of knowledge on the teacher’s part.  The teacher’s role is that of a facilitator.  The students have agency and must make their own decisions.

 The difference between active and authentic learning is that active learning requires students to interact and engage in constructing their knowledge by using meaningful and authentic materials.

 Herrington, J. and Kervin, L. (2007) Authentic Learning Supported by Technology: Ten suggestions and cases of integration in classrooms. Educational Media International, 44 (3). pp. 219-236.

http://researchrepository.murdoch.edu.au/5240

 

 
Picture of Agnieszka Bartel
by Agnieszka Bartel - Friday, 2 February 2018, 8:37 AM
Anyone in the world
Re: My attitude to student engagement
by Agnieszka Bartel - Sunday, 14 January 2018, 2:26 PM

In Poland there is a lot of children and teenagers that hate school! I think it is because our educational program is full of useless things, theory and not important data. They are really tired and they have a lot of homework! After “normal” school they have to go to many additional lessons (sport, music, languages) and they don’t see the pleasure in learning. I think that is really sad. The main reason for that is often not the need to assure better education for children but parents want to have free hours for themselves.

 
Picture of Biljana Krstic
by Biljana Krstic - Friday, 2 February 2018, 7:19 AM
Anyone in the world
Re: Exabis e-Portfolio
by Biljana Krstic - Thursday, 1 February 2018, 9:46 PM

Great tutorial Natasa, 

thank you!

I like that you attached your file in three different ways.

It is really helpful tutorial for me.

Thanks!