HMH Portfolio Implementation Guide
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LMS Data Quadrant Report
November 2019 DATA QUADRANT REPORT Education Learning Management Systems 846 8 Reviews Vendors Evaluated Education Learning Management Systems Data Quadrant Report How to Use the Report Table of Info-Tech’s Data Quadrant Reports provide a comprehensive evaluation of popular products in the Education Learning Management Systems market. This buyer’s guide is designed to help Contents prospective purchasers make better decisions by leveraging the experiences of real users. The data in this report is collected from real end users, meticulously verified for erv acity, Data Quadrant...................................................................................................................7 exhaustively analyzed, and visualized in easy to understand charts and graphs. Each product is compared and contrasted with all other vendors in their category to create a holistic, unbiased view Category Overview ......................................................................................................8 of the product landscape. Use this report to determine which product is right for your organization. For highly detailed reports Vendor Capability Summary................................................................................ 9 on individual products, see Info-Tech’s Product Scorecard. Vendor Capabilities.................................................................................................... 12 Product Feature Summary................................................................................. 24 Product Features........................................................................................................26 -
Frequently Asked Questions: D2L
Frequently Asked Questions: D2L 1) What are Coursepacks? 2) Which systems support Coursepacks? 3) Are Coursepacks compatible with my LMS? 4) What is available in the Coursepacks? 5) How do I access my Coursepacks file? 6) How do I import Coursepacks into the D2L LMS? 7) How do my students access the interactive eBook? 8) How do I make a quiz available to my students? 9) How long do I have access to this content? 10) My web browser prevents me from viewing a video or other content. What do I do? 11) Whom do I contact if I have trouble using my LMS? 12) Whom do I contact for support with Coursepack content? 13) When I edit a question in a quiz or within the Question Library, are my updates saved everywhere? 1) What are Coursepacks? SAGE Coursepacks provide easy to import, highly customizable, and highquality instructor and student content for your school’s learning management system (LMS). Intuitive and simple to use, SAGE Coursepacks are collections of bookspecific instructor/student resources, as well as assessments, that allow you to focus on what really matters: customizing course content to meet your students’ needs. Key Features: ✓ Delivers SAGE textbook content directly into your LMS. ✓ The intuitive and simpletouse format allows for easy course integration with minimal effort. ✓ Pedagogically robust assessment tools foster review, practice, and critical thinking, and offer a better, more complete way to measure student engagement. Tools include but are not limited to: o Diagnostic chapter PreTests and PostTests Page 2 of 10 o Test banks built on Bloom’s Taxonomy 2) Which systems support Coursepacks? The following table summarizes compatibility* of Coursepacks with various systems and browsers. -
ECDEV 602: Economic Development: Policy and Practice
ECDEV 602 Economic Development: Policy and Practice School of Environment, Enterprise and Development Faculty of Environment University of Waterloo Fall 2018 ECDEV 602: Economic Development: Policy and Practice Course Instructors: Paul Parker E-mail: [email protected] EV3 Room 4259 Phone: (519) 888-4567 ext. 32791 Office hours: Mondays, Tuesdays 1 – 2 PM (or by appointment) Tara Vinodrai E-mail: [email protected] EV3 Room 4231 Phone: (519) 888-4567 ext. 33278 Office hours: Mondays, 2:30-3:30PM, Tuesdays,1:00PM - 2:00PM (or by appointment) Class Time / Location: Tuesdays, 7:00-9:50pm EV1 350 Course Description This course is concerned with development strategies for communities and local areas, especially municipalities. The focus is on practical issues and local experience, which will in turn be related to broader concepts and theories. Included are methods of preparing community profiles, analyzing past economic and demographic trends, strategic economic planning exercises, evaluation of alternative administration models and partnerships among various actors and agencies (both public and private) involved in development practice, sustainable development to balance economic, cultural and environmental interests and evaluation techniques. Learning Objectives The key learning objectives of the course are as follows: • Introduce to students the multiple objectives (social, economic and environmental) and desired outcomes for local economic development; • Provide foundational knowledge of the various local, regional, provincial and national government agencies, as well as social economy and private sector agencies providing local economic development services in communities; • Introduce key concepts and tools, including strategic economic planning, community profiles and performance measurement; • Provide small team experience by working with a current community project; • Ensure a foundational understanding of community aspirations for a sustainable future. -
A Review of Distance Learning and Learning Management Systems
Chapter 1 A Review of Distance Learning and Learning Management Systems Mümine Kaya Keleş and Selma Ayşe Özel Additional information is available at the end of the chapter http://dx.doi.org/10.5772/65222 Abstract In recent years, rapid developments in technology and the web have led to many changes in education. One of the most important changes in education is in the form of distance learning. Distance learning, which is used to define education where educators and learners are physically separated, is not a new concept; however, emerging technologies and the web allow web‐based distance learning and therefore increase its popularity. As a result of these developments, many universities have started to use web‐based distance learning systems to provide flexible education that is independent of time and place. In this chapter, we review all popular, widely used, and well‐known learning management systems and include detailed comparison of some of these systems to allow institutions to choose the right system for their distance education activities. Keywords: distance learning, literature review, educational research, learning manage- ment systems, Moodle 1. Introduction Distance education, which is now also referred to as distance learning or e‐learning, has existed for centuries. Although as Keegan says “the ideas surrounding the educational endeavor are somewhat similar” [1], it is not easy to find a single definition of distance education. While according to North [2], a few definitions even look to define it in terms of a single technology, according to long‐distance teaching [3], others display distance education simply as a recent development of the class into a remote location [4]. -
Glossary of Tools and Terms
REPRODUCIBLE Glossary of Tools and Terms This appendix includes a list of terms and resources we introduced and used throughout the book. Apps, programs, and websites are listed, as well as digital and academic terms that will aid you in lesson planning both NOW and in the future. 1:1 or one to one: Describes the number of technology devices (iPads, laptops, Chromebooks) given to each student in an academic setting; a 1:1 school has one device per each student. 1:2 or one to two: Describes the number of technology devices (iPads, laptops, Chromebooks) given to each student in an academic setting; a 1:2 school means that one technology device is available for every two students in an academic setting. Two classes may share one class set, or students may partner up to use devices. Animoto (https://animoto.com): A video-creation website and app with limited free features and options for educator accounts (see https://animoto.com/education/classroom) Annotable (www.moke.com/annotable): A full-featured image-annotation tool Appy Pie (www.appypie.com): A free do-it-yourself software tool for building apps in three easy steps Audacity (www.audacityteam.org): A free macOS and Windows software tool for editing complex audio clips AutoRap (www.smule.com/listen/autorap/79): An iOS and Android app for mixing audio tracks to create a rap; the free version allows users to choose from two beats to make a song, and the paid version allows users to choose from a large selection of beats, including new and popular songs. -
Open Source Learning Management Systems
Open Source Learning Management Systems Emerging open source LMS markets Recommended LMS for each market Getting off on the right foot By Mark Aberdour Epic Technical Producer, Epic 52 Old Steine Brighton, BN1 1NH United Kingdom [email protected] www.epic.co.uk t: +44 (0) 1273 728686 f: +44 (0) 1273 821567 All rights reserved. You agree that by downloading and accessing this publication that no part of it maybe reproduced, stored in a retrieval system or transmitted in any form or by any means without the prior written permission of Epic. Full acknowledgement of author and source must be given. ©2007 Epic Reproduction without written permission is strictly forbidden - 2 - An Epic White Paper Contents Executive summary 4 A changing market 4 The oppor tunity for Open Source 5 Emerging open source LMS markets 6 Large enterprise 6 Small and medium sized business (SMB) 6 Government and public sector 7 Primary and secondary education 7 Rapid rollout 8 Market feature matrix 8 The open source landscape 10 Benefits of Open Source 10 Risks of Open Source 11 Myths of Open Source 12 Selecting an open source LMS 13 Market recommendations 15 Large enterprise 15 Small and medium sized business 17 Government and public sector 19 Primary and secondary education 21 Rapid rollout 23 A detailed look at each LMS 24 Atutor 24 DotLRN 25 Ilias 26 Moodle 27 Sakai 28 Getting off on the right foot 30 Appendix A: Active open source LMS projects 32 References 33 Other Epic e-learning white papers 35 Epic Thinking 37 Epic Arena 38 ©2007 Epic Reproduction without written permission is strictly forbidden - 3 - An Epic White Paper Executive summary If you thought that “Open source learning management system (LMS) equals Moodle”, then think again. -
Download Print Version
International Journal on Innovations in Online Education 1(1) 2017 BRIEF SURVEY OF ANALYTICS IN K12 AND HIGHER EDUCATION Ananda Gunawardena, PhD Princeton University Abstract Use of computers in education is now ubiquitous. Students have access to course media through a variety of devices including PCs, tablets, and smart phones. The data generated by online learning platforms have the potential to change the way we teach and learn. In this brief survey paper, we explore the role of analytics in teaching and learning. In particular, how learning analytics can lead to educational process innovation. We will explore history, current state, tools, privacy issues, case studies, and future potential for analyticsbased education. KEY WORDS: analytics, K12, higher education, data driven, analytics driven 1. INTRODUCTION In this inaugural edition of the International Journal on Innovations in Online Education, we explore the role of analytics in teaching and learning. In particular, how learning analytics can lead to educational process innovation. Analytics is the discovery and communication of meaningful patterns in data (Wikipedia, 2001). The main goal of using analytics is to go beyond descriptive statistics to provide the best prediction of what may happen in the future. The end result is to streamline decision making and produce new insights that lead to better actions. As more and more technology is integrated into today′s instruction from K12 to higher education to continuing education, there is an unprecedented opportunity to use analytics to make learning more effective and efficient (Campbell and Oblinger, 2007). This paper explores some current efforts in analyticsdriven education and its potential as a revolutionary force to change the way we teach and learn. -
Spying on Students: School Issued Devices and Student Privacy (EFF)
Spying on Students SCHOOL-ISSUED DEVICES AND STUDENT PRIVACY Frida Alim, Bridge Fellow Na e Cardo!o, Se"ior Sta## A or"e$ %e""ie Ge&'art, Re(ear)'er *are" Gullo, Media Relatio"( Anal$( Amul Kalia, Anal$( A-ril 1/, 21.2 ELECTRONIC FRONTIER FOUNDATION EFF3OR% 1 Authors: Frida Alim, Nate Cardozo, Gennie Gebhart, Karen Gullo, Amul Kalia With assistance from: Sophia Cope, Hugh D’Andrade, Jeremy Gillula, Rainey Reitman A publication of the Electronic Frontier Foundation, 2017. “Spying on Students: School-Issued Devices and Student Privacy” is released under a Creative Commons Attribution 4.0 International License (CC BY 4.0). ELECTRONIC FRONTIER FOUNDATION EFF3OR% 2 Table of Contents Executive Summary..................................................................................................................................................... 5 Introduction.................................................................................................................................................................. 7 Part 1: Survey Results................................................................................................................................................. 8 Methods..................................................................................................................................................................... 9 Respondents and Overall Trends....................................................................................................................10 Findings.................................................................................................................................................................. -
Distance Learning Solutions Recommended by UNESCO
Distance Learning Solutions recommended by UNESCO Distance Learning Solutions recommended by UNESCO Distance Learning Solutions recommended by UNESCO https://en.unesco.org/themes/education-emergencies/coronavirus-school-closures/solutions Digital learning management systems Blackboard …………………………………………………………………………..….3 CenturyTech ………………...……………………………………………..………..….4 ClassDojo ……………………………………...………………………….………...…. 5 Edmodo ……………………………………………………………………..……….….6 Edraak ………………………………………………………………………….…….….7 EkStep …………………………………………………………………………..……….8 Google Classroom ………………………………………………………..…………….9 Moodle ………………………………………………………………………….……….11 Nafham ………………………………………………………………………….……….12 Schoology …………………………………………………………………….………….13 Seesaw ……………………………………………………………………………..…….14 Skooler ………………………………………………………………………..………….15 Study Sapuri …………………………………………………………………………….16 Systems purpose-built for mobile phones Cell-Ed …………………………………………………...…………………………….17 Eneza Education …………………………………………...………………………….19 Funzi ……………………………………………………………..…………………….20 KaiOS ………………………………………………………………….……………….21 Ubongo ……………………………………………………………………..………….22 Ustad Mobile …………………………………………………………………………..2 3 Systems with strong offline functionality Can’t wait to Learn ……………………...…………………………………………….24 Kolibri ………………………………………………………………………………….25 Rumie ……………………………………….………………………………………….26 Ustad Mobile ………………………………….……………………………………….26 Massive Open Online Course (MOOC) Platforms Alison ……………………………………………………………………….………….27 Coursera ……………………………………………………………………………….28 EdX ……………………………………………………………………………………..3 -
Sakai Overview (At Michigan State University)
Sakai Overview Charles Severance Chief Architect, Sakai Project www.sakaiproject.org [email protected] www.dr-chuck.com KYOU / sakai Boundary, Situation The Sakai Project “The University of Michigan, Indiana University, MIT, Stanford, the uPortal Consortium, and the Open Knowledge Initiative (OKI) are joining forces to integrate and synchronize their considerable educational software into a pre- integrated collection of open source tools.” Sakai Project receives $2.4 million grant from Mellon Sakai Funding • Each of the 4 Core Universities Commits – 5+ developers/architects, etc. under Sakai Board project direction for 2 years – Public commitment to implement Sakai – Open/Open licensing – “Community Source” • So, overall project levels – $4.4M in institutional staff (27 FTE) – $2.4M Mellon, $300K Hewlett – Additional investment through partners What is Sakai? • Sakai is a project - a grant for two years. • Sakai is an extensible framework - provides basic capabilities to support a wide range of tools and services • Sakai is a set of tools - written and supported by various groups • Sakai is a product - a released bundle of the framework and a set of tools which have been tested and released as a unit The Sakai Project Goals of the Sakai Project • Develop an open-source collaborative learning environment – Suitable for use as a learning management system – Suitable for use as a small group collaboration system – Suitable for building research collaboratories – Improve teaching and learning by providing a rich and extensible environment – -
TAB 3 Page 1
STATE DEPARTMENT OF EDUCATION AUGUST 17, 2020 STATE DEPARTMENT OF EDUCATION SUBJECT Elementary and Secondary School Emergency Relief Fund REFERENCE March – April 2020 The Board has received weekly updates on the federal response to the coronavirus (COVID-19) pandemic and the availability of funding through the CARES Act. April 27, 2020 The Board received an update on the allowable uses and amount of funds available to Idaho through the Elementary and Secondary School Emergency Relief Fund and Governor’s Emergency Education Relief Fund. May 4, 2020 The Board directed staff to move forward with data analysis for the discussed proposals and to identify sources of funds for those proposals. June 10, 2020 The Board approved the use of the ESSER 10% SEA reserve funds for grants to local education agencies for devices, connectivity, infrastructure, adaptive technology, learning management system and PD around remote instruction and a request to the Coronavirus Financial Advisory Committee for $30M that could be used for the same purpose. July 15, 2020 The Board approved a methodology and grant application for $30,000,000 from Idaho’s relief funds through the Governor’s Coronavirus Financial Advisory Committee BACKGROUND/DISCUSSION The CARES Act allowed the SEA to reserve up to 10 percent of the Elementary and Secondary School Emergency Relief (ESSER) Fund for grants to LEAs to be used for emergency needs as determined by the SEA to address issues responding to COVID-19. These funds must be awarded by May 18, 2021, and expended by September 30, 2022. At its July 15, 2020, meeting, the Board adopted the funding distributions, which included $3.785 million for distance/blended learning with a priority for a Learning Management System (LMS). -
Using a Learning Management System to Promote Self-Regulated Learning in a Flipped Classroom
Journal of Teaching and Learning with Technology, Vol. 9, Special Issue, pp. 3-18. doi: 10.14434/jotlt.v9i1.29375 Using a Learning Management System to Promote Self-Regulated Learning in a Flipped Classroom Grace Onodipe Georgia Gwinnett College [email protected] Jared Keengwe University of North Dakota [email protected] Adrienne Cottrell-Yongye Georgia Gwinnett College [email protected] Abstract: The inherent structure of the flipped classroom supports a learning environment that promotes students’ self-regulated learning. In this article, we focus on how a learning management system (LMS), in this case BrightSpace D2L, plays a key role in supporting all aspects of the flipped classroom. We discuss how preclass assignments help students give their learning some forethought and plan accordingly; frequent formative assessments and feedback permit students to monitor their progress in the classroom; students control what study resources they choose to use; and students have ample opportunities to reflect regularly on their work. Further, we explore how learning logs (a form of reflective writing), with the LMS Journaling and Dropbox features, are used to keep track of students’ journal entries as well as demonstrate how college instructors have used an LMS to motivate and encourage students to develop self-regulated learning. A qualitative analysis of students’ writing is provided to illustrate gains in self-regulation. Keywords: flipped learning, self-regulated learning, reflective writing, learning management system, LMS.