Frequently Asked Questions: D2L
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Moodle for Students-Using MCNY's Course Management System
for Students USING MCNY’S LEARNING MANAGEMENT SYSTEM moodle.mcny.edu This manual will prepare you to use Moodle, MCNY’s online Learning Management System. You can use Moodle to read lecture notes, participate in discussion forums, turn in assignments, take quizzes, view grades, and communicate with your teacher, your classmates, or anyone in our academic community. The material presented in this manual is generic and applies to fully online, hybrid, and onsite courses, and in all MCNY programs. Please note that, while all students have Moodle accounts and all courses appear in Moodle, professors teaching fully onsite courses may choose not to use Moodle at all. ------------------------------------------------------------------------------------------------------------------------------------------------- Office of E-Learning Dr. Victor Kioulaphides Director, Office of E-Learning [email protected] MOODLE FOR STUDENTS: USING MCNY's LEARNING MANAGEMENT SYSTEM VISIT THE MOODLE SYSTEM AT: HTTP://WWW.MOODLE.MCNY.EDU P a g e | 1 TABLE OF CONTENTS Welcome To Moodle! ..................................................................................................... 2 Technical Requirements And Expectations ............................................................................. 2-3 Accessing Moodle …………………................................................................................................. 4 Moodle Accounts .................................................................................................................... -
E-Learning Management System for Community Schools During COVID
International Journal of Scientific & Engineering Research Volume 12, Issue 3, March-2021 520 ISSN 2229-5518 E-Learning Management System for community schools during COVID-19 pandemic and beyond a review of some open source LMS software Yogendra Singh Parihar, Anand Srivastava, Inder Pal Singh Sethi Abstract— During COVID-19 pandemic the entire conventional learning and education sector faced an unprecedented shutdown. The schools were totally closed during the pandemic. The need of suitable E-learning system over Internet or Learning Management System (LMS) software for conducting managed distance learning at school level was felt during the pandemic period. Students sitting at distinct places can use the LMS for continuing their education. LMS provide opportunity for standard and uniform learning material to the students. It may also be used to evaluate and monitor the learning progress of students. Using the LMS one can achieve improved and smooth learning path. It can also be used along with current pedagogical methods in schools. A wide range of open source software is available for online learning platform. A review of some features of Chamilo, Moodle, ATutor, ILIAS open-source Learning Management Systems (LMS) suitable for school education was conducted which is documented in this paper. Index Terms— ATutor, Chamilo, Covid-19 pandemic, ILIAS ,learning management system, Learning Tools Interoperability, LTI, Moodle, open source, school, Web accessibility. —————————— —————————— 1 INTRODUCTION ntire conventional learning and education sector faced an period so that students sitting at distinct places can use the E- E unprecedented lockdown in the COVID-19 pandemic. The learning system for continuing their education . -
The Use of Schoology As Learning Management System
iTELL (Indonesia Technology Enhanced Language Learning) THE USE OF SCHOOLOGY AS LEARNING MANAGEMENT SYSTEM Suhandhini [email protected] Language Development Center Universitas Muhammadiyah Purwokerto Abstract Learning Management System (LMS) is now commonly used by teachers or educators to have collaborative learning through online learning (or e-learning) courses. This learning is aimed to have a lean, efficient, and organized training experience. One of the systems, Schoology, even called the award-winning learning management system, allows the educators to create their own features to add assignments, quiz, grade papers, and facilitates open discussions with students. It also provides updates on assignments, notifications, and discussions/ resource forum through group. Founded by Jeremy Friedman, Ryan Hwang and Tim Trinidad in 2007, this LMS provides students real time formative assessment feedback upon submission. This study explores the use of Schoology as an LMS and the perceptions of students in using it during the courses. Results showed that students were intrinsically contented with the easiness of its use as the basic functions of an LMS. Beside the engagement between teacher and student, teacher and students, it also provides an access code to students’ parents to check students’ progress. However, the use of Schoology as LMS surely has some weaknesses. One of them is about authenticity; it cannot be guaranteed that students did their assignments by themselves since they did not do it under the teacher’s supervision. Some students were also worried about their privacy; therefore, they were not very open in case of being carelessly revealed or copied by others. Keywords: Learning Management System (LMS), Schoology. -
MOODLE VS GOOGLE CLASSROOM Ivan Gjorgjievski, Msc a COMPARISON by a MOODLE ADMINISTRATOR [email protected] Business Academy Smilevski – BAS, Skopje
THE BATTLE OF THE LMSs – Author: MOODLE VS GOOGLE CLASSROOM Ivan Gjorgjievski, MSc A COMPARISON BY A MOODLE ADMINISTRATOR [email protected] Business Academy Smilevski – BAS, Skopje With the onset of the global pandemic, it has Classroom, educators can create classes, distribute become clear even to the hardest opposer of using assignments, grade and send feedback, and see online teaching tools and platforms, that teaching everything in one place.” online is the future and the answer to the ever- This explanation is straight up taken from googles developing education industry. In the first 3 months guidelines! If you are familiar with anything Google, of 2020, many educational institutions, universities, you’ll find that their philosophy within this product faculties, courses have gone online one way or follows the exact same guidelines: streamlined, another. Many are still trying to figure out their best extreme easiness of use, speed and efficiency. On way of implementing online tools within their first glance google classrooms makes the education plans, so this paper aims to show a administrative side of teaching a “two-clicks” away. comparison between two of the more popular Learning Management Systems (LMS): The The showdown: versatile Moodle and the new contestant Google MOODLE VS GOOGLE CLASSROOM Classrooms. The goal of this comparison is to assist the reader in the decision on which way to go when choosing a suitable LMS system. The versatile Moodle: Overview “Moodle is a learning platform designed to provide educators, administrators and learners with a single Category 1: Ease-of-Use! robust, secure and integrated system to create personalized learning environments.” Provided that the school of any kind is registered for the G Suite package, any teacher can create account and, almost immediately, begin sharing The above excerpt is materials, books, assignments and share with his taken directly from the official website of the students. -
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. -
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. -
MIST/C Server
MIST/C Server © 2011 J. Mark Pullen MIST/C Server Install 1 MIST/C Server Installation Types 1. Standalone (without Moodle) • Download from USB drive or MIST/C website • For use with only one course/conference 2. Moodle activity module and server • Download from USB drive or MIST/C website • For multiple courses © 2011 J. Mark Pullen MIST/C Server Install 2 Standalone MIST/C Server (Without Moodle) © 2011 J. Mark Pullen MIST/C Server Install 3 Standalone MIST/C • Supports a single course • No database • No log • Authentication by text file • Run it on your desktop • Must have an assigned IP address – Contact IT support © 2011 J. Mark Pullen MIST/C Server Install 4 Standalone MIST/C Installation package for standalone: DEMO server Required system software 1. Windows/Linux/Unix (admin/root access needed) 2. Java runtime 1.5 or later © 2011 J. Mark Pullen MIST/C Server Install 5 MIST/C 5.2.1 Basic Install for Windows 1. Download from USB memory Follow links Server Installation for Windows, Then Standalone Server Installer and save to hard drive or Download from website http://netlab.gmu.edu/MISTC under SERVER choose 5.2.0 Windows basic 2. Start Open C:\Program Files\MISTC-SERVER\ Double-click MISTC-DEMO-LIVE-SERVER.bat command window appears, do not close it 3. Connect Open C:\Program Files\MISTC-SERVER\ Double click DEMO-LIVE.nwc log on as username guest1, password guest1, course DEMO © 2011 J. Mark Pullen MIST/C Server Install 6 MIST/C 5.2.1 Standalone Install Has been tested on: • Windows 2000, XP, Vista, 7 • MacOS X v10.5, 10.6 • Linux Fedora, CentOS • Linux Ubuntu Install process is similar on all © 2011 J. -
Learning Management Systems in Higher Education Romina Agaçi University of Vlorë, [email protected]
University of Business and Technology in Kosovo UBT Knowledge Center UBT International Conference 2017 UBT International Conference Oct 28th, 2:00 PM - 3:30 PM Learning Management Systems in Higher Education Romina Agaçi University of Vlorë, [email protected] Follow this and additional works at: https://knowledgecenter.ubt-uni.net/conference Part of the Databases and Information Systems Commons, and the Information Security Commons Recommended Citation Agaçi, Romina, "Learning Management Systems in Higher Education" (2017). UBT International Conference. 190. https://knowledgecenter.ubt-uni.net/conference/2017/all-events/190 This Event is brought to you for free and open access by the Publication and Journals at UBT Knowledge Center. It has been accepted for inclusion in UBT International Conference by an authorized administrator of UBT Knowledge Center. For more information, please contact [email protected]. Learning Management Systems in Higher Education Romina Agaçi Department of Computer Science, University of Vlora ʺIsmail Qemaliʺ, Albania [email protected] Abstract. Learning Management Systems (LMSs) are improving learning processes and are widely used in higher education institutions. There are available various types of LMSs used by pedagogues to manage eLearning and to deliver course materials to students.Nowadays, LMSs have become essential tools that affect the quality of learning and teaching in higher education. In this article, we introduce LMSs and we choose Moodle as a tool to present an information system that is used in ouruniversity.Moodle is an online learning environment that supports classroom teaching. We will focus on the advantages of LMSs and why we choose Moodle as the best open source LMSs. -
Implementation of the Moodle E-Learning Platform from Server Selection to Configuration
Implementation of the Moodle e-learning platform from server selection to configuration Ouariach Soufiane *, Khaldi Maha, Erradi Mohamed and Khaldi Mohamed Research team in Computer Science and University Pedagogical Engineering (S2IPU) Normal School of Tetouan, Abdel Malek Essaadi University – Morocco. GSC Advanced Engineering and Technology, 2021, 01(01), 016–027 Publication history: Received on 21 January 2021; revised on 25 February 2021; accepted on 27 February 2021 Article DOI: https://doi.org/10.30574/gscaet.2021.1.1.0023 Abstract Through this article which concerns the implementation of the Moodle e-learning platform in a server, we will first present an example of a Web server architecture, then we propose the adopted architecture which is based on Linux containers. Afterwards, we propose a description of all the necessary tools chosen for the implementation of the platform in a Web server. Then, we propose through figures the installation of the different technological tools and the Moodle platform. Finally, we propose the configuration of our Moodle platform according to our needs. Keywords: Docker; Moodle; Mariadb; PhpMyAdmin; Linux. 1. Introduction Docker is an open-source platform that run applications and makes the process easier to develop, distribute. The applications that are built in the docker are packaged with all the supporting dependencies into a standard form called a container. These containers keep running in an isolated way on top of the operating system’s kernel (1). The extra layer of abstraction might affect in terms of performance. Container technology has a history of more than 10 years, but Docker now has new hope because it has new capabilities that priority technology does not have. -
Overview of Available Elearning Platforms (Focusing on Freeware)
Overview of available eLearning Platforms (focusing on freeware) Work Package 4 of the Project Blended Learning Quality-Concepts Optimized for Adult Education Compiled and edited by Multilateral Grundtvig Project 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein. Content 1. What is open source? ............................................................................................. 3 1.1. Free Redistribution .......................................................................................... 3 1.2. Source Code..................................................................................................... 3 1.3. Derived Works ................................................................................................. 3 1.4. Integrity of The Author's Source Code ............................................................ 3 1.5. No Discrimination Against Persons or Groups ................................................ 3 1.6. No Discrimination Against Fields of Endeavor ................................................ 3 1.7. Distribution of License..................................................................................... 3 1.8. License Must Not Be Specific to a Product ..................................................... 4 1.9. License Must Not Restrict Other Software .................................................... -
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.