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Using Moodle For Business

Sun, 18 Sep 2011 09:48:47 +0000

From business case to Mature Product: A step-by-step guide to using Moodle in your business. A presentation prepared for Midwest Moodle Moot by Penny Mondani.

http://pennymondani.com/wp-content/uploads/2011/07/Using-Moodle-for-Business-by-Penny-Mondani.pdf

Source: http://pennymondani.com/tag/elearning-for-small-business/

Enterprise Mobile Learning and Development A Guide for CLOs and Training Managers

Sat, 18 Jun 2011 09:25:22 +0000

The ability to reach people when it is convenient for them, with powerful learning content or support tools that are relevant to what they are doing, is a compelling story for industry thought leaders to tell. And so they have been telling it for many years, with interesting cutting-edge examples and compelling presentations. But it is only recently, with the explosion of the latest generation of smartphones, and a tipping point of success stories to reflect upon, that mobile learning has truly come of age.

Now is the time to understand what mobile learning can provide to your organization, and to do so you need to understand the basics: the “Who, Where, When, What, Why, and How” of mobile learning.

Table of Contents:

Introduction
Definition and Scope
Who benefits from mobile learning?
Where is mobile learning valuable?
Why mobile learning and support?
When is mobile learning a sensible approach?
What kinds of content are appropriate for mobile learning?
How can you get started with mobile learning?
A Case Study of Real Mobile Learning Results

http://www.trainingindustry.com/media/3579534/element%20k%20enterprise%20mobile%20learning%20and%20development.pdf

Academic performance of first-year bachelors students at university

Tue, 18 May 2010 22:07:52 +0000

The report looked at first-year bachelors-degree students at universities, who had all achieved the National Certificate of Educational Achievement (NCEA) level 3 and attained the University Entrance standard.

While academic achievement at school was the strongest predictor of first-year university success for these students, not all higher-achieving school students performed equally well at university, and some who had lower school achievement out-performed students with higher school achievement. The report looks at the factors that might explain these differences.

The study considered a population of first-year bachelors-degree students at university, who had all achieved the National Certificate of Educational Achievement (NCEA) level 3 and attained the University Entrance standard.

While academic achievement at school was the strongest predictor of first-year university performance for these students, not all higher-achieving school students performed equally well at university, and some who had lower school achievement out-performed students with higher school achievement.

Among higher-achieving school students, those who:

studied part-time or for only part of the year, or
were from the sole-Pasifika¹ ethnic group, or
were low-decile school students from ethnic groups other than sole-European

showed lower levels of university performance than other higher-achieving school students.

Among those with lower school achievement, students who took a year off before starting their tertiary studies—particularly students from low-decile schools—showed higher levels of performance at university than those who progressed directly to tertiary study after leaving school.

But this better performance among those who took a gap year was not seen in European, or sole-Pasifika students.

Lower-achieving students from low-decile schools performed better in their first-year of tertiary studies than similar students from high-decile schools. This suggests that among lower achieving students, NCEA underestimates the ability of those from lower decile schools. And conversely, NCEA overestimates the ability of those from higher decile schools.

View the full report: http://www.educationcounts.govt.nz/publications/tertiary_education/76374

Benefits of Tertiary Certificates and Diplomas – exploring economic and social outcomes

Tue, 18 May 2010 22:07:26 +0000

This analytical report from the New Zealand Ministry of Education examines the economic and social benefits of tertiary certificates and diplomas and provides new evidence of the value of a significant part of the tertiary education system. It makes use of a range of data to look at the association of tertiary certificates and diplomas to economic outcomes (employment and income) and social outcomes (well-being, social participation and inter-generational benefits).

Key Findings

Level 1 to 3 tertiary certificates are of most benefit to people with no or low school qualifications and are best seen as a pathway to higher levels of study
Level 4 certificates have better economic outcomes than school qualifications, particularly for men. There is some evidence of improved social outcomes for women
The economic outcomes from diplomas are close to those of bachelors degrees. Diplomas are associated with improved social outcomes, more so for women than for men
The clearest evidence of social outcomes from tertiary certificates and diplomas is for greater parental support for children’s learning

View the full report: Benefits of Tertiary Certificates and Diplomas – exploring economic and social outcomes

Download: E-Learner Survival Guide

Thu, 18 Mar 2010 22:59:19 +0000

Everything you need to succeed in the wild and wooly world of mobile learning and e–learning, and hybrid college, K–12 and career courses. By Susan Smith Nash

Download PDF: http://zenzebra.net/elearner-survival-guide.pdf

Minister releases NZ tertiary education briefings

Tue, 16 Mar 2010 19:31:12 +0000

From the the Beehive website: www.beehive.govt.nz

Tertiary Education Minister Steven Joyce has released the Briefings to the Incoming Minister from the Ministry of Education, the Tertiary Education Commission and the New Zealand Qualifications Authority.

These documents are available below in pdf format.

Download: Populating the LearnScape: e‐Learning as Strategy

Thu, 11 Mar 2010 22:45:33 +0000

Populating the LearnScape: e‐Learning as Strategy. Quinn, C. (2009).

In M. Allen, Ed. Michael Allen’s eLearning Annual: 2009. Pfeiffer: San Francisco.

While adaptation and change are necessary for continued success, neither organizations nor individuals find them easy. Information, communication, and learning technologies offer assistance, although no single solution fits all organizations or all individuals. Author Clark Quinn explores e-learning, information portals, and e-communities in a quest for a coherent understanding of the options and a schema for effective deployment.

Download: Populating the LearnScape: e‐Learning as Strategy (.pdf)

Download:E-Learner Profiles: Identifying Trends and diversity in student needs, orientations and aspirations

Tue, 09 Mar 2010 01:51:14 +0000

From the Education Counts website of the New Zealand Ministry of Education:

This report was commissioned by the Ministry and undertaken by Massey University in collaboration with the Nelson Marlborough Institute of Technology, The Open Polytechnic of New Zealand and Otago Polytechnic.

The report provides a framework of the diverse e-Learner profiles found throughout the tertiary sector, taking into account:

Demographics.
Learning orientations (learning styles).
Readiness for e-Learning, and;
Experience of and attitudes to e-Learning.

It identified structural trends in the tertiary student body in recent years and changes in the students themselves in terms of attitudes, approaches to study, needs and aspirations.

Author: Lynn M Jeffrey, Clare Atkins, Axel Laurs, Samuel Mann
Date Published: October 2006
Released on Education Counts: 16 November 2009

View the Executive Summary online: http://www.educationcounts.govt.nz/publications/ict/57985

Download the full report (.pdf): E-Learner Profiles: Identifying Trends and diversity in student needs, orientations and aspirations

Download: Using e-Learning to build workforce capability: A review of activities

Wed, 30 Dec 2009 02:33:37 +0000

This report was commissioned by the Ministry and undertaken by the Waikato Institute of Technology in collaboration with the Industry Training Federation. The report’s main objectives were to:

Identify how e-Learning is employed in work-based and work-placed learning both internationally and nationally.
Describe the impact of e-Learning on building workforce capability globally and nationally.
Assess the demand from employers, providers and learners for e-Learning in improving individual and organisational capability.
Demonstrate how, and in what ways, e-Learning can aid particular industry sectors in building workforce capability.
Examine reasons why e-Learning is not being used in particular industry sectors to support work-based and work-placed learning.
Recommend further activities that could be taken to promote and embed the effective use of e-Learning in work-based and work-placed e-Learning.

Download the full report: Using e-Learning to build workforce capability: A review of activities (.pdf 1.2MB)

Author: John Clayton, Richard Elliott, Sarah-Jane Saravani, Nicholas Huntington, Nicholas Greene
Date Published: October 2008
Released on Education Counts: 16 November 2009

Download: Nestle upskills global workforce

Thu, 12 Nov 2009 22:45:53 +0000

In this very succinct download, key lessons from Nestles experience upskilling its global workforce using elearning are described. The importance of learning as an integral part of organisation culture is identified, and the link between elearning culture is also hinted at when this brief case study mentions internal branding for example.

The Nestlé training team has gone one step further to ensure that continual learning is a central part of the organisation’s culture. After discussion with, and agreement from their managers, employees have no restrictions on what courses they are able to take, i.e. someone in a production job could take the MCSE or Oracle certification. By opening up learning in this way, every member of staff, from factory workers to top level management, is given the opportunity to further their personal and professional development. From the outset, the supplier’s services team has worked hand-in-hand with Nestlé, from designing the right solution to meet its specific needs, to customising the learning interface to match Nestlé’s internal branding.

The Nestlé training team has gone one step further to ensure that continual learning is a central part of

the organisation’s culture. After discussion with, and agreement from their managers, employees have

no restrictions on what courses they are able to take, i.e. someone in a production job could take the

MCSE or Oracle certification. By opening up learning in this way, every member of staff, from factory

workers to top level management, is given the opportunity to further their personal and professional

development.

From the outset, the supplier’s services team has worked hand-in-hand with Nestlé, from designing the

right solution to meet its specific needs, to customising the learning interface to match Nestlé’s internal

branding.

Nestle upskills global workforce (pdf)