Aug 14, 2012

Making Moodle Mobile

Smart Phones and Tablets have increased in power and usage in the education setting. Combined with the new mobile web services feature of Moodle 2.1 These devices can take a central role in campus computing solutions. In this session we will explore and expose solutions for both virtual and blended mobile learning solutions. We will explore the necessary infrastructure, access devices, apps, and course design
for mobile users.

In this webinar the following topics will be covered:

Introduction to Mobile Moodle Learning Environment
-- Providing access instructions for accessing the Moodle course that we will use for both demonstration and a future resource.

Mobile Components
-- Defining the components that make up the solution. This will include the server, themes, and mobile apps.

Moodle Server Configurations
--A brief introduction to enabling Mobile Web Services on your Moodle server.

Designing Courses for the Mobile Platform
--An introduction to the best practices of providing content and learning activities that are suited for the mobile device.

Limitations
--An honest look at the limitations that can be encountered with a mobile only solution.

Date:
Wed, 08/29/2012 - 2:00pm

http://remote-learner.net/content/making-moodle-mobile

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Technology and Child Development: Evidence from the One Laptop per Child Program



Although many countries are aggressively implementing the One Laptop per Child (OLPC) program, there is a lack of empirical evidence on its effects. This paper presents the impact of the first large-scale randomized evaluation of the OLPC program, using data collected after 15 months of implementation in 319 primary schools in rural Peru. The results indicate that the program increased the ratio of computers per student from 0.12 to 1.18 in treatment schools. This expansion in access translated into substantial increases in use both at school and at home. No evidence is found of effects on enrollment and test scores in Math and Language. Some positive effects are found, however, in general cognitive skills as measured by Raven’s Progressive Matrices, a verbal fluency test and a Coding test.

Authors :

Cristia, Julian
Cueto, Santiago
Ibarraran, Pablo
Santiago, Ana
Severin, Eugenio

Published: February 2012

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MAPPING A PERSONALIZED LEARNING JOURNEY – K-12 STUDENTS AND PARENTS CONNECT THE DOTS WITH DIGITAL LEARNING


Mapping a Personalized Learning Journey – K-12 Students and Parents Connects the Dots with Digital Learning is the first in a two part series to document the key national findings from Speak Up 2011. This report focuses on how today’s students are personalizing their own learning, and how their parents are supporting this effort. The ways that students are personalizing their learning centers around three student desires including how students seek out resources that are digitally-rich, untethered and socially-based. The key questions being addressed in this report include:

How are students personalizing their learning?
How are parents helping students to personalize their learning journey?
What are the digitally-rich, untethered and socially based learning strategies that facilitate this process?
How can education stakeholders support students as they seek to personalize their learning?
What are the gaps between administrators’ views of personalized learning compared to parents’ and students’ views?

Key Findings from this year’s report include:

Students are adopting technologies and then adapting them to support their own self-directed learning. For example, 1 in 10 high school students have Tweeted about an academic topic. 46% of students have used Facebook as a collaboration tool for schoolwork.
Parents are supporting their children’s personalized learning journeys. 64% of parents report that they would purchase a mobile device for their child’s academic use at school.
There is a gap in offerings between what schools offer and what students want to learn. As a result, students are looking outside of the classroom to meet their personalized learning goals. For example, 12% of high school students have taken an online class on their own, outside of the classroom, to learn about a topic that interested them.
In math and science classrooms where students and teachers direct learning supported by technology, students’ interest in a STEM career is 27%, compared with 20% for students in traditional math and science classrooms.
Parents’ definition of academic success for their children places a strong emphasis on learning the right skills to be successful (73%)- more than any other metric for success, including monetary success or getting into a good college.

The original site: