The instructors I work with are looking for options beyond text for learners to demonstrate knowledge and skills.
Audio assessment is one of the alternatives we’re exploring and soon we’ll be creating assignments for learners to submit links to recorded audio. We’ll be putting in the caveat that learners are NOT allowed to read from a script. Obviously some might – and if it’s mission critical they don’t, we’ll look at video assessment.
Here is a tutorial I’ve created for our learners to support them – some of them still pretty new to all that is internet. Your feedback on its suitability is, as always, greatly appreciated.
A quick brain dump post.
If you have the YouTube multimedia filter enabled at the site administration level of a Moodle 1.9x site, you can auto-embed YouTube videos in posts.
But – what if you just want to link to a video?
Here is the long and short of it:
YouTube offers up two types of links – a ‘long’ link (which is the URL to the video player page) and a short link. The short link, displayed when you click Share, is meant to make it easy to save the URL with typing-challenged friends or via services like Twitter that limit the number of characters per post. The short link re-directs to the full URL.
The long link is the URL, you see the short link when you click on Share under the video
If you want to embed video, link some text and use the full URL. If you want to display linked text, use the short URL. Something about the re-direct obviously stops the auto-embedding.
Text linked with short/redirect link stays linked - text linked with direct URL/long embeds
trophy 1 | the both and | shorts and longs | julie rybarczyk CC (by)
Yesterday I blogged over on the Brightcookie.com blog about a consortium of universities who took the time to look at how their staff used Moodle and what Moodle 2.01 had to offer. They decided, for a list of very rational, objective reasons that Moodle 2 needs a few more versions to come right and their favourite plug-ins need time to catch up. They aren’t going for the early adopters achieve on this one.
I posted the link in various places and heard from some people who are bemoaning the fact that their institutions are pushing ahead with an upgrade to Moodle 2 without this sort of consultation and analysis and with no reported plans for training and support. This really shocked me.
How are educators going to learn to do wonderful things with e-learning if they have to stumble around a new system? And what sorts of experiences are students going to have online with those reluctant, undertrained and unsupported educators? What impact is this going to have on the business?
The business costs from software implemented without consultation and support can be measured in the lack of productivity, the volume of help desk requests, the loss of confidence people feel when they use unfamiliar systems — and in dollars going out the door from students who are unsatisfied with their learning experience and dropping out. I did this myself after a negative experience with online learning.
So ICT coordinators/administrators out there: are concerns about being left behind technologically by a matter of months or trying to time things to the school calendar really worth the cost?
I'm KerryJ, an Adelaide, South Australia-based educational technologist.
What I love about my work
Creating visual, authentic, interactive experiences that stretch learners and gives them incidental learning in the information and digital literacies that will prepare them for online learning.
My favourite learner quote
I could barely turn a computer on when I started this course. I am leaving it having presented in a webinar and so much more confident in using technology!
What's this blog about?
Neotenous means to retain a childlike sense of wonder and excitement no matter what your age. This is my space to share my professional and personal learning journey in the use of technology to support learning. Some posts will be nuts and bolts, others will focus on issues, others still on research. All are my own work and my own views.