Tag: e-learning

Sunday, November 21st, 2010

Form or Function: What do people really want in eLearning?

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I’ve long envied those women (mostly fictional) who float effortlessly amongst their dinner guests, all of whom are sipping drinks, laughing, and having the perfect time.  Perhaps it’s just the way these things are displayed on TV and in food magazines, but it seems as though the mix of guests, the quality of the food and the comfort of the seating matter more than the exact shade of the flowers or whether the tea cups match. 

Could it be that what makes a good party also makes a good learning experience? 

As I look back on the best class I ever took, and several others that I really enjoyed (despite being in subjects such as thermodynamics), I can see several analogies between the perfect class and the perfect dinner party: 

  • The host (teacher) really likes her guests (students)
  • The host really likes giving dinner parties (teaching)
  • She trusts her guests to choose their own seating and food (view the content in a manner the student finds conducive to learning)
  • She trusts her guests not to break or steal anything (make the course interesting and students will be more likely to do their assignments than cheat)
  • She cares more about the food (function) than the flower arrangements (form)
  • Her # 1 priority is making sure her guests have a good time (learn something); nice place settings (lots of whiz-bang stuff) is nice if it doesn’t get in the way of having a good time. 

When you’re designing your e-Learning – whether it’s for adults in business training or kids in school – ask yourself what type of host (teacher) you’d rather be.  Do you want to be Ina Garten or the one who serves the salmon mousse?

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Thursday, October 14th, 2010

What eLearning is NOT

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You don’t have to do any Moodle content creation. My course is already in Word so you can just upload it“.  These are 21 of my least favorite words when strung together. It makes me sad because it just isn’t what e-Learning should be! So, I take a deep breath and say:

“Great!  You have already written your course text, so all I have to do is convert it to the HTML that is displayed by Moodle, add some links, pictures, and multi-media, along with quizzes, assignments, and other LMS features, right?”

I go on to explain (as I am explaining here), why eLearning – Moodle or otherwise – is not a series of Office® (or Office-like) documents that are to be opened and read online.

  • There are so many versions of Microsoft Office (2003, 2007, 2010, Mac, readers only…), not to mention Open Office and other similar applications built for both PCs and Macs, that no matter how nicely formatted your document is, it is unlikely to look that way when the user opens the file.
  • We all have different fonts installed.  Most computers have Arial and Times New Roman.  But even fonts that were installed at the factory differ from one computer to another, so if I use Corbel in a Word document, my friend who uses a Mac will see something entirely different.  Forget any fonts that I purchased; they will be replaced by something else when that person opens the file.
  • It’s easy to save a copy, edit, pass around, and even claim ownership of such documents.
  • Security and confidentiality go out the window (no pun intended) when information is presented in downloadable documents.
  • Many file types can not be opened at all by mobile devices or on public computers that don’t have those applications installed, which undermines one of the benefits of eLearning – it’s available from any computer.

Using PDF documents will solve most of these issues.  But what a PDF makes up for in security and formatting, it loses in usability.

  • Live links in PDFs are possible, but not often implemented by the creators.  You have to have an add-on application to include links.  Even at that, it can be tedious.
  • While it is possible to create forms out of a PDF document, they can’t be used as templates the way a spreadsheet can.

Regardless of what type of document you link online, if it can be downloaded and saved, you lose control of it.  Even if all you want to do is correct a typo or change your contact information, you have no guarantee that those changes will be universal.  Most of the people who already downloaded the document that you changed will never know you changed it.  At the very least, they’ll keep both versions.

The advantages of eLearning are many: 24/7 worldwide access, always up to date, social interaction, interesting and varied, participation can be tracked…none of these advantages are possible when the content is nothing but linked documents.  Use linked documents that can be edited only when you want to provide your students with templates for their own use. Use linked PDFs only for eBooks, white papers, and other types of documents that you want students to keep for reference.

To learn what makes eLearning GREAT, read this post.

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Thursday, September 16th, 2010

Where in the world is the Internet? Can a small business with global clients still use Moodle?

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Last week I was asked if I could burn a CD with a Moodle course on it, because there was concern that people in Asia-Pacific wouldn’t have reliable internet access.  

Uh, no”, I said.  

For a brief time, I was speechless, which is a rare condition for me.  There are two huge misconceptions embedded in this question, which I absolutely must write about! 

  1. Anything online can be copied onto a CD or DVD because “electronic is electronic”.
  2. Internet access is available only in the US and Canada; maybe England.   

Electronic media is a broad category, not a single characteristic.  The “power of the Internet” requires the Internet.

No, you can not burn a CD of Moodle! The explanation will have to wait for another day.  But even if you could, here’s why you would not want to: 

  • A CD can not be updated, edited, or controlled.  Once it is delivered into the hands of the user, it is what it is.  If an error is discovered, a change in policy or technology occurs, or any other reason to change the content comes along, the content of that CD can not be changed.
  • You can’t track the usage.  A CD running on a device isn’t traceable.  As the teacher or administrator, you have no idea if the content was viewed, where it was viewed from, or by whom.  You have at least some ability to obtain this information within an LMS.
  • There is no feedback.  Even if you have a fancy CD that is “interactive”, only the program interacts with the user.  The teacher (consultant or trainer) does not interact with anyone.  There are no chats or forums.  Students do not interact, and therefore, don’t learn from each other.
  • There is no other advantage that an LMS has to offer. There’s no “My Moodle” or other customization at the user’s end.   

In my opinion, a printed book is better than a CD.  It’s a little bit larger, but doesn’t require a computer to run, and I can sit under a tree with it. 

OK, so those are just a few of the advantages of online learning.  Not only is online better, there’s no excuse not to have it.  Internet access is ubiquitous. Perhaps we need to revamp Where In the World is Carmen Dandiego to… 

…Where in the world is the Internet?  

When I was an employee at Time Warner Communications in the mid 1990s, all the buzz was about broadband, a wild, new concept.  The vision of our company was to bundle cable TV, phone, and Internet access into one service. There was even talk of a “library of movies that a user could just watch whenever desired”.  Revolutionary!  Almost as far-fetched as indoor plumbing!  Of course, these ideas are very much reality 15 years later.  

What was also reality then – and still plagues us today – is the very difficult  task of dealing with legacy systems – not just computer programs, but with the infrastructure itself.  In parts of the world where reliable phone networks had never been put in place, it was easier to install fiber optics and cell phone towers than it was to replace the old for the new in many parts of the US.  Cell towers are often a source of community disdain because they ruin the view.  Back then, cellular phones were as common in parts of Africa as in Colorado.  

That was a lifetime ago (in technology years), so I did some quick Googling and came up with some interesting statistics on 2010 Internet usage: 

  • Three-quarters of a billion people use the Internet in Asia, according to Internet World Stats.  I don’t know how fast their service is, but it doesn’t take much bandwidth to run Moodle.   
  • Chinese is the second most spoken language on the internet, according to this Wikipedia article.  
  • Another Wikipedia article states: Singapore, as a small densely populated island nation and a pioneer, continues to be one of the few countries in the World in which broadband Internet access is readily available to just about any would-be user anywhere in the country, with connectivity of over 99%.  
  • The Agoda hotel in Thailand has an internet café. I’m willing to bet that there at least as many hotels in Thailand with internet access as in many North American locales.   
  • With XMGlobal, you can host your own hot spot just about anywhere in the world. So if you’re not lucky enough to be in Singapore, you can still Moodle! 
  • Registered Moodle sites exist all over the world.  Presumably, those places have Internet access reliable enough to use their Moodle sites. 
  • My favorite myth-dispeller from WebsiteOptimization.com:  Japan and Korea are way ahead of the pack in percentage of subscribers who have fiber (faster and more reliable than the wire that hangs in the air along my street).  The US is 11th in fiber penetration and 22nd in broadband speed.  

In my post about how small businesses (including authors, consultants, trainers, and other entrepreneurs) can expand their client base by using eLearning, it was implicit that this expansion was limited only by the size of your imagination and the value of your services to people worldwide.  A lack of access to the Internet should not be a concern!   

Last year, I built and hosted a Moodle course for a cruise line.  We trained 2000 employees, while they were onboard ships that were sailing in the Gulf of Mexico, the Caribbean, and the open Atlantic.  Not one person had an issue with the accessibility of the Moodle site.  Not one.  

So, if you are being held back by the notion that Moodle won’t work for your business because your clients are “around the world”, let go of that idea.  Moodle is available everywhere…

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Tuesday, August 3rd, 2010

Creating Purpose-Objectives-Goals for a Business Training Course

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In my post on creating course outlines, I wrote that two pages in any course should be the Purpose-Objectives-Goals (POG) page and the Summary page. That sounds simple enough, right? Well, maybe not…

What is the POG for a business training course? Is it the same as it would be for a university course? Does it come from the business case for delivering the training? Is it related to the mission of the business?

Let’s start with some assumptions:

  • Business training differs from academic education (note the different uses of “training” and “education”).
  • Academic education seeks to impart not just information to students, but to equip them to think about new scenarios, to integrate ideas, and to build upon their education as they experience life. This is done through a foundation of knowledge. We don’t simply learn that “2+2=4”, but why it’s so.
  • Business training, while sometimes is for the sole enrichment of employees, is usually targeted to improve a business metric. Or, it is intended to be.

A while back, I wrote a post on assessing the effectiveness of business training. I have observed a huge gap between the intended or desired outcome of business training and what it actually delivers. My “hypothesis” (which I have empirical evidence to support) is that this gap exists because of three things:

  • The lack of proper evaluation of training effectiveness
  • The failure to align training objectives with business objectives
  • The failure to create and deliver training to the objectives, if they had been aligned in the first place

The first item is discussed in the post; the third item is a deeper subject known as instructional design. This post addresses the second item, aligning training objectives with those of the business.

So, how do you align training goals and objectives with the goals and objectives of your business?

  1. First, understand your business goals and objectives. Where are your “problem areas”? What do you want to improve? Where do you want to reduce risk? Some likely business examples:
    • prevent accidents
    • reduce errors
    • improve customer service
    • improve efficiency
    • reduce waste
    • improve communication
    • reduce time to market
    • leverage knowledge
    • protect intellectual property
    • improve work environment (physical)
    • improve quality of work (emotional)
    • increase promotion opportunities
    • increase market share
    • reduce redundancy/confusion from department to department
  2. Second, understand to at least some degree, who in the organization can affect these goals. Your delivery driver might have a strong influence on several goals, but she isn’t going to have anything to do with reducing the time to market of a new product. A RACI chart would be a useful tool for this.
  3. Based on the RACI chart, decide what level of training should be provided to each position in topics aimed at achieving each goal. Bloom’s rose would be a great reference for this.
  4. Determine what those topics, tools, and methods are. You will need to seek the assistance of subject matter experts to accomplish this.
  5. Create a curriculum (map out all of the training).
  6. Write a POG for each course in that curriculum. Please note that the terminology can be highly variable.. I’ve seen many instances where Goals were defined as more general than Objectives. Still others use them interchangeably or use completely different terminology. It doesn’t matter. The important things are that you use the terminology consistently, in a manner that your students understand, and that these three words combine to define the scope of the course.

Purpose (a.k.a. Aim): These statements should be formulated with phrases similar to these: “to provide an overview of…”, “to provide the framework for…”, “an in-depth discussion of…”, “to advance the knowledge from Course 101”, “to apply knowledge to field examples in…”.

While Control Charts have a solid history of use in manufacturing, they are excellent tools for use in monitoring and controlling transactional processes as well. This course demonstrates the construction and use of control charts, providing both scenarios and corresponding example control charts.

(Learning) Objectives: These are essentially from Bloom’s categories (Cognitive domain) and more specific than the purpose of the course. There are usually a few objectives.

1. Explain the purpose and proper use of control charts.
2. Introduce the six basic types of control charts.
3. Provide examples of how control charts can help stop trends and identify potential problems in the processes.

Goals (a.k.a. Learning outcomes): SMART goals directly related to the objectives.

It is important that you leave this course knowing:
1. Which type of control chart is best suited to different situations.
2. How to construct and use a control chart.
3. How control charts fit into larger quality initiatives.

These examples are taken from the SPC 101 course at BeeLearn.com. They are not perfect. Yours probably won’t be, either. But, they are “good enough” to define the scope of the course, set expectations, and to build content around.

The Summary page of every course should tie back to the POG. The course exams and activities should be built in support of the POG. The content should be built to the POG. If you do this, you’ll have created a course that serves a purpose; to make your business stronger by providing training that is aligned with and effective at meeting your goals and objectives.

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Tuesday, July 13th, 2010

A Few Words About: Course Outlines

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A Few Words AboutOne of the very first steps to take when writing a book, an essay, or a training course is to create an outline.  You may have had this as an assignment in grade school.  I did.  I found writing outlines to be a very natural task but I realize that for many, it is as daunting as an accounting balance sheet is to me.  (Daunting is an understatement). 

No matter how difficult it is for you to create a course outline, or how convoluted your process is to do it, I can guarantee you three things:  it will get easier, it will save you lots of time and confusion, and you will end up with a better product in the end.  It might even make the difference between finishing the course (or book, essay, etc.) and never having anything more than a pile of ideas. 

There are many ways to go about creating an outline; in fact, I do it differently, depending upon how organized my thoughts are to begin with.  What you want to end up with is a list of topics/pages in the same order that the reader will be viewing the material.  Some ways to do this include: 

  • Jot down topics on a piece of paper – or each topic on one sticky note.  Move them around until the flow feels comfortable to you.
  • Start with a really high-level overview of the subject, adding detail to each section until you’re at a “chapter” or “sub-section” level.
  • If it helps you in the process, make note of what types of things you would include in that section – everything from jokes to examples to activities that you’d like to use to illustrate the point.  These things will not end up in the final outline, but they can be helpful in the organization process.
  • Alternatively, you could list everything in the world you ever wanted to say about this subject; then start crossing things off as redundant or outside the scope of the course.
  • Speaking of scope, it is usually a good idea to have your Purpose-Objectives-Goals (POG) written first, but not always.  If you’re writing a training curriculum where the same subject might be delivered on many levels to different people with different objectives, it might be easier to create the “complete set” that you can later choose from for each audience’s needs.
  • Prioritize the topics. Don’t try to include every topic or every example on the subject.  Not everything has equal importance for this audience.

Regardless of how you start out - with lots of detail, with nothing but ideas on individual scraps of paper, or an organized breakdown of major topics - your outline should look something like this one from one of my Moodle courses.  It should be targeted to your audience; what they need to know, how they best learn it, and how much time you have to spend with them (face to face or virtually). 

As many years as I’ve been doing this, I almost never get it “right” the first time.  You should expect to rearrange, add to, and subtract from, your first draft.  Don’t be discouraged by this and don’t be afraid to ask for help.  Ask your friends, co-workers, and family members to run through it with you.  Even someone who has no idea what you’re talking about can be helpful in assessing continuity and flow.  And of course, you can always seek help from your course designer!

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Wednesday, June 30th, 2010

A Few Words About: Formatting Your Content

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From the May 2010 issue of Penny For Your Thoughts newsletter…

When preparing materials to give to your newly hired course designer, ask her (or him!) what format is best. You may not realize it, but building a course in an LMS application such as Moodle can not be accomplished by simple “copy/paste” or “upload” of an entire file. Each page is actually a web page, written in HTML just like this newsletter, a WordPress site, and any number of other web applications that you may have seen or even used.

HTML doesn’t like special characters (like the apostrophe I just typed) or formatting symbols used by Word. They may look ok when you paste them in, but on the user’s screen, they’ll show up as little rectangles instead of punctuation; you’ve seen them before, I’m sure. Or, maybe you thought someone went wild with the ampersand. That’s what happens when you copy directly into an HTML editor from another application with its own formatting. PowerPoint has another whole set of problematic formatting and PDF isn’t without quirks.

So, before you go through the effort of nicely formatting something, ask your designer what will work best for her. Most of the formatting I receive has to be completely scrubbed out and redone.

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Wednesday, June 30th, 2010

My Moodle site is up and running. Now What?

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OK, so let’s say you have followed all of my advice:

  1. Registered a domain name exclusively for your Moodle installation
  2. Hosted it with a certified Moodle Partner
  3. Hired a course designer to build it
  4. Launched a GREAT Moodle eLearning site

Now, it’s six months later (or next week or next year) and you want to make some minor changes.  Perhaps you want to update a quiz or edit some text.  Maybe you want to embed a really cool video you just found on YouTube.  You might even find that some of your external links and RSS feeds are broken.  (This will happen eventually, as the owners of those sites move things around). 

Who is going to do this?

If you’re anything like me, your first thought is to contact your course designer.  And, if your experience is anything like mine (with other such professionals, not course designers specifically), you’ll find that because she is in the middle of another large project, your request seems like a buzzing fly in her ear.  Not only does she find you annoying, but you feel like you’ve been swatted away.

So (again, if you’re anything like me), you decide to try it yourself.  Of course, if you knew how to do these things, you probably would’ve done them yourself in the first place!  But you try.  Maybe it takes you less than a day to do a 10-minute task and if you’re lucky, you didn’t break anything.  Maybe you took all day and maybe you broke a lot.  Now maybe someone will think your job is big enough to care about…

How can you avoid being a pest, wasting a lot of your time, and/or damaging your content? Some choices:

  • When you are choosing a course designer, make sure you ask about “going forward”.  Will she help you with that?  If so, what are the terms?  Get a Service Level Agreement (SLA) as part of your initial contract.  This document should define what it will cost you and what you will get in return.  One option  might be a flat monthly rate to check your entire Moodle site for broken links and incoming RSS feeds, as well as applications that are no longer optimal or viewable (because of upgrades to flash, Adobe Reader, etc.), and a stated amount of time making changes to your content.  (Remember, your Moodle host will do the back-ups and upgrades to Moodle so this should not be included in this SLA).  Another option would be an hourly rate, with a fast turnaround time, for changes to your content.  You would then be responsible for periodic checking of links and applications.

Or…

  • Find someone else whose business it is to do just these things.  Maybe your course designer can recommend someone.  There are many online “classifieds” where just such people post their skills and rates.  Search “Moodle”.  You can hire this person by the hour or on retainer.  If your business grows enough, you can hire a full time person to do this!

Or…

  • Take a course or two from a Moodle Partner.  Learn the basics.  Now that you have a working, revenue-generating site, you should have time to do this.  I’m not saying you will ever be a great Moodler, or that you even want to be, but you’ll be able to fix yourself a sandwich or heat up a can of soup (metaphorically speaking).

It’s easy to forget the need for ongoing maintenance of content when you’re all caught up in the initial phases of the project.  You don’t have to have all the details ironed out before you launch, but you should be thinking about it right from the start.  Good luck!

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Sunday, June 20th, 2010

Using Moodle for Business

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Recently, I recommended that smaller businesses forget the custom coding to integrate all their web needs and stick to one site for eLearning, one (or more) site for marketing, and use an existing online merchant (or a simple shopping cart application).  So, what functionality should they be looking for in the eLearning (LMS) application?  

I wrote an entire section in my eBook, explaining why I chose Moodle over other applications even though Moodle wasn’t (and still isn’t) built specifically for businesses.  It doesn’t have some of the features that businesses need.  And it has many that we don’t need.  But it’s so good at the learning (the L in LMS) part, it has been worth it to us to figure out ways to use it for business. 

What does a smaller business need from an LMS?

  • Payment methods.  If we can’t collect money, we can’t keep doing it.  Moodle is great for one course at a time for one stated price. It can’t handle multiple course purchases, discounts coupons, or group pricing.  Moodle Solution:  Use Meta Courses, which will solve some of the problem.  CourseMerchant is a third party application built for Moodle that should solve the rest of it. 
  •  Enrollments.  Most businesses want this to be automatic.  The only way to do this automatically in Moodle is to have the student pay for the course or enter an enrollment key. In an academic environment, students don’t generally take courses they don’t get credit for.  In business applications, it is likely that some will want to review the material just to learn (or steal) it.  Moodle Solution:  You’ll probably need something like Course Merchant as well as another database enrollment method.  I have done it manually with bulk uploads which was not automatic but not too tedious.
  • Privacy/Confidentiality.  I have to laugh at the Moodle 2.0 feature that posts the highest grades of a quiz in course, with or without names.  Can you imagine doing that in a business training course?  Can you spell lawsuit?  Not only are grades rarely published (never with names), often the course titles are kept private.  The Business Uses forums are filled with questions like “How do I keep one client from seeing the course titles of another client on the same site?”  Moodle Solution: Use Groups and Permissions.
  • Branding.  Most businesses have spent some money and thought on corporate branding, marketing, and message.  It is important that the eLearning courses support this branding.  Another common question is “How do I brand the courses for each client?”  Moodle Solution: Course themes are an inexpensive and easy way to “custom brand” each course.
  • Audience.  There are obvious differences between academic students and adults taking business training.  I’m not sure which one is more tolerant of bad content, but I am sure that the business student is less likely to take a course if it’s difficult to access or navigate.  Just because of age, people taking business courses might be less internet savvy than college-age kids; this is becoming less and less of a concern.   Moodle Solution: Moodle is as easy to access and navigate as any website I’ve used.
  • Validation of knowledge and attendance.  In my experience, certificates and some form of credit are far more important to business clients than academic students.  Perhaps in academia, this is taken for granted.   Moodle Solution: Use Certificates linked to course grades and attendance.  
  • Interaction with others.  In a business application, this is called ‘networking” and is more focused on the application of the content in one’s job than on “social networking”.  Moodle Solution: Use Forums, Wikis, and Glossaries focused on project or job applications of the content. 
  • Content.  Content has to be good, accurate, useful, timely, and interesting regardless of the purpose of the training.  It should always have great contentMoodle Solution: Creating content in Moodle requires knowledge of the topic, good instructional design, and some computer skills.  This is true, no matter what authoring tool you use.  A very small business or entrepreneur should probably hire someone to help with this. 

I hope to see you in the Moodle for Business Uses forums soon!

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Thursday, June 17th, 2010

Greening your business with eLearning

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Green Your Business with eLearningOne of my lifelong passions has been the sustainability of the planet.  Yes, LIFELONG, and I was born in 1959!  My parents subscribed to the Rodale Press publication Organic Gardening when I was a toddler.  We read food labels in the 1960s, we grew most of our own food (vegetable and animal); none of it had systemic pesticides, fertilizers, or herbicides, antibiotics, growth hormones, or artificial coloring.  (The one exception to this was the small jar of Maraschino cherries my mother let me hide at the back of a shelf in the pantry.  So far, I have no apparent side effects from the Red Dye #40.)  There was quite a long period of time where the dirtiest four-letter word I knew was S-A-L-T.

Luckily, I grew up in a very small and rural town, where everyone was odd and there was no “normal” to be compared against.  Sure, we may have been the only family around that didn’t eat Hamburger Helper or Cool Whip, but there weren’t enough of those who did to poke fun of us.  We intentionally composted our kitchen scraps, but I imagine a lot of folks threw their garbage out in the back field for the sake of convenience.  Maybe they knew way back then that landfills would become a problem…

I’ve walked the fine line between re-using and hoarding my whole life.  My mother and I still do battle over just how many cardboard boxes she should keep on hand.  She can’t stand to throw out perfectly good cardboard!  (She doesn’t actually throw it away; she burns it in the furnace that heats her house each winter).  About two years ago, we had an epiphany about our 50 years of reduce-reuse-recycle behavior:  We’re almost  mainstream! In fact, we’re cutting edge “cool”.  (Thanks to another Rodale Press publication, An Inconvenient Truth.)  We already have reusable grocery bags (for about 20 years now), we already turn off the lights (obsessively), we could go for days and weeks without driving, and we delight in catching rain water to save for a drier day.

The one thing I have done for the environment that Mom hasn’t had a chance to do is what I get more and more excited about each day: e-Learning.  In 2005 I began promoting it as “Green Learning”.  I was met with vacuous stares from my friends and colleagues.  In 2007 I created this super cool eWheel; it represents the footprint (mostly carbon) savings of eLearning over the corporate training I did for 20 years.  Now, I’m developing a website dedicated to this very topic.  It will show how I derived the values, what I learned in the process, and things that you might want to consider when implementing “green” training and travel policies for your businesses.

eLearning is not a way to reduce personal interaction or teach on the cheap.  It’s about making the world a better, cleaner, and more knowledgeable place for everyone to live.  Come on, jump on the bandwagon with me!

Earth Day 2011 update: My site dedicated to Green Training is LeaveALegacyNotAFootprint is up and running, if not totally complete.  Currently, there are several WordPress plugins dedicated to sustainable living and business practices, links to sites that will help you with your own business, and steps for calculating your own footprint.  Check it out!

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Tuesday, June 15th, 2010

Moodle 2.0: Is it good for business?

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I’ve had the chance to evaluate the “new Moodle” for about two weeks now. I don’t know what I was expecting, but as is so often the case with new stuff (like CDs and Windows®), I’m not sure I like it. My emotional side usually lets my analytical side take over in times like these, so over the next few days I’ll be posting my analysis of each of the new (or changed) Moodle features, as they apply to business uses.

Each feature will be evaluated on how well it:

  • Solves a Moodle for business problem, as defined by various posts, questions, and my own experience.
  • Focuses on the needs of students in a business training curriculum, (which are very different than those of students in an academic institution).
  • Improves the ease with which a small to medium business can create or edit content and administer the site (enrollments, payments, registrations, roles) without a dedicated IT department or Moodle expert.

I also plan to assess what functionality is missing; modules and plug-ins that will not be upgraded, core features that are no longer available, and changes of core features that affect the functionality. I am holding my breath in hopes that those wonderful people who contribute the code for these awesome add-ons have the time and energy to upgrade them for 2.0. Some, I just can’t live without!

Stay tuned and please send me your thoughts, impressions, and questions on Moodle 2.0 for business uses.

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