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How to check if components of Microphone Boom pole (01-04) are complete

2011/12/20 Leave a comment
  1. Boom
  2. Adapter for microphone holder. To change the screw size to that of the microphone holder you have CIMG0017microphone holder CIMG0050, you can unscrew the adapter and turn it around – however, do not lose it!
  3. gitzo-gb0530-CIMG0010
  4. LRCMicroBoom large CIMG0048
Categories: audience-is-language-learning-center-temp-staff, audience-is-students, documentation, e-infrastructure, Film-studies, service-is-library Tags: ,

Sharing and reusing Moodle learning content using backup and restore, part I: Backup

2011/12/15 4 comments

To reuse your own content, you can import. To use somebody else’s content, the other user can backup his content (even though not shown below, a subset of the content of a course can be chosen) and share (by downloading the file created within the course file area) the backup file with you (a zip-archive that contains an xml file), for the other user to restore. Like so:   backup1 backup2a backup3a backup4a backup5abackup6backup7backup8

Categories: audience-is-teachers, documentation, e-infrastructure, lms, service-is-learning-materials-creation Tags: ,

Sharing and reusing Moodle learning content using backup and restore, part II: restoring

2011/12/15 4 comments

Here I am restoring the backup I made from a different user’s Moodle course in part 1:backup, to add the learning content to my own target course:

restore-uploadrestore-menu-itemrestore-upload1restore-upload2 restore-upload3 restore-upload4 restore-upload5 restore-upload6 restore-upload7 restore-upload8 restore-upload9 restore-upload10

Now how can we scale this collaboration on Moodle learning content without an erepository?

Categories: audience-is-teachers, documentation, e-infrastructure, lms, service-is-learning-materials-creation Tags: ,

How to search this blog: Combining searching for tags and categories with feed display in Internet Explorer

2011/12/14 Leave a comment
  1. By adapting this mask in the address-bar: https://plagwitz.wordpress.com/tag/YOUR-1ST-TAG+YOUR-2ND-TAG+…+YOUR-NTH-TAG/feed/?category_name=YOUR-1ST-CATEGORY+YOUR-2ND-CATEGORY+…+YOUR-NTH-CATEGORY
  2. you can combine into an AND-Search
    1. a tag-search (e.g. for the posts tagged as “FAQs”. You can find other tags from the tag-cloud in the right column of the blog; note that it is not complete, but only the most frequent tags are displayed there. Tags are a metadata collection that can flexibly grow on demand)
    2. a category_search (e.g. for “audience-is-teachers”. You can find other tags from the category-hierarchy in the right column of the blog; note that this hierarchy is complete, all categories tags are displayed here, top categories alphabetically, sub-categories alphabetically under their respective parent. Categories are a more controlled metadata collection)
  3. and the display of only the “feed”
  1. which makes for a quicker overview of large search result sets than the complete articles that a search without “ /feed” would return)
  2. and allows for subscribing to (or saving stored) searches
  3. Internet Explorer’sfeed display is
    1. compact
    2. provides a (1) cumulative overview of all tags and categories (the “ tag cloud for search results”  that is missing on WordPress.com ) within the search results which is easy to browse and drill into, for searches within search results (click to “filter by category” and tag: Internet Explorer subsumes both tags and categories of WordPress.com’s blogs under the term “category”).
    3. (2) evidence of an AND-search across tags and categories (e.g. find only FAQs that are for meant for teachers: 15 matches for the former, 15 matches for the latter, 15 matches overall)
    4. Result:wordpress-search-tag category feed ie-subsearches-marked
  4. Limitations
    1. To browse categories by view (syntax /category/[CATEGORYNAME]), you would have to travel the full path of the category hierarchy. Using “&category_name=” seems easier, especially since the view does not allow for searching within the entire category sub-branch. Each node stands by itself.
    2. Remember that this is not full-text, but metadata (“human curated”) search technology. The quality of the search results hinges on the quality of the metadata originally added to the blog posts by the author (“To err is human”, or “Garbage in, garbage out”).
    3. Worse: There is no provision for collaborative tagging on WordPress.com.
  5. more hints:
    1. “/feed” works only before ?query-string-syntax, but only after /view-syntax, like in the following examples around “Arabic”.
    2. you do NOT need to give the whole branch of categories when using the view-syntax (and also not only for the 1st and 2nd level): https://plagwitz.wordpress.com/feed/?category_name=arabic works, but so does https://plagwitz.wordpress.com/category/arabic/feed and also https://plagwitz.wordpress.com/category/study-program-is-any/all-languages/arabic/feed.
Categories: audience-is-any, blog, documentation, e-learning Tags: , ,

Plagwitz– eLearning Workshops delivered

2011/12/13 Leave a comment

View full-screen.

Categories: Documents, e-learning, Personal Tags:

How to allow resubmitting of Moodle Kaltura video assignments

2011/12/12 Leave a comment
  1. Students may need a number of tries to complete a Kaltura video recording assignments, especially if they do not take advice to do it  in the LRC, with the provided support structure, but overly confident, prefer to try “relying on their own metal”.
  2. To allow them to learn from their mistakes, one is best advised to allow for resubmission of their assignment.
  3. If you have not enabled the assignment, click on the assignment on the Moodle course home page –  apparently no need to   “turn editing on” prior –, and in the upper right corner of the assignment page, click button: “update this assignment”, like so: kaltura=allow-resubmission0
  4. On the assignment settings page, make sure, “allow resubmitting” is set to “yes”, like highlighted below:kaltura-allow-resubmission
Categories: audience-is-teachers, e-learning, lms Tags: ,

How to override a Projector control out of synch with the Classroom projector

2011/12/10 Leave a comment
  1. When the projector control system is “out of synch”with the projector.
  2. Symptom: “System off” does not turn the projector off, but also “System on”  does not turn.
  3. Workaround: From the control panel Home screen, access soft button “system tools”CIMG0002 
  4. Here you can manually turn the projector on/off  (and the close the screens)CIMG0001
Categories: audience-is-language-learning-center-staff, audience-is-language-learning-center-temp-staff, audience-is-teachers, Classroom-technology, e-infrastructure, Glitches&Errors, hardware, Presenter-Computer, Projectors Tags:

What are best practices for recycling Moodle course teaching content? A running log

2011/12/08 Leave a comment
  1. Guiding Questions:
  2. I am in the process of creating Moodle assignments with instructors. I am inclined to tell them that this is best done now, before the term starts. I have met several instructors who seem to redo all their Moodle assignments and other content, for each term and each section, and who change Moodle courses on the fly, in the middle of the term, adding identical assignments to multiple sections. When I taught with the LMS (in Blackboard environments), the entire course (content) was “rolled over” between terms (and copied into sections), after subtracting student data. What are best practices in Moodle for reusing/recycling such course content, across terms, sections, and instructors? 
  3. Is it possible to get entire course+instructor combinations recycled centrally and automatically, whenever an instructor teaches a course again, from the archive of the last version of the course, sans student data?
  4. Or does each instructor, any time she reteaches a course, have to manually reimport all materials she wants to reuse from her old courses? So far, I have followed this page: http://teaching.uncc.edu/Moodle/how-to/importing-Moodle-course (here is an example of using the import feature when adding assignments into multiple sections in the middle of the term: https://plagwitz.wordpress.com/tag/importing+moodle/). Can this be done before term start at least into one section, from which the other section is created by copying? What would be the cut-off date for that?
  5. Would instructors use the last live version of the course to go forward, like I did with Blackboard, or are instructors advised to develop all content in separate development courses, and selectively import content from there into live courses? Does each instructor have a development course by default? Is it possible/advisable for an instructor to have one development course per actual course she teaches (repeatedly)? Does access of instructors to past courses expire when they get archived, and when would that be?
  6. Finally, how could assignments be exchanged between instructors who teach the same courses? 
  7. Courses seem to be complex packages. Repackaging individual assignments from one generic development course into course packs while importing seems administrative overhead, unless there is a in-built support for packaging that allows to add course tags to content. On the other hand, courses need to be easily updateable: student data needs to be added and removed easily. Teacher content needs to be refined, possibly updated with some current materials each term.
  8. Exploration:
    1. files planning:
      1. When publishing files, I have been trying to restrict all information that needs regular updating (dates, fine tuning of assignments and grading) to the syllabus files which I upload every term. So that I can “roll over” the rest of the course, including its files. 
      2. observe the (max 64mb) file size limit in your Moodle courses
      3. You cannot use this procedure to share Kaltura videos, not even the ones a teacher made
    2. importing
      1. importing steps see here.
      2. To be seamless, source and target course need to have the same format (settings / topical, weekly or other). Otherwise, your exports from a weekly formatted course into a topically formatted course will get put into the topic number corresponding to the week # (which, if you have set to fewer topics than you had weeks, may effectively hide them. Not to worry, you can still retrieve them by adding topics to your course, then moving the assignments where you want them).
      3. backing up/restoring
        1. backing up see here 
        2. restoring see here
        3. more on backup/restore from the Moodle docs FAQ
        4. primary instructor can use assign roles to add other teachers to give them access to importing; better create an intermediate, not student-accessible Moodle course for sharing instead
Categories: audience-is-language-learning-center-manager, audience-is-language-learning-center-staff, e-learning, lms, service-is-learning-materials-creation Tags: , , ,