Podcasts about Moodle

Почти закончили сезон, но уехали в Новосибирск, попали на юбилейный 15-й СodeFest и записали для вас еще пару крутых спецвыпусков!Гость — Вадим Дворовенко, backend-разработчик в RoboFinance, на СodeFest приехал с докладом ​​«Локализация приложения глазами переводчика». Вадим в 90-е переводил Borland Pascal, потом работал преподавателем физики и уже тогда начал заниматься локализацией на русский язык системы управления обучением Moodle. О чем болтаем?Выясняем, что такое качественный перевод на русский на примере языков программирования, ИТ-продуктов, книг и игр. Уточняем, до какого уровня нужно выучить родной и иностранный язык, чтобы начать переводить. Обсуждаем, в какой момент нужно готовить приложение к локализации. Разбираемся в том, можно ли тестировать локализацию и кто должен отвечать за ее качество.Таймкоды:00:44 О чем болтаем1:53 Чем Вадим занимается в RoboFinance2:31 Почему Вадим стал заниматься локализацией3:10 Как в 90-е переводил Borland Pascal 7.06:41 Локализация Moodle 9:19 Как интерфейс подстраивается под разные языки13:04 Когда начинать учить иностранный язык 14:19 Уровень владения языком для переводов16:01 Справляется ли ИИ с переводами17:36 ИИ-озвучка в играх 21:14 «Потрачено» и качество перевода25:08 Переводы книг Роулинг 27:57 Почему сделал доклад про локализацию29:32 Помогает ли опыт переводчика в работе31:30 Тестирование локализации35:38 Как расширять кругозор40:42 История одного факапа 43:41 ФиналСсылки:Cайт RoboFinance: https://robo.finance/Cайт СodeFest: https://15.codefest.ru/YouTube канал СodeFest: https://www.youtube.com/@codefestruТелеграм-канал СodeFest: https://t.me/cdfstКанал QA-команды Т-Банка в Телеграме: https://l.tbank.ru/yellow_qaБольше о разработке и технологиях Т-Банка: https://l.tbank.ru/kod_zheltyiО жизни команды и свежих ИТ-вакансиях: https://l.tbank.ru/t_crew

Is it possible that your fears about AI —or the next tech— are caused by the shaky ground of institutional integrity?Sometimes it feels like talking about ethics is a thing of the past, or just not worth it. But it is only by recognizing the flaws in our systems and the incentives at play, that we can have *honest* conversations about academic integrityJoe Thibault is a first-hand witness. For decades, he has been at the front lines in the fight for a better system, part of a small but committed community. One that believes in the value of deliberate practice, the importance of “showing your work” and helping learners find their own motivations as they develop a writing practiceIf you agree that integrity still matters, you are welcome to join our discussion!In this episode:

Ein zentraler Punkt der Unterhaltung ist die Altersbeschränkung für Social Media, initiiert durch einen Artikel aus der Taz, den Felix zur Diskussion anregt. Guido hebt hervor, dass die Idee einer totalen Einschränkung von Social Media für jüngere Nutzer kritisch hinterfragt werden sollte. Felix und Guido argumentieren darüber, wie das Fehlen von Medienkompetenz und die Auswirkungen von Social Media den psychologischen sowie sozialen Entwicklungsprozess von Jugendlichen beeinflussen können. Sie bringen Analogien zu Drogen- und Alkoholverboten ins Spiel, um die Diskussion um Verantwortung und Erziehung abzurunden. Felix argumentiert, dass eine verantwortungsvolle Nutzung und die Entwicklung von Medienkompetenz unerlässlich sind, während Guido darauf hinweist, dass man Kinder und Jugendliche nicht einfach im Dunkeln lassen sollte, während sie auf diesen Plattformen interagieren. In einem weiteren Teil des Gesprächs bringt Guido ein Projekt zur Sprache, das er mit einer KI-gestützten Programmierung in Moodle umgesetzt hat. Dabei beschreibt er die Entwicklung eines Plugins, das Nutzern hilft, die Inhalte in ihren Kursen zu durchsuchen und mit einem Chatbot in Interaktion zu treten. Felix und Guido reflektieren über die Herausforderungen und Freuden der Programmierung, die Bedeutung von offenen Technologien in der Bildung und die Notwendigkeit, sich mit diesen Tools vertraut zu machen. Die Episode schließt mit der Rubrik „Schöne Apps“, wo die beiden ihre neuesten Entdeckungen im Bereich der Software und Apps vorstellen. Felix teilt seine Faszination für ein altes Spiel, das neu aufgelegt wird, während Guido das neu entwickelte Moodle-Plugin empfiehlt. Sie appellieren an die Hörer*innen, ihre Gedanken und Erfahrungen zum Thema Social Media und Medienkompetenz in der Schulbildung zu teilen und ermutigen sie, an einer fortlaufenden Diskussion über diese dringenden gesellschaftlichen Herausforderungen teilzunehmen.

In this episode, Dustin Ramsdell sits down with Scott Anderberg, CEO at Moodle, for a deep conversation on why open source matters more than ever in higher education. Scott shares how Moodle's global reach, customizable architecture, and vibrant community are shaping more inclusive, creative, and scalable learning experiences. Plus, the duo gets real about AI's potential—not as a threat, but as a tool to help educators and learners thrive.Guest Name: Scott Anderberg, CEO, MoodleGuest Social: LinkedInGuest Bio: Scott Anderberg has dedicated his career to supporting universities around the world to develop and deliver better educational experiences online. He started this journey in the USA at the eCollege help desk, directly supporting educators and students in their teaching and learning activities and was instrumental in their product, sales and account management functions. Following the acquisition of eCollege by Pearson, Scott spent 15 years in roles spanning from market development across EMEA to establishing and launching Pearson's Online Program Management business in Australia and leading Pearson's Online Learning Services business in markets outside of North America.Scott joined Moodle in February 2024 to replace Moodle Founder Martin Dougiamas, who after 24 years as CEO, announced his transition to Head of Research. Scott is incredibly excited to be joining the Moodle community to continue to enable Moodle's impact for educators and students around the world. - - - -Connect With Our Host:Dustin Ramsdellhttps://www.linkedin.com/in/dustinramsdell/About The Enrollify Podcast Network:The Higher Ed Geek is a part of the Enrollify Podcast Network. If you like this podcast, chances are you'll like other Enrollify shows too!Enrollify is made possible by Element451 — the next-generation AI student engagement platform helping institutions create meaningful and personalized interactions with students. Learn more at element451.com.Attend the 2025 Engage Summit! The Engage Summit is the premier conference for forward-thinking leaders and practitioners dedicated to exploring the transformative power of AI in education. Explore the strategies and tools to step into the next generation of student engagement, supercharged by AI. You'll leave ready to deliver the most personalized digital engagement experience every step of the way.Register now to secure your spot in Charlotte, NC, on June 24-25, 2025! Early bird registration ends February 1st -- https://engage.element451.com/register

Join Hayley Spira-Bauer, host of the Learning Can't Wait podcast, as she sits down with Scott Anderberg, Chief Operating Officer at Moodle, to discuss the future of learning management systems. Scott shares how Moodle is integrating AI while staying true to its open-source philosophy and commitment to equity. From AI-powered tools to small but impactful educator-driven features, Moodle continues to evolve while ensuring accessibility for learners worldwide. This conversation highlights the power of user-driven innovation in education and the importance of curiosity in teaching and learning. Tune in for an engaging discussion on technology, accessibility, and the future of education with one of the leaders shaping the field.

In this episode: Martin has created smiti18n (pronounced smitten) - A very complete internationalization library for Lua with LÖVE support

In this episode of the Just Schools Podcast, Jon Eckert interviews David Smith about his new book, Everyday Christian Teaching: A Guide to Practicing Faith in the Classroom. Smith shares how the book was inspired by teachers who wanted practical guidance on integrating faith into their daily teaching practices. The conversation explores how a bottom-up approach helps educators create hospitable, faith-filled classrooms through intentional rhythms and practices. Smith discusses redesigning assignments to build relationships rather than just complete tasks and emphasizes the importance of shaping learning experiences that reflect who students are becoming. The Just Schools Podcast is brought to you by the Baylor Center for School Leadership. Be encouraged. Mentioned: Everyday Christian Teaching: A Guide to Practicing Faith in the Classroom by David Smith EverydayChristianTeaching.com OnChristianTeaching.com Just Teaching by Jon Eckert Solutions that Heal by Alan Bandstra Connect with us: Baylor MA in School Leadership EdD in K-12 Educational Leadership Jon Eckert LinkedIn X: @eckertjon Center for School Leadership at Baylor University: @baylorcsl     Jon Eckert: All right, so welcome David. It's great to be able to talk to you about your new book, Everyday Christian Teaching: A Guide to Practicing Faith in the Classroom. So I just got it yesterday, so appreciate that. I'd love for you to talk a little bit about what brought you to writing this book. I mean, you've obviously written a lot of things. David Smith: Yeah. Jon Eckert: What brought you to this one right now? David Smith: Yeah. It was two experiences that really sparked the idea for this book. One, was just that the last book on Christian Teaching had circulated quite widely and a lot of schools had used it in professional development. And a couple of school leaders said to me, "Okay, we've read on Christian teaching, we believe you that this is a thing. We're on board, you've persuaded us. Now, how do we learn how to do this on a regular basis? We are kind of convinced of the concept, but how do we internalize this?" And then I had a slightly more detailed version of the same conversation when I was doing like an online seminar for Trinity Western University for some of their faculty. And at the end of, I gave a presentation about some of the old Christian Teaching staff and some different ways of connecting faith and teaching. And one of the faculty said to me at the end, "I go to a church, have done for years and years and years. I teach at a Christian university, have done for years and years and years, and I would never have made the connections between the two that you just made. How do I learn to think like that?" And I thought, it's another version of the same question. How do I learn to more instinctively think in a way that connects faith and teaching. Especially in a culture where so many of us have learned so deeply to keep those things apart, and that teaching is about tips and tricks and getting it done. And faith, it's about church and theology and so on, and it feels like we don't always have a great set of mental muscles for moving fluidly backwards and forwards between those two. So that just seemed like a great question, like how do you... Like don't try and persuade me of a philosophical position, but teach, like how do I learn to think about this on a regular basis? So that's what I was trying to address in the book, is- Jon Eckert: Yeah. David Smith: How to learn to think. Jon Eckert: Well, and the intro is, Invitation to Wisdom, which I love, especially right now as we look at everything that artificial intelligence can do, all the things that can be offloaded to different kinds of tools. We have more tools to help people learn than we've ever had. And it also feels like deep, meaningful learning grounded in something more than just tips and tricks is increasingly obfuscated. And so I love this very human invitation to wisdom. So talk about why you started there. David Smith: Well, it's partly Comenius' fault, 'cause he's my hero. For those who are new to Comenius, a 17th century major Christian education thinker, and he's got this textbook called The Orbis Pictus, the World in Pictures. And it's probably the most famous textbook in the history of schooling. It went through 250 editions, close to over a couple of hundred years. And the very first line of the book is, "Come child, learn wisdom." And I just thought that's a pretty interesting way to start a school textbook, that's not how most of our textbooks start these days, right. And so I sort of borrowed that as the start of this book. And his book starts with this image of a road that we're walking along as we learn wisdom and the Bible, wisdom's often spoken of in terms of a path or a way. It's something you walk in, wisdom's not just something you get by getting the diagram straight in your head, or getting the doctrines all lined up, or knowing the sentences in the right order. Wisdom's something you have to learn how to walk in and walking is something that takes place over time and you kind of sway to the right and the left and it's got a rhythm to it. And again, that's sort of what I was going for with the book. So this book doesn't start with the philosophical concepts or the theology or the reasons why we need to do integration of faith and learning or that kind of top-down. It really starts with the rhythms of the classroom and how you start the class, what things you repeat, how you use silences, how you end the class, how you frame things. Those things that are happening to us every single day if we are educators, as we sort of walk through this life in the classroom. And again, if we're going to learn to think in a way that habitually connects faith and learning, it has to happen in that context. It can't just be when we're sitting in the great lecture with some great Christian thinker who tells us how the world fits together. It's got to be while I'm in class, while I'm in motion, while I'm moving. So the Comenius image seemed to help me capture a little bit of that, that we are walking along a road, we're trying to learn wisdom, we're trying to walk better, we are not just trying to have better theories or better solutions or better fixes. We're trying to learn to walk in a way that's got a certain kind of rhythm to it, a certain cadence. Jon Eckert: Yes. And I love that you begin and end with wisdom. So when you get to the close, before you finish it out, you get back to the purpose. And throughout the book you have what looked like woodcuts from your hero and it's a cool through line throughout the book. So learning to be wise, that's really what we want from education, is how to learn to be wise and, so appreciate that. And then, just the way you've broken the book down, it does really, and I think you said it even before we jumped on, it starts from the bottom up. Like what does this- David Smith: Yeah. Jon Eckert: Look like in the classroom? And then where is the wisdom in that? Where is the humanness in that? Where do we see our creator in that process? So- David Smith: Yeah. Jon Eckert: Can you talk a little bit how you came to that bottom up piece? Because I think a lot of times philosophers and people that are in the academy get accused of starting top down- David Smith: Yeah. Jon Eckert: Like, "You should do it this way." But I think what you're saying is here, this is how it is done, and then- David Smith: Yeah. Jon Eckert: Here's the wisdom in that. Can you speak a little bit about that? David Smith: Yeah. Oh, I could speak for hours about that, because there's something in this that's been kind of motivating everything I've done for 30 years, has been trying to push on that very thing, because. And I think a lot of it goes back to, I didn't grow up Christian, I became Christian as an adult. And then a couple of years after I became Christian, I became a teacher and then started figuring out how those two sort of connected with each other. So I started reading the Christian books and the philosophies and the theologies and going to conferences and listening to people. And I thrive on that stuff, I mean, I love a good philosophy book. I've got no objection to people writing great philosophy books. But I also find that sometimes, as a classroom teacher and I was a language teacher, I wasn't like a religion teacher or even a history teacher where we could talk about big ideas in class. I was teaching languages, I was doing this very nuts and boltsy kind of thing. And I just found that sometime, even when I'd read the book on what a Christian vision of knowledge is or of the world or whatever, that there was still this gap of like, yeah, but what do I do on Tuesday morning with my twelve-year-olds? And there's a moment I sometimes share with my students, and I remember, my very first semester in the classroom I was doing my student teaching and total newbie, no skills, and I made the rookie mistake of standing writing on the whiteboard for too long. I think it was a blackboard at the time, actually, writing on the blackboard for too long with my back turned to the class. And I turned around and a student in the front row had removed almost all of his clothes and was sitting there in his underwear, apparently just to see what I would do. And I just had this moment of like, they didn't tell me about this in teacher ed, just that the classroom is like the Wild West. The classroom is this place where very unpredictable, angular stuff happens and often the theory is, it's a thousand foot. So I've always been fascinated in this middle space, of how do you avoid, either ending up reading a philosophy book that's at a thousand feet and it might be brilliant and it might be inspiring, but you're still not quite sure what to do on Tuesday morning. But I also don't want to end up in the other end of the scale, and there's lots of this out there, which is the, like, 50 tips and tricks to get you through your week in the classroom stuff which is... Sometimes you get some good ideas out of that, but it's also kind of brainless in terms of lacking like a coherent reason why we should choose these tips and tricks. It's just like this big bag full of stuff and you're just going to pick stuff out that looks like it works, but there's no coherence to it. So for a long, long time I've been fascinated with how do we try to describe that middle space, where you want to do stuff that works, you want to actually live in the classroom, you want to actually teach, you want to actually help students. But you want to do it in a coherent way that's in touch with your beliefs and your values and your commitments and the way the world fits together. And that, it feels like a difficult but the most interesting space. And so much of our literature seems to drift off to one end or the other of that, like it's either philosophy of education, or else it's a hundred tips and tricks for teachers and how to rescue your classroom kind of stuff. Jon Eckert: Well, I want to go deeper into that idea and a couple things from the book, but you have to tell me, what did you do with the kid that's sitting there in his underwear? David Smith: It's actually one of those rare occasions where I think I probably did the right thing without having a lot of forethought. Jon Eckert: Okay. David Smith: I actually just laughed at him and invited him to go outside and put his clothes back on and then join us again and then carried on with the class. Jon Eckert: Yeah. David Smith: And therefore, I think deflated his attempt to- Jon Eckert: Yeah. David Smith: Capture everybody's attention for the next 15 minutes and make me look really stupid, so. Which I think was probably the right response, I think he was kind of- Jon Eckert: Right. David Smith: Hoping that I would sort of go ballistic or something, but- Jon Eckert: Yeah. David Smith: I just sort of basically said, "That's really funny. Now go put your clothes back on." Jon Eckert: Yeah. Well done. Well done. David Smith: Yeah. Jon Eckert: A novice win. David Smith: Yeah. Jon Eckert: So one of the things, I just was having a conversation with the head of school at a really great school and they're talking about how they integrate their academic success. They've been very successful based on test scores and everything, they've got great scores K through 12, and they're actually a school that's funded by vouchers, so it's an interesting model, in Milwaukee. And so they've been doing this for a long time. So they have a faith-based component to it, but they're also measured by state tests, so it's kind of- David Smith: Yeah. Jon Eckert: An interesting- David Smith: Yeah. Jon Eckert: Place to look at. And they're like, "We know we've got to get better on our faith integrations, we want to work on our K through 12 Bible curriculum, that's one of our strands. And this other strand is on improving academics." And my response was, those two things have to go hand in hand. David Smith: Right, right. Jon Eckert: Because you've got to have that integration about why do we do this well? We do this as a reflection of what our creator's given. It's all got to be woven in there. Have you seen schools that do that well? And what is a hallmark of that? So you've laid out all these great ideas here. David Smith: Yeah. Jon Eckert: Have you seen schools where that's happening really well right now? David Smith: Yeah, there are schools here and obviously there's a lot of schools I don't know, so I'm sure there are schools- Jon Eckert: Right. David Smith: Out there that are doing brilliantly, that are just not ones- Jon Eckert: Right. David Smith: I happened to have visited. But the schools that I've visited that seem to be doing really well at this, seem to more often be schools that have really set aside intentional time to think about it together. That's the one simple thing I would put my finger on, it's the schools that have got time set aside each week for a professional learning community, where they're actually talking about how to integrate their values with their teaching and they're not just doing admin things or curriculum things or whatever. So I think this is very dependent on being able to build a reflective community where you can talk to each other about how your values are infusing your teaching and learning choices. Something I've been suggesting to schools for a while, is like why don't you take one of your professional development days each year and just cancel it and just tell your teachers to go to the park or whatever, but then say, and now you owe me six hours. And what you're going to do with that, is you're going to get together with three of your colleagues and for six months you're going to meet one hour a month at the local coffee shop with a nice pastry and a nice drink. And you're just going to talk about three things, what was the best thing that happened in my classroom in the last month where things really felt integrated? And what was the worst thing that happened in my classroom last month? And what's one thing I want to change in the next month? And just talk about those three things for an hour. And how much learning might you get out of that in terms of questioning your own practices and moving them forward? So to me, it's less about getting the perfect model and more about, can you build the kind of community where you question what you're doing together and can then start to make adjustments? And you can be constantly asking, why do we do it this way? Is it just because we did it that way last year? And how does this actually reflect what we say we're about on the mission statement? I mean, if I can throw in an example here, interrupt me if I talk for too long. But to throw in an example that's in the book, is a perfect example of this kind of, again, finding this middle space and questioning things. I was having breakfast a few years ago with some teachers at my daughter's school when she was in high school. And I was just venting, I wasn't even trying to be constructive, I was just complaining about the general state of the world. And what I was complaining about was that I'd noticed that during the vacations we got our daughter back, that she was articulate and she shared her life with us and we talked about things. And as soon as the semester started, it was down to monosyllables, and it wasn't because we had a bad relationship, it's just because she was tired all the time. And because school was colonizing her every waking hour, she would get up at 6:30 in the morning, to be on a bus by 7:20, to be in school by quarter to eight. We get on another bus at something after three and get home by four-something, and then we'd have supper together at five. Wasn't always our most brilliant hour as a family because my daughter just had long tiring days, and then she'd have four hours of homework. And what had struck me was that the homework was always designed to be done alone. And so she would disappear to her room with a pile of books and a laptop and the only role for me as a parent, was to either nag her to get it done or tell her to quit and go to bed. And after we had this conversation over breakfast, and I just complained about this, the teachers who'd been at that breakfast started surprising me. So a week later, she turned up in the family room one night at eight o'clock and she said, "Do you guys have some time, because I've got this weird homework from my religion teacher? I've got to talk to you for half an hour about whether you grew up Christian, or became Christian, or how you relate to all of that, because we're going to talk about it in religion class tomorrow, and you've got to sign this piece of paper to say that we talked about it for half an hour." And then another teacher sent home a homework where we had to choose a TV show and watch it together and then discuss what its value system was, and whether we thought this was a fruitful way to spend our time and they were going to discuss this in the media studies class. And there was a whole string of these from different teachers. But one of the things that struck me about this, was that this was a school whose official philosophy was that God has given primary responsibility for children to their parents, and the Christian school comes alongside parents to help them raise their children in a Godly way. And yet as a parent, the only role I was being given was to nag about homework and to sell food at sports games. And until this point, I wasn't being invited into the learning process, and what's more, the school was occupying, not only the whole day but the whole evening with tasks that the student was designed to do on their own. And as soon as we started asking this question, "Well, could you design homework activities that actually strengthen community and actually build relationships between people?" Suddenly you've got something that is a little more in tune with what the school says it's official philosophy is. My daughter said she learned more from them from the standard fill out a worksheet kind of homeworks. So it was actually beneficial for learning. Jon Eckert: Yeah. David Smith: And it didn't necessarily involve throwing a Bible verse on all the worksheets. This is just more about trying to actually get the practices to line up with the values. So that's the kind of thing I'm sort of constantly fishing for, because we all think we know what homework is supposed to look like, so we all just keep doing what we think homework is. But maybe sometimes it doesn't look like that. Jon Eckert: Well, and I think that notion about homework is shifting significantly post-covid and what teachers actually assume students are doing on their own. Because I think the assumption is, that has been, that they're doing it on their own, I think that's a pretty false assumption now. David Smith: Yeah. Jon Eckert: That they would be doing anything on their own if you consider the tools that are available to them to get rote homework done. The thing I love about your example, is that homework assignment cannot be offloaded to ChatGPT, or if it was- David Smith: Right. Jon Eckert: It'd be, probably somewhat comical how ChatGPT might answer that question about how you came to faith and where your family, you know. David Smith: Yeah. Jon Eckert: So I think there is a benefit to that kind of homework and building community, because again, I think even with homework now, we need to lean into the humanness of what we do. Because there are a lot of other tools for getting assignments done and not always crediting the source of that assignment- David Smith: Yeah. Jon Eckert: Whether that's a friend, Photomath or some type of artificial intelligence tool. So I think if we're not rethinking homework right now, we're really sticking our head in the sand. David Smith: Yeah. Jon Eckert: Because I don't think students need four hours to do homework anymore, I think they're way more efficient. David Smith: Yeah. Jon Eckert: Because they divide and conquer and offload to other things, so if you're not giving a meaningful homework assignment that is not able to just be done by something else, that's a problem. What I also loved about your example, and this is from page 76 in your book, it really gets into hospitality and what that looks like. And so it's asking students to be hospitable and then asking families to be hospitable. And you have this great separation here that, I'm just going to read this. "The call to tolerance asked me to put up with your differences in exchange for you being willing to put up with mine. A Christian frame asks for more, extending the idea of love of neighbor to include strangers and even enemies." And so I do think as Christians, as educators, we have a really high call, that tolerance isn't even close to what Christ requires of us. And so- David Smith: Right. Jon Eckert: Welcoming students into that and helping them welcome others in it, that's a really high call. So can you talk a little about, this is from your framing sections, I thought that was a perfect place for it. David Smith: Yeah. Jon Eckert: Can you talk some about that? David Smith: Yeah, I think there's more than one Christian idea that can become a framing device in education, and one that I've been thinking about for a long time is hospitality. There is this theme in scripture, from start to finish, about hospitality to strangers. And it appears in all the important places, it's in the law, it's in the gospels, it's in the prophets, it's in the epistles, it's everywhere. So there's also quite a long history of thinking about schools in terms of hospitality, so when you start thinking about that in curricular terms, what does a hospitable classroom look like? How do students experience the classroom? So the way I started one of my classes this semester, and I talked about this in the book as well, is I actually started the class with us all sitting around in a big circle. And I asked each student to, I asked them to pair up and introduce themselves to each other and share two pieces of information that they were willing to be made public. And then I asked each person to introduce their partner to the group. And as we went around the group, we tried to memorize all the information, so we stopped after every second or third person and said, "And what was her name and what was her cat called?" right, and so on. So it's a real simple thing. And then I had students journal about it, and I've done this for a few years now. And first, I think there's an interesting difference between coming to a classroom and having to introduce yourself and having somebody else introduce you- Jon Eckert: Right. David Smith: Having somebody speak up for you in the first five minutes of class. And then, rather than going around the class and doing the introductions and by the end you can't actually remember any of it, because 40 pieces of random information just went through your short-term memory. The fact that we're actually focusing on remembering things about each other, my students have written quite eloquently about, in fact, I was fascinated just reading the journals over the weekend. One of them said, "Teachers often say at the start of the semester, "We care about you, we are here to help you," but usually I don't believe them. I think it's just something teachers are supposed to say at the start of the semester. But this activity made me believe that you actually cared that we were there, because the information about ourselves actually mattered for the start of the learning." And it's not like I think that's the way every class has to start, there are different disciplines and contexts and so on. But again, it's how do we find these moves that actually create a welcome within the classroom and you then push it further, how is the classroom welcoming to voices from beyond the classroom? So whose pictures do we show? Whose stories do we tell? And then how do we enable students to go out beyond the classroom? If I give my student a homework where they have to go to interview someone, how do I help them to be a good interviewer, to ask good questions, to not roll their eyes when the person says something they disagree with, to show in their body language that they're interested in what somebody has to say? Suddenly you're into a whole new set of skills that you don't get if the homework is fill out a worksheet. So there's a whole continuum here in terms of, hospitality is a very rich way of thinking about lots of different facets of schooling, from just basic classroom relationships, to curriculum content, to what kind of skills we're trying to equip our students with. And tolerance is not nearly enough, tolerance just means I'm willing to not kill you. Jon Eckert: Yeah, yeah. No, it's a great example. We do some similar things in the, I teach a leadership capstone class, it's the only class I get to teach to undergrads. And I just had lunch last week with one of my students from last semester, who has been through a lot, really tough life as an atheist. When you dig in, you realize where a lot of the hurt is. And so at the end of the semester, I give each kid a book and I inscribe something in the front to encourage them where I've seen them grow, what I hope for them, how I'm praying for them. And I'd given this class, All Prodigal God, by Tim Keller. And it was interesting, when we sat down, she read it over break, and so she wanted to gather and talk about it at lunch. And the book is the story of the Prodigal Son, but it's really, God is the center of the story is a reckless spendthrift, so that's why it's Prodigal God. And it's a beautiful story. She actually said, in this way that I find having atheists in class to be unbelievably interesting to creating a different dynamic in the class. She was wise enough to identify herself as the elder brother in that, so not only was she not tolerating Christians on campus, she was looking down on them as being less than, because of how she felt like they made her feel and instead, she had become the older brother in it. And she articulated that at lunch, and I was like, the wisdom that she shared and the hospitality that she displayed by, A, reading a book that I gave her that's explicitly Christian. David Smith: Yeah. Jon Eckert: And then B, wanting to have lunch and talk about it. I mean, what a gift that is from a student to an educator to be able to have that, and then to have that all throughout the semester in class, 'cause we dealt with a lot of really hard things. And so I think that's a beautiful piece, and I love this, you say this on 113, which relates to, I think, both of those last two examples. It's about hopes and tasks, and I thought this was really good. "Instead of just giving a reading assignment, we could devote the same kind of reflection to tasks focused on other skills such as writing research or artistic creation, with the idea that we are trying to," this is the next sentence down a little bit. "A carefully articulated task becomes a chance to remind ourselves of who we are trying to become, as we read." And so if we started thinking that way and curating our assignments that way, I think that would fundamentally shift how we assign work in class. David Smith: Yeah. Jon Eckert: Is there another example that you have where that's been really successful for you? David Smith: Yeah, I mean, just yesterday in class, I got the most nods around the room that I've had in a while, from students just going, "Oh, yeah. When we started talking about how there's something about school that if you're not really, really careful, slowly teaches you that the point of doing the assignment is to get the assignment done. And that in the end, what the teacher really cares about is that you get the assignment done, because what you're going to be penalized for is not failing to grow, it's not turning it in at 3 P.M, and it's not having written 250 words, or not having got to page 27. So a lot of the messaging that we give to students when we give out assignments, it's often like the last two minutes of class and we're already in a hurry, and it's like, "Make sure you read chapter two by tomorrow," right. So the strongest verbal message is, what I really care about is quantity, deadlines, getting it done, getting it turned in. And so I also find that what my students most often come and apologize to me about, is, "Oh, I didn't quite manage to get to the last three pages today," or, "I need to turn it in 30 minutes late, is that okay?" And a big part of me is going like, "Why would I care if you turn it in 30 minutes late? Like the world's not going to stop turning." So that means you're a good student being conscientious, the fact that you still want to get it in within 30 minutes. But what they're not coming to me and saying, is, "I started reading this and I didn't get through it because it was really challenging me and I had to go and think about it." Or, "I tried to get through it, but I didn't quite understand it. Can you help me figure out how to apply this?" And so, again, this is a big mountain to climb, but how do you start to shift the message from, school is about getting stuff done, to school is about growing and learning. And I think a real simple way to run at that is by being explicit about assignments. So if I give you something to read, is the message, "Read to page 27 by tomorrow?" Or is the message, "I'd like you to read to page 27, and when you get to page 22, you're going to find a paragraph there that's kind of a little dense, but it's a really core paragraph in this chapter, and we're going to need talk about it together tomorrow, because I've read this chapter eight times and I'm still trying to live out this paragraph and I'm not sure I'm there yet, so I need you to think about it with me. So when you get to that paragraph, stop, read it three times, then go find a friend and read it to them and see what they think. And if that means you only get to page 26, I can live with that, but this paragraph, right. And then see if you can think of some ways that you would live differently tomorrow if this were true." And I'm just making this up as I go along- Jon Eckert: [inaudible 00:27:12]. David Smith: But imagine that as a homework assignment, compared to the usual kind of, "Read to page 27, answer the first three questions, turn them in at 4:37 P.M. on Moodle." And it's all about messaging, and so if I could do that consistently, is there a chance that I could get more of my students believing that in the end, what I really care about is that something changed, that some learning happened. And not just that we all managed to click in the right place on the right day. Which, frankly, is the least of my worries, so. Jon Eckert: Yeah. David Smith: Because even when you emphasize that, it doesn't happen anyway, so. Jon Eckert: Yes, no, I want to give that a giant amen. I mean, my classes are always designed, I take the best 25 authors, I've read their best article or their best chapter from their best book, and I have curated that as like, this is what we're going to focus on today. And I love that even focusing them further on the paragraph and going back to the example I just gave you from the student who I gave the book at the end of the semester. Like that's not an assignment, that's a, "Hey, I am grateful for you. This is my last, kind of bringing closure to class and here's this." And then it's, I may never see that student again, we may never have another conversation. David Smith: Yeah. Jon Eckert: But when you do, that's a much richer conversation, because it wasn't compulsory, it wasn't about compliance, it wasn't about getting something done, so I love that. I love that point. The last thing we always do, is we do a quick lightning round, and with all the years of experience you have, I got to imagine you've got some good answers. I just have four questions. The first one is, and you can do in whatever order you want, these first two. Best advice you've ever given or received as an educator and worst advice you've ever given or received as an educator? Start there. David Smith: Best advice, never talk to a child without eye contact. Jon Eckert: That's good. David Smith: That was the best piece of parenting advice I was ever given, actually. Jon Eckert: Yeah. That's good. David Smith: I think it's really easy for adults to talk at young people- Jon Eckert: Yeah. David Smith: Rather than, to young people. And something I said in, at least once in a previous book is, I think teaching is something you do with people, not something you do to people. My students are not objects that I'm trying to hit with something, and if I can't establish communication, that we're actually human beings looking at each other and we're trying to figure something out here, then it's probably not going to go as well as it could. If I just kind of broadcast over the top of the assembled heads, that's not going to go well. Jon Eckert: Just watch a great kindergarten teacher, they're always down on a knee- David Smith: That's good. Jon Eckert: Eye to eye with kids, yeah. David Smith: Right. Well, I often find, it's not just kindergarten, university, I often find myself down on a knee by a table, 'cause that's where you should be, right. Jon Eckert: You should be, you just see it far less. I totally agree. David Smith: Yeah. Jon Eckert: No, but yes. David Smith: Yeah. Jon Eckert: That is good. David Smith: So- Jon Eckert: Worst advice? David Smith: And then worst advice. Worst advice I've been given, don't smile till Christmas. Jon Eckert: Oh yeah. Classic. David Smith: It's one of our old chestnuts. Yeah, it's funny, when I first started teaching, my early teaching was in some urban environments and I found it very difficult. And I did not have great classroom management skills when I started and I struggled, I had some unruly classrooms. But one of the things I also learned about myself was that I couldn't do the Policeman act convincingly, it's just not in my personality to look mad- Jon Eckert: Yeah. David Smith: With students. Because I'm not actually very often mad with students, I just find classrooms fascinating. Jon Eckert: Even when they derobe. Yeah. David Smith: Yeah. And so, a few times early on, if I tried to pretend to be mad with students, then they just laughed at me, because it just wasn't convincing. So I had to gradually find other strategies, which had a lot to do with just investing lots of time in relationship building and trying to make the learning meaningful, and again, the one-on-one contact. And so the sort of be mean until they know you mean it thing, has just never ever worked for me. Jon Eckert: Yeah. David Smith: Maybe there are people for whom it works, but even then, I'm just not convinced that an ethic of be unpleasant to people until they get on board is a great way to go. Jon Eckert: I'm pretty convinced that's not a great way, which I think you're being kinder than I am. I don't think that's an effective way to manage people, especially not in 2025. I don't think that's a- David Smith: Yeah. Jon Eckert: Ethic that's going to work. Okay, next thing, best book you've read in the last year related to education? David Smith: Oh my, read so many books recently and some of them were really, really specialized. Jon Eckert: Yeah. Or pick one of your top five. David Smith: Yeah. Jon Eckert: Yeah. David Smith: Best book that I've just read. Well, you know what, I'm going to do the really embarrassing thing here, I really enjoyed your book. I read your book just recently- Jon Eckert: Oh. David Smith: Just Teaching by Jon Eckert Jon Eckert: Yeah. David Smith: Is something that I've been getting ideas out of for my own classroom, and that's always a win. So that was a really great one. And another reason I have for picking that out is, at the moment I'm working up to a big research project on Comenius. So I'm reading a lot of- Jon Eckert: Yeah. David Smith: Books about Comenius at the moment, and some of them are really great. Jon Eckert: Yeah. David Smith: But they're in German and they're really specialized, so. Jon Eckert: That is specialized. David Smith: But- Jon Eckert: That is specialized. David Smith: In terms of books that are just about the classroom, I did enjoy your book, Just Teaching. Jon Eckert: Okay. David Smith: And, yeah, another one I just read the other day, I just did a podcast the other day with Alan Bandstra, who's a teacher from Iowa, and he's got one called, Solutions That Heal- Jon Eckert: Okay. David Smith: Talk about infectious behavior in classrooms. And it's a self-published book, it's just a teacher who wanted to write about the things that are going on in his classroom, and I found it quite winsome. Jon Eckert: No, that's good. David Smith: [inaudible 00:32:43]. So, yeah. Jon Eckert: That's good. The funny thing is, whenever I ask that question about best book, I always have my pen ready to write it down. And as you're sharing that, I'm mindlessly, I literally wrote down, "Just Teaching," on my thing. I was like, okay. David Smith: so you can look it up later and see if it's any good, yeah. Jon Eckert: Right. I'll see, I'll check. But that's very kind. Last question, what makes you most hopeful as you look at schools right now? David Smith: It's funny, I don't draw hope from looking at institutions really, so it's not so much looking at schools. What always makes me hopeful is, like every student who is in my classroom right now is a human being who is spending a lot of money to learn how to help other people learn. And I just find my students are sometimes idealistic to a fault, there's some things that will get more complicated when they get into the classroom, but they are students who deeply want to do good for their learners. And I'm glad every semester, that I've just spent a semester with another 20, 30 young people who want to be teachers and who want to find a humane way of doing that and a faith informed way of doing that, in a way that does good in the world. And that's among my students. But I'm going away on a retreat as part of a research project this weekend, with five teachers from area schools. Where we're actually going to talk about hope for the whole weekend and how we're going to address that in schools. And again, just seeing their eagerness to be part of that project and to want to give up their weekend to talk about how we teach for hope in schools. So all over, when I do professional development, I just keep running into teachers who haven't given up yet and who are trying to do right by their students, do right by their faith, find a more true and wholesome way of doing things. And as long as there's a good subset of people who are doing that, then there's still a chance that it can get better. Jon Eckert: That's good, that's good. Good place to find hope. Well, hey, thank you for your work, really appreciate Everyday Christian Teaching. Super helpful, good follow up on Christian Teaching- David Smith: Thank you. Jon Eckert: Also, super helpful. Oh, and excited for the platform you're building out, we didn't even talk about that. But there's a platform that's going to go with all of this. Do you want to just say something to wrap up- David Smith: Yeah. Jon Eckert: And give people a sense of where to find that? David Smith: Yeah. I'll try to say this quickly. Where to find it, there's a website, everydaychristianteaching.com. It already exists, if you go there right now, you'll find a description of what's coming, but there's no actual resources there yet. We are hoping to have the first resources up there by March, we are building it frantically right now. But what it's going to be is really an extension of the idea that this book is about, how do you learn how to do this regularly, not just how do you have this one blinding moment of revelation, but how do you make this part of a routine? So we're building professional development resources that help to create community conversations around this. So there are some resources where you can just download everything you need to run a PD day. There's others where you can download everything you need to run a seven week or seven month whole school conversation around it. There's going to be self guided resources, so if there's just one of you or if there's a small group of you that want to do it at your own pace, there's going to be versions like that. And there's some graduate credit bearing options. And we're building these around specific topics like community or hospitality or Shalom, and we're sort of building out resources for each of those. Like I say, we're furiously working on finalizing details on some of these, and we've been piloting them out in schools and getting really good feedback. And so we hope to have the first ones available on there and we're trying to make it very affordable as well. First stuff should be up sometime in March at the latest, and yeah, go there and take a look and then keep coming back to see what we've added over time. Jon Eckert: No, that's great. Thank you for that. Appreciate your work. Thanks for being with us. David Smith: Yeah, you're welcome. Thank you for the invite.  

In this episode: Martin has created smiti18n (pronounced smitten) - A very complete internationalization library for Lua with LÖVE support

In this episode: Martin has created smiti18n (pronounced smitten) – A very complete internationalization library for Lua with LÖVE support

In a world where access to quality education is often hindered by infrastructural limitations, the emergence of portable digital classrooms presents a transformative opportunity. Beekee, a Geneva-based education technology company, highlights the innovative solution they have developed: the Beekee Box. This device allows for the establishment of digital classrooms in locations devoid of reliable internet and power, thus bridging the educational divide that exists in many regions, particularly in the global south.The Concept of the Beekee BoxThe Beekee Box operates similarly to an iPod from 15 years ago, relying on a connection to a PC with internet access to update content and synchronize learner data. When disconnected, the Beekee Box creates its own private Wi-Fi network, enabling up to 40 learners to access educational materials stored within its two terabytes of storage. This model effectively transforms the learning experience, allowing students to engage with a learning management system (LMS) like Moodle, which is typically used in universities. The Beekee Box provides a platform where learners can access lessons, videos, and PDFs without needing a constant internet connection.Addressing Global Educational ChallengesThe significance of the Beekee Box lies in its ability to address the challenges faced by billions in the global south, where access to reliable internet and electricity is a luxury. Many communities struggle with inconsistent power supply, and internet access can be prohibitively expensive or simply unavailable. By providing a self-sufficient digital classroom, the Beekee Box empowers organizations, such as NGOs, to deliver training and educational resources directly to communities that need them most.For instance, the International Committee of the Red Cross utilized the Beekee Box to train personnel in Myanmar. By simply pushing a button, they could create a network for learners to connect with their smartphones, facilitating immediate access to essential training materials. This approach eliminates the logistical hurdles associated with traditional training methods, which often require significant time and resources to coordinate.Technical Feasibility and PerformanceThe technology underpinning the Beekee Box is both simple and effective. It utilizes a Raspberry Pi as its core computing component, which is capable of processing information in real-time and serving as a server for the stored educational content. During testing, the device successfully streamed video content to 37 devices simultaneously, demonstrating its capacity to handle multiple users without significant lag. This performance reassures educators and organizations of the reliability and effectiveness of the Beekee Box as a tool for facilitating learning.With a starting price of $700, the Beekee Box presents a cost-effective solution for schools, NGOs, and other organizations looking to enhance their educational offerings. The ability to incorporate this technology into existing educational frameworks allows for greater flexibility in delivering content to students who might otherwise be excluded from formal education. The Beekee Box democratizes access to quality learning materials, making it feasible for various institutions to implement portable digital classrooms tailored to their specific needs.Conclusion: Cost-Effectiveness and Accessibility EducationThe advent of portable digital classrooms, exemplified by the Beekee Box, represents a significant step forward in addressing the educational disparities faced by underserved populations around the world. By providing a means to deliver high-quality educational content without the constraints of internet access, this innovative technology has the potential to revolutionize how education is delivered in remote and resource-limited settings. As we continue to explore and invest in such solutions, the dream of equitable access to education for all becomes increasingly attainable, paving the way for a brighter future.Interview by Don Baine, The Gadget Professor.Sponsored by: Get $5 to protect your credit card information online with Privacy. Amazon Prime gives you more than just free shipping. Get free music, TV shows, movies, videogames and more. The most flexible tools for podcasting. Get a 30 day free trial of storage and statistics.

In a world where access to quality education is often hindered by infrastructural limitations, the emergence of portable digital classrooms presents a transformative opportunity. Beekee, a Geneva-based education technology company, highlights the innovative solution they have developed: the Beekee Box. This device allows for the establishment of digital classrooms in locations devoid of reliable internet and power, thus bridging the educational divide that exists in many regions, particularly in the global south.The Concept of the Beekee BoxThe Beekee Box operates similarly to an iPod from 15 years ago, relying on a connection to a PC with internet access to update content and synchronize learner data. When disconnected, the Beekee Box creates its own private Wi-Fi network, enabling up to 40 learners to access educational materials stored within its two terabytes of storage. This model effectively transforms the learning experience, allowing students to engage with a learning management system (LMS) like Moodle, which is typically used in universities. The Beekee Box provides a platform where learners can access lessons, videos, and PDFs without needing a constant internet connection.Addressing Global Educational ChallengesThe significance of the Beekee Box lies in its ability to address the challenges faced by billions in the global south, where access to reliable internet and electricity is a luxury. Many communities struggle with inconsistent power supply, and internet access can be prohibitively expensive or simply unavailable. By providing a self-sufficient digital classroom, the Beekee Box empowers organizations, such as NGOs, to deliver training and educational resources directly to communities that need them most.For instance, the International Committee of the Red Cross utilized the Beekee Box to train personnel in Myanmar. By simply pushing a button, they could create a network for learners to connect with their smartphones, facilitating immediate access to essential training materials. This approach eliminates the logistical hurdles associated with traditional training methods, which often require significant time and resources to coordinate.Technical Feasibility and PerformanceThe technology underpinning the Beekee Box is both simple and effective. It utilizes a Raspberry Pi as its core computing component, which is capable of processing information in real-time and serving as a server for the stored educational content. During testing, the device successfully streamed video content to 37 devices simultaneously, demonstrating its capacity to handle multiple users without significant lag. This performance reassures educators and organizations of the reliability and effectiveness of the Beekee Box as a tool for facilitating learning.With a starting price of $700, the Beekee Box presents a cost-effective solution for schools, NGOs, and other organizations looking to enhance their educational offerings. The ability to incorporate this technology into existing educational frameworks allows for greater flexibility in delivering content to students who might otherwise be excluded from formal education. The Beekee Box democratizes access to quality learning materials, making it feasible for various institutions to implement portable digital classrooms tailored to their specific needs.Conclusion: Cost-Effectiveness and Accessibility EducationThe advent of portable digital classrooms, exemplified by the Beekee Box, represents a significant step forward in addressing the educational disparities faced by underserved populations around the world. By providing a means to deliver high-quality educational content without the constraints of internet access, this innovative technology has the potential to revolutionize how education is delivered in remote and resource-limited settings. As we continue to explore and invest in such solutions, the dream of equitable access to education for all becomes increasingly attainable, paving the way for a brighter future.Interview by Don Baine, The Gadget Professor.Sponsored by: Get $5 to protect your credit card information online with Privacy. Amazon Prime gives you more than just free shipping. Get free music, TV shows, movies, videogames and more. The most flexible tools for podcasting. Get a 30 day free trial of storage and statistics.

S11:E10 - Where's the best sand in the U.S.? Maggie Moodle the Golden Doodle believes she found it in Panama City Beach, Florida. Jamin and Hilarie arranged a dog-friendly day with their golden doodle – with everything from dog-friendly beaches to lunch at The Porch in Pier Park to St. Andrews State Park. In this episode of the Travel FOMO podcast, you'll also learn how the orange streets lights in beach communities help protect sea turtles. For more context, check out the video that accompanies this podcast (S11:E10 A Dog-Friendly Day in Panama City Beach

Con @PaulaMarceloM, @javigoto y @MiriamMAjedrez. Enlace para votar en los premios Ivoox 2024: https://go.ivoox.com/wv/premios24?c=865 Enlace directo al Moodle: www.charlaseducativas.com/cursos Enlace directo a la página de la Tercera #EduJornada y a la preinscripción: www.charlaseducativas.com/terceraedujornada

Thank you to the folks at Sustain (https://sustainoss.org/) for providing the hosting account for CHAOSSCast! CHAOSScast- Episode 93 Guests: Elizabeth Barron Luis Cañas-Diaz Dawn Foster Panelists: Alice Sowerby Richard Littauer In this episode of CHAOSScast, it's a crossover with Sustain, host Richard Littauer is joined by three guests, Dawn Foster, Elizabeth Barron, and Luis Cañas Diaz, to discuss the CHAOSS Project's recent development of Practitioner Guides. The show delves into the purpose of these guides, which are designed to help open source projects interpret and utilize metrics to improve community health and sustainability. The guests explain the significance of metrics in open source projects, the challenges of defining and making them accessible, and how the guides can benefit different types of projects, from large corporations to individual developers. Topics covered include the background and format of the guides, specifics on the metrics discussed, and the practical applications and improvements these guides aim to facilitate. Go ahead and download this episode now! [00:03:03] Dawn fills us in on the connections between the guests and their collective work on the CHAOSS Practitioner Guides. [00:03:43] The conversation shifts to the specifics of the CHAOSS Project, highlighting the international community involvement and various working groups focusing on different aspects of open source projects like corporate OSPOs, university OSPOs, and diversity and equity initiatives. [00:05:31] Luis describes the origin and work of Bitergia and its collaboration with CHAOSS Project, particularly in developing tools like Grimoire Lab. [00:07:17] Richard turns the discussion to the CHAOSS Project's Practitioner Guides, where Dawn discusses the purpose of the introduction guide in the series, designed to help users understand and apply metrics effectively across various open source contexts. [00:10:58] There's a discussion on the format of the guides, emphasizing their accessibility, ethical considerations in data handling, and how they're designed to be adaptable to different needs. Luis highlights the need for CHAOSS and Bitergia projects to provide actionable insights rather than just more metrics. [00:13:28] Elizabeth and Dawn explain the broader goal of the guides to not only provide metrics but also helps users interpret and apply these to drive tangible improvements in open source projects. [00:14:54] We learn about the target audience for the guides and how they cater to both large organizational structures (OSPOs) and individual project maintainers. [00:16:15] Dawn explains what the Contributor Sustainability Guide focuses on, emphasizing strategies for sustainable contribution and community involvement in open source projects. [00:17:53] The discussion centers on renaming the “bus factor” metric to “contributor absence factor” to avoid the negative connotations of the original term, Luis emphasizes the relevance of metrics, particularly in small projects, and Dawn explains that the guides focus on a few key metrics per guide, chosen for their ease of understanding and minimal requirement for data collection. [00:21:58] Richard inquires about the effectiveness of metrics in identifying if a project is on the wrong path, prompting a discussion on the goals of a project and how metrics align with those metrics. Elizabeth and Dawn stress the importance of aligning metrics with project goals and involving project contributors in discussions about what metrics are most relevant. [00:24:35] The discussion continues with considerations on how metrics should supplement, not replace, expert judgement and involvement in project management. Elizabeth and Richard discuss the potential for projects to start with community growth in mind and the challenges in measuring and guiding such growth. [00:28:18] The conversation switches to the remaining guides not yet covered, with Richard asking about the guides on Responsiveness and Organizational Participation. Dawn explains the Responsiveness guide, with its focus on key metrics like time to first response, time to close, and change request closure ratio. Elizabeth and Luis share why this is one of their favorite guides. [00:33:23] We hear about the broader applicability of the guides. Richard questions if the guides are only for corporate-driven projects or if they can serve more relaxed open source environments. Dawn and Luis emphasize that the guides are valuable for a variety of stakeholders, including foundations and volunteers. [00:35:00] Find out where you can look at the Practitioner Guides online. Quotes: [00:07:44] “At the CHAOSS Project we have a whole bunch of metrics, and we have tools or software that help you gather those metrics.” [00:08:06] “There is no one-size-fits-all approach to interpreting metrics.” [00:15:10] “A lot of these guides were designed with OSPOs in mind. They're all useful to anyone who's managing a project.” [00:19:55] “For metrics, the bigger the project, the more useful they are.” Spotlight: [00:35:54] Richard's spotlight is Johnny Wilson, an eBird reviewer. [00:36:34]** Elizabeth's **spotlight is a project called Clocker. [00:37:30] Dawn's spotlight is Nadia Eghbal's book, _Working in Public: The Making and Maintenance of Open Source Software, _and her paper, “Roads and Bridges: The Unseen Labor Behind Our Digital Infrastructure.” [00:38:29] Luis's spotlight is Moodle, the OSS learning platform. Links: CHAOSS (https://chaoss.community/) CHAOSS slack (https://chaoss-workspace.slack.com/join/shared_invite/zt-28p56bayt-67TRjdA4yJWQmUd4hCzULg#/shared-invite/email) CHAOSS Practitioner Guides (https://chaoss.community/about-chaoss-practitioner-guides/) SustainOSS (https://sustainoss.org/) SustainOSS Discourse (https://discourse.sustainoss.org/) podcast@sustainoss.org (mailto:podcast@sustainoss.org) SustainOSS Mastodon (https://mastodon.social/tags/sustainoss) Open Collective-SustainOSS (Contribute) (https://opencollective.com/sustainoss) Richard Littauer Socials (https://www.burntfen.com/2023-05-30/socials) Alice Sowerby Website (https://www.rosmarin.co.uk/) Elizabeth Barron Website (https://www.elizabeth-barron.com/) Elizabeth Barron LinkedIn (https://www.linkedin.com/in/elizabethn/) Luis Cañas-Diaz Website (https://sanacl.wordpress.com/) Luis Cañas-Diaz LinkedIn (https://www.linkedin.com/in/canasdiaz/) Dawn Foster Website (https://fastwonderblog.com/) Dawn Foster LinkedIn (https://www.linkedin.com/in/dawnfoster/) Johnny Wilson-Ventures Birding Tours (https://www.birdventures.com/Johnny-Wilson.html) Clocker (https://abhishekbanthia.com/clocker/) Working in Public: The Making and Maintenance of Open Source Software by Nadia Eghbal (https://www.amazon.com/dp/0578675862/) “Roads and Bridges: The Unseen Labor Behind Our Digital Infrastructure” by Nadia Eghbal (https://www.fordfoundation.org/work/learning/research-reports/roads-and-bridges-the-unseen-labor-behind-our-digital-infrastructure/) Nadia Asparouhova (Eghbal) Website (https://nadia.xyz/oss/) Moodle (https://moodle.org/) Sustain Podcast featuring Nadia Eghbal (https://podcast.sustainoss.org/guests/nadia) Credits: Produced by [Richard Littauer] (https://www.burntfen.com/) (https://www.burntfen.com/) Edited by Paul M. Bahr at [Peachtree Sound] (https://www.peachtreesound.com/) (https://www.peachtreesound.com/) Show notes by DeAnn Bahr [Peachtree Sound] (https://www.peachtreesound.com/) (https://www.peachtreesound.com/) Special Guests: Luis Cañas-Díaz and Richard Littauer.

Guests Elizabeth Barron | Luis Cañas-Diaz | Dawn Foster Panelist Richard Littauer Show Notes In this episode of Sustain, host Richard Littauer is joined by three guests, Dawn Foster, Elizabeth Barron, and Luis Cañas Diaz, to discuss the CHAOSS Project's recent development of Practitioner Guides. The show delves into the purpose of these guides, which are designed to help open source projects interpret and utilize metrics to improve community health and sustainability. The guests explain the significance of metrics in open source projects, the challenges of defining and making them accessible, and how the guides can benefit different types of projects, from large corporations to individual developers. Topics covered include the background and format of the guides, specifics on the metrics discussed, and the practical applications and improvements these guides aim to facilitate. Go ahead and download this episode now! [00:01:53] Dawn fills us in on the connections between the guests and their collective work on the CHAOSS Practitioner Guides. [00:02:33] The conversation shifts to the specifics of the CHAOSS Project, highlighting the international community involvement and various working groups focusing on different aspects of open source projects like corporate OSPOs, university OSPOs, and diversity and equity initiatives. [00:04:21] Luis describes the origin and work of Bitergia and its collaboration with CHAOSS Project, particularly in developing tools like Grimoire Lab. [00:06:07] Richard turns the discussion to the CHAOSS Project's Practitioner Guides, where Dawn discusses the purpose of the introduction guide in the series, designed to help users understand and apply metrics effectively across various open source contexts. [00:09:48] There's a discussion on the format of the guides, emphasizing their accessibility, ethical considerations in data handling, and how they're designed to be adaptable to different needs. Luis highlights the need for CHAOSS and Bitergia projects to provide actionable insights rather than just more metrics. [00:12:18] Elizabeth and Dawn explain the broader goal of the guides to not only provide metrics but also helps users interpret and apply these to drive tangible improvements in open source projects. [00:13:44] We learn about the target audience for the guides and how they cater to both large organizational structures (OSPOs) and individual project maintainers. [00:15:04] Dawn explains what the Contributor Sustainability Guide focuses on, emphasizing strategies for sustainable contribution and community involvement in open source projects. [00:16:42] The discussion centers on renaming the “bus factor” metric to “contributor absence factor” to avoid the negative connotations of the original term, Luis emphasizes the relevance of metrics, particularly in small projects, and Dawn explains that the guides focus on a few key metrics per guide, chosen for their ease of understanding and minimal requirement for data collection. [00:20:47] Richard inquires about the effectiveness of metrics in identifying if a project is on the wrong path, prompting a discussion on the goals of a project and how metrics align with those metrics. Elizabeth and Dawn stress the importance of aligning metrics with project goals and involving project contributors in discussions about what metrics are most relevant. [00:23:26] The discussion continues with considerations on how metrics should supplement, not replace, expert judgement and involvement in project management. Elizabeth and Richard discuss the potential for projects to start with community growth in mind and the challenges in measuring and guiding such growth. [00:27:07] The conversation switches to the remaining guides not yet covered, with Richard asking about the guides on Responsiveness and Organizational Participation. Dawn explains the Responsiveness guide, with its focus on key metrics like time to first response, time to close, and change request closure ratio. Elizabeth and Luis share why this is one of their favorite guides. [00:32:12] We hear about the broader applicability of the guides. Richard questions if the guides are only for corporate-driven projects or if they can serve more relaxed open source environments. Dawn and Luis emphasize that the guides are valuable for a variety of stakeholders, including foundations and volunteers. [00:33:49] Find out where you can look at the Practitioner Guides online. Quotes [00:06:34] “At the CHAOSS Project we have a whole bunch of metrics, and we have tools or software that help you gather those metrics.” [00:06:56] “There is no one-size-fits-all approach to interpreting metrics.” [00:14:00] “A lot of these guides were designed with OSPOs in mind. They're all useful to anyone who's managing a project.” [00:18:45] “For metrics, the bigger the project, the more useful they are.” Spotlight [00:34:43] Richard's spotlight is Johnny Wilson, an eBird reviewer. [00:35:23] Elizabeth's spotlight is a project called Clocker. [00:36:19] Dawn's spotlight is Nadia Eghbal's book, _Working in Public: The Making and Maintenance of Open Source Software, _and her paper, “Roads and Bridges: The Unseen Labor Behind Our Digital Infrastructure.” [00:37:18] Luis's spotlight is Moodle, the OSS learning platform. Links SustainOSS (https://sustainoss.org/) SustainOSS Discourse (https://discourse.sustainoss.org/) podcast@sustainoss.org (mailto:podcast@sustainoss.org) SustainOSS Mastodon (https://mastodon.social/tags/sustainoss) Open Collective-SustainOSS (Contribute) (https://opencollective.com/sustainoss) Richard Littauer Socials (https://www.burntfen.com/2023-05-30/socials) Elizabeth Barron Website (https://www.elizabeth-barron.com/) Elizabeth Barron LinkedIn (https://www.linkedin.com/in/elizabethn/) Luis Cañas-Diaz Website (https://sanacl.wordpress.com/) Luis Cañas-Diaz LinkedIn (https://www.linkedin.com/in/canasdiaz/) Dawn Foster Website (https://fastwonderblog.com/) Dawn Foster LinkedIn (https://www.linkedin.com/in/dawnfoster/) CHAOSS (https://chaoss.community/) CHAOSS slack (https://chaoss-workspace.slack.com/join/shared_invite/zt-28p56bayt-67TRjdA4yJWQmUd4hCzULg#/shared-invite/email) CHAOSS Practitioner Guides (https://chaoss.community/about-chaoss-practitioner-guides/) Johnny Wilson-Ventures Birding Tours (https://www.birdventures.com/Johnny-Wilson.html) Clocker (https://abhishekbanthia.com/clocker/) Working in Public: The Making and Maintenance of Open Source Software by Nadia Eghbal (https://www.amazon.com/dp/0578675862/) “Roads and Bridges: The Unseen Labor Behind Our Digital Infrastructure” by Nadia Eghbal (https://www.fordfoundation.org/work/learning/research-reports/roads-and-bridges-the-unseen-labor-behind-our-digital-infrastructure/) Nadia Asparouhova (Eghbal) Website (https://nadia.xyz/oss/) Moodle (https://moodle.org/) Sustain Podcast featuring Nadia Eghbal (https://podcast.sustainoss.org/guests/nadia) Credits Produced by Richard Littauer (https://www.burntfen.com/) Edited by Paul M. Bahr at Peachtree Sound (https://www.peachtreesound.com/) Show notes by DeAnn Bahr Peachtree Sound (https://www.peachtreesound.com/) Special Guests: Dawn Foster, Elizabeth Barron, and Luis Cañas Diaz.

Les références : Site des RPLL Rencontres Professionnelles du Logiciel Libre Association Chamilo Moodle - site du projet Moodle Libre à vous ! #180 sur le sujet des plateformes d'apprentissage Libre à vous ! #31 sur le sujet de la bureautique libre Libre à vous ! #75 sur Saint Martin d'Uriage « Migrer son système d'information vers les logiciels libres. Un défi politique et technique pour les collectivités », de Claudine Chassagne, 2 février 2024, aux éditions Territorial Libre à vous ! #162 sur les politiques logiciel libre de Lyon et du Grand Lyon Tracim Libre à vous ! #136 sur le logiciel Tracim (aide à la collaboration d'équipe)Vous pouvez commenter les émissions, nous faire des retours pour nous améliorer, ou encore des suggestions. Et même mettre une note sur 5 étoiles si vous le souhaitez. Il est important pour nous d'avoir vos retours car, contrairement par exemple à une conférence, nous n'avons pas un public en face de nous qui peut réagir. Pour cela, rendez-vous sur la page dédiée.Pour connaître les nouvelles concernant l'émission (annonce des podcasts, des émissions à venir, ainsi que des bonus et des annonces en avant-première) inscrivez-vous à la lettre d'actus.

This week we have the return of Jon M Quigley, The Risky Guy. About Jon Jon M. Quigley PMP (204278) CTFL is a principal and founding member of Value Transformation, a product development (from idea to product retirement) and cost improvement organization established in 2009. Jon has an Engineering Degree from the University of North Carolina at Charlotte, two master's Degrees from the City University of Seattle, and two globally recognized certifications. In addition, Jon has more than thirty years of product development and manufacturing experience, ranging from embedded hardware and software to verification and process and project management and managing systems and verification groups at a multinational organization.Jon won the Volvo-3P Technical Award in 2005, going on to win the 2006 Volvo Technology Award. Jon has secured seven US patents and several international patents. These patents range from multiplexing systems and human-machine interfaces to telemetry systems and driver's aides.Jon has been on the Western Carolina University Master of Project Management Advisory Board and Forsyth Technical Community College Advisory Board. He has also been a guest lecturer at Wake Forest University's Charlotte, NC campus and Eindhoven Technical University (Holland). He has taught at Technical Schools and Universities and at SimpliLearn and B2B. He is an experienced direct and distance learning teacher with Moodle and Blackboard. These classes include Agile, TQM, APQP, Risk management and PMP and CTFL certification classes. He has more than 26K contacts on LinkedIn.Jon has authored more than 15 product development and project management books. The books he writes are used in bachelor and master-level classes at universities across the globe, including the Eindhoven Technical University, Manchester Metropolitan University, San Beda College Manila in the Philippines, and Tecnológico de Monterrey.In addition to more than 70 different magazines, e-zines, and other outlets. He writes three recurring columns:1. PMTips Quigley and Lauck's Expert Column2. Assembly Magazine, P's and Q's on project management and quality,3. Automotive Industries, Quigley's Corner on automotive product development4. Microsoft Project User GroupJon has given numerous presentations at technical conferences on a variety of domains of product development, including product testing, learning, agile, and project management. He has also frequently been interviewed by numerous business and project magazines, podcasts, and webinars.Jon is the co-author or contributed to over 20 books on project management. --- Send in a voice message: https://podcasters.spotify.com/pod/show/sundaylunchpm/message

This week we have the return of Jon M Quigley, The Risky Guy part two. About Jon Jon M. Quigley PMP (204278) CTFL is a principal and founding member of Value Transformation, a product development (from idea to product retirement) and cost improvement organization established in 2009. Jon has an Engineering Degree from the University of North Carolina at Charlotte, two master's Degrees from the City University of Seattle, and two globally recognized certifications. In addition, Jon has more than thirty years of product development and manufacturing experience, ranging from embedded hardware and software to verification and process and project management and managing systems and verification groups at a multinational organization.Jon won the Volvo-3P Technical Award in 2005, going on to win the 2006 Volvo Technology Award. Jon has secured seven US patents and several international patents. These patents range from multiplexing systems and human-machine interfaces to telemetry systems and driver's aides.Jon has been on the Western Carolina University Master of Project Management Advisory Board and Forsyth Technical Community College Advisory Board. He has also been a guest lecturer at Wake Forest University's Charlotte, NC campus and Eindhoven Technical University (Holland). He has taught at Technical Schools and Universities and at SimpliLearn and B2B. He is an experienced direct and distance learning teacher with Moodle and Blackboard. These classes include Agile, TQM, APQP, Risk management and PMP and CTFL certification classes. He has more than 26K contacts on LinkedIn.Jon has authored more than 15 product development and project management books. The books he writes are used in bachelor and master-level classes at universities across the globe, including the Eindhoven Technical University, Manchester Metropolitan University, San Beda College Manila in the Philippines, and Tecnológico de Monterrey.In addition to more than 70 different magazines, e-zines, and other outlets. He writes three recurring columns:1. PMTips Quigley and Lauck's Expert Column2. Assembly Magazine, P's and Q's on project management and quality,3. Automotive Industries, Quigley's Corner on automotive product development4. Microsoft Project User GroupJon has given numerous presentations at technical conferences on a variety of domains of product development, including product testing, learning, agile, and project management. He has also frequently been interviewed by numerous business and project magazines, podcasts, and webinars.Jon is the co-author or contributed to over 20 books on project management. --- Send in a voice message: https://podcasters.spotify.com/pod/show/sundaylunchpm/message

This week we have the return of Jon M Quigley, The Risky Guy. About Jon Jon M. Quigley PMP (204278) CTFL is a principal and founding member of Value Transformation, a product development (from idea to product retirement) and cost improvement organization established in 2009. Jon has an Engineering Degree from the University of North Carolina at Charlotte, two master's Degrees from the City University of Seattle, and two globally recognized certifications. In addition, Jon has more than thirty years of product development and manufacturing experience, ranging from embedded hardware and software to verification and process and project management and managing systems and verification groups at a multinational organization.Jon won the Volvo-3P Technical Award in 2005, going on to win the 2006 Volvo Technology Award. Jon has secured seven US patents and several international patents. These patents range from multiplexing systems and human-machine interfaces to telemetry systems and driver's aides.Jon has been on the Western Carolina University Master of Project Management Advisory Board and Forsyth Technical Community College Advisory Board. He has also been a guest lecturer at Wake Forest University's Charlotte, NC campus and Eindhoven Technical University (Holland). He has taught at Technical Schools and Universities and at SimpliLearn and B2B. He is an experienced direct and distance learning teacher with Moodle and Blackboard. These classes include Agile, TQM, APQP, Risk management and PMP and CTFL certification classes. He has more than 26K contacts on LinkedIn.Jon has authored more than 15 product development and project management books. The books he writes are used in bachelor and master-level classes at universities across the globe, including the Eindhoven Technical University, Manchester Metropolitan University, San Beda College Manila in the Philippines, and Tecnológico de Monterrey.In addition to more than 70 different magazines, e-zines, and other outlets. He writes three recurring columns:1. PMTips Quigley and Lauck's Expert Column2. Assembly Magazine, P's and Q's on project management and quality,3. Automotive Industries, Quigley's Corner on automotive product development4. Microsoft Project User GroupJon has given numerous presentations at technical conferences on a variety of domains of product development, including product testing, learning, agile, and project management. He has also frequently been interviewed by numerous business and project magazines, podcasts, and webinars.Jon is the co-author or contributed to over 20 books on project management. --- Send in a voice message: https://podcasters.spotify.com/pod/show/sundaylunchpm/message

Sabine, Sok-Yong und Guido zeichnen die äußerst erfolgreiche Einführung von Moodle in der IG Metall Bildung nach. Welche Faktoren gehören zu einer erfolgreichen Softwareeinführung und wo gibt es noch Hausaufgaben zu erledigen. Das Thema leitet über in die Jahresarbeitstagung der zentralen Bildungsarbeit der IG Metall und endet mit einer Bestandsaufnahme die Digitalen Bildung nach Corona.

The 16:9 PODCAST IS SPONSORED BY SCREENFEED – DIGITAL SIGNAGE CONTENT A LOT of digital signage software companies have identified education as a key vertical market, but very few have the history, experience and platform for education like Carousel Digital Signage, which got into the business in 1997 because of an ask from a public school system. I had a really good chat, one that flew by, with Eric Henry, the president of Carousel, which is the digital signage side of a larger Minneapolis company called Tightrope Media Systems. The Tightrope side of the business focuses on broadcast. In our chat, Eric and I get into the opportunities and challenges of working with K-12 schools, what typically goes in, and the types of content that help create a sense of community. He has some interesting thoughts about taking marketer's approach to messaging in schools, and getting beyond the predictable. We also touch towards the end on the higher ed market, which has some core similarities in terms of need, but is also quite different. Subscribe from wherever you pick up new podcasts. TRANSCRIPT Eric, thank you for joining me. Happy New Year. Eric Henry: Happy New Year.  I've done a podcast in the past with your colleague, JJ, but it's been a few years. For those who don't know much about Carousel, can you give me the background? I know that you grew out of tightrope media systems. Some people will know that, but others won't. You've been around since 1997, maybe not you personally but the company.  Eric Henry: Yeah, correct. Personally, I haven't been at the company since 97, but I've certainly been around since 1997. But yeah, Carousel started out as Tightrope Media Systems, actually still a division of Tightrope Media Systems.  So there are two divisions of the company, Carousel, which is the digital signage group and then Cablecast, which is actually our community television broadcast, part of the company and so I actually run the Carousel business. We did start in 97. 1996-97, It's debatable in terms of paperwork and those types of things, but after a long time, it actually came out of the education space. So, our first customer was Wayzata Public Schools in Minnesota for Carousel some 26 years ago, and we've been in that space for quite a long time. Obviously signage lends to many other vertical markets, so we are certainly in other verticals but our founder story is rooted in the education space  And going way back to the late nineties, what was a school district looking for at that point? And is it pretty much what they're looking for today? Eric Henry: Quite a bit different today. So back in the late nineties, there were certainly much more tube televisions and we could update lunch menus and those types of things and that was really very early days of putting content on screens that wasn't broadcast.  So that was really the early days where schools were looking for a solution that wasn't really hard because there were only a couple of things that could actually put content on screens but they were fairly prohibitive because a lot of them were designed for much more retail, graphic intensive folks and not necessarily teachers. Right. Yeah. I remember back to the mid to late nineties, there were early-stage quasi digital out of home companies that were in the business of going to school districts and schools in general and saying, Hey, we'll put a TV in the classrooms of your school and you can run school messaging on there. But by the way, there's going to be advertising there too, to pay for the technology. That's a model that didn't work.  Eric Henry: No, it did not. And I think we've really been trying to find our way as an industry, for quite a long time. If you look at the early days, I remember being at a trade show and there were two higher eds from the same state. And I asked them why they wanted to do a digital signage project and the answer was basically because the other one was going to do it. So, that's not a very compelling reason, nor is that really a sustainable industry. If we don't really understand what the value is that we're going to bring, why are we doing this thing? And I think that has really been a long journey for us and we've been searching and wrestling with that question. We did a signage project because it was cool and because nobody else was doing it or because we wanted to put something on these new flat panel displays we wanted to buy but it's very different now in terms of what's important and what schools are thinking about when they're putting content on screens. And what a K-12 environment does versus what a higher ed environment does can be very different, correct?  Eric Henry: They can be the ultimate goal. The ultimate goal is the same. How you reach that goal may look a bit different, right? In a K-12 versus a higher ed. I would say one of the major things, so the thing that is the same, what we see and this is true for any organization, our corporate customers as well in the retail space. This idea that people feel connected to their community, like the heart of us, is what we can do to give an organization tools to keep their people connected. Ironically, we're suggesting more use of technology but using technology to actually bring people together in a relationship face to face. So the more that people are aware of what's happening within their school and things they can participate in. So extracurricular clubs or the sports scores from last night from the football team or the auditions for the play coming up. Those types of things or recognizing people within their community is really creating more sense of community through visual communication is really at the core of what K-12s do and higher eds do. Now it varies a little bit. Higher ed, for example, the big challenge is getting students on campus and getting students registered for classes and those types of things. So the campus visits weekends and promotes what that university has to offer. So it is a bit more of a marketing tool for prospective students and those types of things, when you're trying to attract them to campus. And then the signage becomes a tool that says, Hey, you're in the residence hall, just so you know, seven o'clock on Thursday, this math club is meeting or you can go into the writing lab and get a review of your paper. So, that is how across education it is creating community and creating awareness of all the services and things that we're providing to help you be successful. So, let's talk first about K-12. What does that environment or what does the build typically look like for a school within a larger school district? And I guess I'm also asking, do you sell to a school district or is it school by school? Eric Henry: We certainly have had both approaches. So in the K-12 space, what is interesting is it really depends on the district. And now there are districts that have standardized on the Google ecosystem. There are school districts that have standardized on the Apple ecosystem and there are school districts that actually split between Google ecosystem and primary grades and Apple for higher secondary schools. So, in terms of environments that we see, we see typically a Google or an Apple environment or a mixed environment between those two, sometimes Microsoft.  So does that matter to you?  Eric Henry: It matters a little bit in terms of how we're thinking about a deployment, not a ton to us directly at the Carousel. We obviously have to be mindful of customers' choices, right? So, there are certainly relationships that we have that are more ingrained or stronger or support devices that we have. We do have opinions around what devices we feel work best but if you've already made device choices, as Carousel, we need to work to support those devices. So with that said… In a Chrome OS environment.  Eric Henry: Yes. But the qualifier on that environment, is it to the same level of support and performance as the Apple ecosystem or the BrightSign ecosystem? No. They run on Chrome but we don't invest top tier resources in terms of making sure that's the prime environment. And honestly, because we don't have a lot of customers running on Chrome. That's what it comes down to for us. So as far as a K-12, what we see most often is common area signage and so not necessarily in the classroom. So when you ask a school, Hey, are you doing digital signage? They would say, yes, we have five devices in common areas. So in each of the main hallways or however they break out their building. Sometimes they've had it at a district but many times it started at one school because there was a champion within a school. Sometimes we have a district that has three or four different solutions. Some every once in a while, we have district-wide initiatives and we prefer that because whether you're going with us or a competitor, we think it makes more sense to think about your communication strategy more holistically. So it's a little bit challenging if you have three or four different solutions. And I would say we see more individual schools choosing than we see full districts choosing. We've seen mostly common areas and sometimes, Hey, can we do something in the lunchroom? And what we've really tried to encourage schools to be thinking about is how can we get into the classroom? beyond the common areas because the reality is when I observed my kids in school they're cruising through the hallway as quickly as they can to get to class. So, there wasn't a lot of dwell time in common areas unless you're at lunch. So how can we get into the classroom in a way that's affordable?  And that's been a big challenge over the years with the devices that we have and especially the mix. As I mentioned, there's Google and there's Apple. There's also Lots of other devices that we see in the classroom. We have Immersive, we have Screenbeam, all these other multi-purpose devices that we see in classrooms, we've really tried to think about how we can lean in and support that. And I've wondered about the other devices like Immersive and Screenbeam and Zoom rooms and so on. There seems to be a marketing effort for the schools to have this in their classrooms because you can not only use it for collaboration and teaching and so on but in downtimes, it can be used as digital signage messaging, a kind of screensaver-ish mode. But I've wondered, does that actually happen?  Eric Henry: No. The short answer is no. The reality is it's cost-prohibitive. So if we wanna get into a little bit of where we're going as a Carousel. When you look at school districts, a K-12 or a higher ed, they have to be very mindful of their budgets and how we as digital signage manufacturers, CMS providers have priced our products historically. You have a dedicated media player and we price per media player. So anytime we go to a classroom environment, you start talking about a 100 or 200 or 500 per school, which pretty quickly gets the school district out of the budget. So this is where as Carousel, we've backed it up. And so talking about what is a K-12 or a higher ed trying to accomplish. I did have an opportunity to go and meet with a bunch of higher ed leaders and really hear from them what their struggle is and what they're trying to do and overwhelmingly the theme was, Hey, kids don't read emails, kids aren't engaged. They don't really know what's going on. How can we reach these kids? That's the question they had for us and how can you be part of helping us with that? And the interesting thing is there's already like 15 ways we can communicate with people, right? We have Slack teams, all the different higher ed little solutions for back and forth communications with students like Patio and all these other ones and we have digital signage and we have Moodle and Blackboard and all these others learning management systems.  So thinking about all of those things, I backed up and none of those higher ed leaders were saying, boy, the thing that I really need is digital signage. It's going to solve all of my problems and so that was very clear to us. So when we started asking the question, what does my overall communication strategy look like as a higher ed leader? What do I think about my communications as campaigns? Like retailers think about marketing campaigns. Here's all the places I'm going to place this campaign. Here's when I'm going to place it. Here's who needs to see it. Here's the call to action. When we start thinking about communication for a higher ed or a K-12 in that way, we understand that signage is one part of that much bigger communication. And it moved us to this idea of let's think more about the audience that we're communicating with than the number of devices they're necessarily on. So, as far as where we're going in the future, we're going to a K-12 or in a higher ed and saying, you need to communicate within your classrooms to all of your students. And you identify your student body as one audience. You should have an audience feed for students and if you need to communicate with parents, that should be a different audience that you're thinking about and even switching the value proposition of carousel and how we price based on that concept of saying, how many audiences, unique messages do you need to create to meet with your people? And don't worry so much about whether that's a 1000 people or 5,000 people thinking about what audience you have because the interesting thing about signage and the way that it's always been is the more successful you as an organization are, the more expensive it is for you, right? And when we want to switch that, we want to say, look, we want the Carousel to be really helpful in actually accomplishing the thing that you're trying to do, right?  You want students on campus, you want them to feel connected, you want them to be successful. So the more people that know what's going on and the more people that see that information, the more successful you're going to be. And I don't want you worrying about what that costs you. I want you to go, okay. I know that I want to target my freshmen, my sophomores, my juniors and my seniors with unique messages. So Carousel, we need four feeds. Cool. How many people are actually consuming that feed? Hopefully a bunch, because you'll feel like you got a lot of value out of those feeds. And so that's how we're looking at solving that classroom problem and it sets us up for some other things that we're thinking about going beyond the screens on walls. It's still necessary. I think seeing that message and a dedicated screen on a wall is absolutely important. Seeing it in the classroom is important. Seeing it on other devices and web pages and screensavers is also really important. So we're trying to think much more holistically about how we are thinking about our communication campaign and all the places that should show up So, if capital budgets and operating budgets are an issue, as they certainly would be in most school districts and the schools aren't really multipurpose these other devices like the Immersive and so on for digital signage, how do you make all this happen?  Eric Henry: Well many times. We rarely see a net new from zero signage project, right? They're making a big capital outlay for screens and for devices and so oftentimes it is, how can we take the investment you've already made? and enhance it and leverage it for new purposes. So for us, very often, we are going into a school district or we're coming alongside an LG or a Screenbeam or BrightSign or whoever that already have these deployments and saying, how can we make this deployment better? Because you're already using this device for something else. So, that's where we as Carousel come in and say, this is how we're going to price this thing. Sometimes these multipurpose devices are just playing a URL. And so if the classroom signage communication is simple. It's very easy to do if it's a little lighter weight and as Carousel, it's more about providing the thought leadership and helping them strategize what they're trying to do in their organization and think about the inventory of all the devices that you have and what are the things which we can support, what an additional investment might you need to have as well to make this happen in a big way. Then by the way, we have to make sure that it's simple enough for you to administer so that you're not hiring staff because nobody has the ability to hire staff just to manage signage networks. So that's how we think about it. Okay,  So you got to educate the educators. One thing that I've seen come out in press releases here and there, I'm thinking in particular of Rise Vision that focuses a lot on K-12 is the use of students to do the content creation and actually in some cases, manage the screen networks within schools. And when you start thinking in terms of a marketer and taking a marketer's approach to communication which makes perfect sense to me, that's not necessarily a mindset or a skill set that a 16 year old kid who knows their way around motion graphics has much experience in. Eric Henry: Yeah, I think I love that direction because it's not just for the content creator kids, it's also for the tech kids who can manage the network. And so for us, we're working on some things that will come out later this year to really encourage, close to my heart is, diversity in tech. One of the challenges with diversity in tech is that we don't have a diverse population of people to even hire to come to our company and so what I would love to do is move into the middle school, high school age of kids and encourage them to experience tech, event management of devices and configuration and those types of things. On the back end, especially in areas that are much more diverse than we are here in Minnesota and so we're looking at things that we can do as a carousel to incite much more of that activity. I applaud what Rise Vision is doing because I think it's the same heart that we have, which is how we can get these kids engaged and getting their hands on things and thinking about things early. Now, are they always going to know what to do and how to get it right? Not necessarily and so we have all the tools within the Carousel to do that in a pretty safe way where there's content approval workflows, there people don't get to post things directly to the signage network and so you'd have a teacher or an administrator checking their work and making sure they're not doing crazy stuff but I think that's absolutely important, like hands-on learning is valuable and getting kids a taste of, am I interested in communications? Do I want to create the video that goes on the signage? That's pretty cool. So, I absolutely love that direction.  Yeah. Giving logins to a group of 16 year old boys terrifies me.  Eric Henry: Yeah. You definitely have to make sure that your system is locked down and that your users are set up correctly, for sure. So when you're taking this marketing centric approach and getting material up in common areas and ideally in the classroom as well. What are those messages that really seem to work well? Beyond the obvious things like, congratulations to the team for winning the local football championship or its hamburger Friday. .  Eric Henry: Yeah, those are certainly the core things. I would say that student wellness has been a pretty significant area of focus.  What do you mean by that?  Eric Henry: What I mean by that is, around student wellness in the U. S. there's some discussion around social emotional learning is another term that they would use. So, student wellness being, are you experiencing anxiety? Here's how to prepare for tests here. Hey, the emergency drill is coming up in two weeks. Preparing students, especially, coming back from the pandemic and kids not being in that routine. Trying to help with all of the things that students are wrestling with, Hey, here are the support services we have as a school available to you as a student, here's how to prepare for a test. A lot of those. So when we talk about student wellness, their mental and their physical health, like really thinking about those types of things providing content. We actually interviewed some different teachers and administrators and found that they were spending a pretty significant amount of time trying to go and find that content online to put on their signage networks. And so we actually hired some people to help develop that content professionals in that space to provide to schools, whether they were a Carousel customer or not. Just say, Hey, if this is helpful to you, here's anti bullying campaigns, here are things around deep breathing or other things and this is not my area of expertise but just giving you a flavor of the types of things that what we're hearing from schools are a lot of kids were anxious, a lot of kids were struggling, a lot of kids were acting out when they came back from the pandemic. So how can we be helpful in even the messaging that they're seeing on screens? And so a lot of soft messaging I would say around, what do we want to recognize as a community? A lot of recognition stuff around, in primary grades especially. At our schools, they call them the wow awards. What are you exhibiting the values of the school? And we're going to celebrate Caleb, the first grader who showed kindness, those types of things. Reinforcing what we want our community to be about. And does an individual school have to have a champion, they have to assign whether it's a teacher or somebody in the front office staff or whoever who's going to manage this thing?  Eric Henry: Typically that works best. And this is true in education, in corporate, in retail, in healthcare, in every vertical, when we start talking about a signage network, the first assumption is we're going to have one person do all of this stuff, right? Or two people and it's going to be highly centralized and that reasonably quickly becomes not sustainable. So back to the Genesis of Carousel and understanding who we were building the product for in the late nineties has always been part of, we have to make sure of the complex as this becomes and at enterprise scale that individual people can still manage their little world. So fundamental to Carousel is how can we keep the user experience simple? If I'm a district and if I log in, I can't see other schools because I already don't know where I'm supposed to go. Architecting your signage system in a way that I log in and I only see the two or three things that are relevant to me is very important. You may have a champion at a school but you may have really targeted things like, Here's the PTA groups log in, here community educations log in for after school and they can only do certain things in certain zones and here's the administration from the principal's office and they're responsible for school wide messaging. So we encourage the school or the district to really, let's start with your initial scope and think about who's going to own it and where are you going to get the content from? And then let's go from there but understand that all the tools exist for you to really break it down. So even as we were talking about students earlier, this is how you would use the carousel in a safe way for students. And sometimes the safe way has to be for teachers too. Not because they're trying to do something malicious but because they might not know how to use a signage network. So for us, always the goal is how can we make this as simple and dynamic as possible? Some schools, the Carousel is the collector of all of the other information systems. Here's an RSS feed of the sports scores. Here's what we're getting for the lunch menus from another system and just consuming stuff from other places and putting it together in a way that is useful and is highlighting the most important things that's really valuable because now I don't have somebody constantly trying to feel like they have to maintain yet another system  In the same way that in the business world for workplace communications and so on, the last four or five years have seen an explosion in the ability to use API's to tap into real time data and general data from business systems. Does that work within school districts? Are there data sources available to you? And are they useful?  Eric Henry: Certainly. The thing that's a little bit challenging in the education space is probably the most valuable information system to tap into is the student information system. At the same time, you have to be very careful about that. It's like in healthcare, like patient information. There are pretty natural things that you would connect to in a school. The things that are interesting I think are more on the content creation side, let's take Google Slides or Canva or those types of tools that schools are already using. I think those are probably more pertinent in the education space, certainly than they are in the commercial space. They are fairly common, Hey, let's go grab the sports scores or grab a thing off our website or those types of integrations that are pretty lightweight but more than anything is probably like, can I grab my Google slides content that I made as a teacher and put it over here? So that's a little bit different. Corporate is much more, give me Power BI dashboards and hard data and those types of things.  The difficulty in schools is there's not like a Power BI and everybody uses it type thing in education and so we have to be a little more flexible in terms of, Hey, can you get it in RSS and consume it? It's hard to build APIs for everything that's out there.  Time is flying here but I wanted to quickly cover off as well the distinction between K-12 and higher ed because K-12 the students have to go and they go in their neighborhood or in their general area. But with higher ed, a lot of what's going on is about recruitment, right? Whether it's for athletes or non-athletes students. Eric Henry: Certainly. So in the higher ed space, I think one of our customers that uses Carousel pretty significantly is the University of Minnesota right here in our backyard and they have the 3M innovation lab and they're highlighting all of the innovation and the things that they're doing throughout the world. They're highlighting things like green buildings that are carbon neutral and all the stats of the building. So you'll see much more in higher ed space, I would say, much more around thought leadership and why you should come to this university, how well you're going to be supported here in certain areas. And the beautiful thing about signage is it's flexible, so you can schedule everything. So, the higher ed will schedule things that if you have a campus visit weekend or you know that you're having incoming students, prospective students coming to campus, you can really target your messaging to all of that type of stuff. Think about the possibilities of why we're an awesome university and all the resources available to you. Then when you get to regular campus life as people are coming back from break now, for example, now we can start talking about and here's all the things that we're doing right now. Hey, remember students, this is the thing that's going on Thursday night. So you see things in residence halls that are reinforcing things that are happening on campus because students usually remember the thing that's right in front of them because they have so many things going on. So, that's what it looks like in higher ed versus…  I think the wellness thing would be even more important or maybe not more important but as important as K-12 in higher ed because you've got particular first year students who maybe moved away from home and this is the first time on their own and they may be extroverts who are just right in there for party central but there'd be all kinds of young students who are a little a bit terrified and very lonely. Eric Henry: Certainly. And it's interesting because the services available in a higher ed are a little bit different than in K-12, right? So the messaging around wellness and availability of those services looks a little different in higher ed but you're certainly right on point. Again, reminding the students that there is actually a wellness center. There actually are places to go to work out. There are places to go to get counseling services within higher levels that you can sign up for. The university my kids attend, that's actually a free service on campus for them and they didn't know about it until they saw it. They were reminded of it and they didn't read the newsletter that the university sends out but they saw it seven times on the signage and then they actually went. So that's the idea. It worked. All things are possible. Eric, thank you very much. That was great. We could have easily chatted for another 90 minutes, but try to cap these things at about half an hour and it's been terrific.  Eric Henry: Yeah. I appreciate the opportunity. It was great chatting with you.

Shawn and Troy talk about Moodle, Christmas Break, Public Domain, and more. Dave continues with the best books about Science.    

Shawn and Troy talk about student research in Moodle, some inquiry cubes, and more. Dave hears an Acoustician.    

In today's episode, we dive into the world of digital evangelism with Mark Appleton, where he shares invaluable insights into how evangelism evolved in the digital age.  Additionally, we explore the challenges and opportunities faced, along with the power of storytelling in sharing faith, and gain a glimpse into the future of digital evangelism. Mark also shares effective strategies for reaching a diverse audience.  Join us for a captivating exploration of how technology is transforming the spread of the Gospel and how we can make faith accessible to people worldwide.    Show Notes: Billy Graham Evangelical Association (BGEA)  “Moodle” is a Learning Management System (LMS) used to manage, deliver and measure training and learning online “Internet evangelism is also one of the core ministries of the past 10 years or so here. And it's taking that same idea. But leverage digital tools and technology to proclaim the gospel.” (Mark Appleton, 2023)  Connect with Mark Appleton and the BGEA Community:  Mark Appleton LinkedIn  BGEA Facebook  BGEA Twitter BGEA Instagram  BGEA LinkedIn BGEA Website Connect with Nils Smith: Nils Smith Website Nils Smith Facebook Nils Smith Twitter Nils Smith Instagram Nils Smith LinkedIn Social Media Church Discord This episode is sponsored by Churchpress.co, the leading website platform trusted by churches and religious organizations worldwide. Also brought to you by Amplify Social Media, your trusted partner in navigating the ever-evolving landscape of social media marketing.

Les références : Conférence de Charlotte Thomas sur Baguette# à Pas Sage en Seine Journée du Libre Éducatif 2023 Gnuplot Baguette sharp Licence GNU GPL GIMP Emacs Rust GeoGebra Matrix Mattermost Moodle Omega Symbolibre Mon-oral.net, description sur la page de l'académie d'Orléans-Tour Comment j'ai lutté pour obtenir mon diplôme sans utiliser de logiciel non libre, histoire d'un étudiant polonais ayant obtenu son diplôme sans logiciel privateur NachosVous pouvez commenter les émissions, nous faire des retours pour nous améliorer, ou encore des suggestions. Et même mettre une note sur 5 étoiles si vous le souhaitez. Il est important pour nous d'avoir vos retours car, contrairement par exemple à une conférence, nous n'avons pas un public en face de nous qui peut réagir. Pour cela, rendez-vous sur la page dédiée.Pour connaître les nouvelles concernant l'émission (annonce des podcasts, des émissions à venir, ainsi que des bonus et des annonces en avant-première) inscrivez-vous à la lettre d'actus.

Hello everyone! My name is Ladek and my guest for this episode is Gavin Henrick, CEO and Co-Founder at Brickfield Education Labs.Gavin is a deeply experienced education technology executive who leverages his broad product and market knowledge to tackle learning and development challenges. He co-founded Brickfield in 2019 to focus on improving accessibility, quality of content and assessments in Learning Management Systems like Moodle and Open LMS.In this very ‘accessible' conversation, Gavin and I talk about00:00 › Start8:05 › What Is Accessibility in Learning Design—especially when talking about learning challenges not related to a permanent disability.11:18 › How Gavin Works with clients to assuage fears around creating accessibility as part of an inclusive culture in an organization and what are the top challenges these clients identify?24:52 › VIP SOPs—Gavin discusses his process for helping teams form the habit of creating things that are accessible like manuals, SOPs and checklists.28:02  › Established Accessibility Goal Structures—Whether they exist, and how they might vary across organizations by size or focus38:18 › AI Efficiencies—Gavin discusses how AI plays into creating efficiencies around accessibility and how Brickfiled Labs is incorporating this into their toolsetListen to AI experts cut through the noise in the AI in Learning Summit.Hundreds of hours of top-notch content: Check out eLearnMagazine.com/ai-in-learning-summit to get your free ticket

Shawn and Troy discuss back to school, AI in schools, Moodle and more. Dave names the Dinos.               

A Udesc abriu inscrições para quase 500 vagas remanescentes em cursos de graduação presenciais e a distância, com seleção pelo histórico do ensino médio e ingresso no segundo semestre deste ano. Acesse o edital e o formulário para inscrições no site da Udesc. As inscrições são gratuitas e poderão ser feitas até a próxima quarta-feira, dia 30, mediante o preenchimento do formulário eletrônico e o envio da documentação conforme as orientações do edital. São oferecidas 474 vagas remanescentes em 22 cursos presenciais, oferecidos em nove cidades: Balneário Camboriú, Caçador, Chapecó, Joinville, Ibirama, Lages, Laguna, Pinhalzinho e São Bento do Sul. Na modalidade a distância, são ofertadas 14 vagas para o curso de Tecnologia em Análise e Desenvolvimento de Sistemas, distribuídas entre Lages e Tubarão. A homologação das inscrições será divulgada a partir de 6 de setembro; e o resultado final, a partir de 12 de setembro, no site udesc.br/vestibular. A Udesc mantém o sistema de cotas pelo Programa de Ações Afirmativas. Das vagas de cada curso, 30% estão reservadas: 20% para candidatos com todo o ensino médio na rede pública e 10% para candidatos negros.Mais informações podem ser obtidas na página oficial do vestibular e com a Coordenadoria de Vestibulares e Concursos (Covest), pelo e-mail vestiba@udesc.br.  --- Aplicativo customizado do Moodle facilita ações para aprendizagem Udesc.Edu conta com vários recursos para a interação entre professores e estudantes. --- Três chapas concorrerão à eleição da Udesc em outubro______________Alunos podem se inscrever para competição de inovação______________Udesc é a única universidade com aceleradora própria no Startup Summit 2023______________Parceria entre Udesc Joinville e empresa fica consolidada______________Udesc Planalto Norte realiza formatura no sábado à noite______________Biblioteca Central promove oficina de ilustração intuitiva______________Editora Udesc lança e-books sobre arte e Brasil Colônia______________Diretor teatral da Rússia inicia atividades no Ceart

Join Sarah Knight, head of learning and teaching transformation at Jisc, who is joined by Marieke Guy, Head of Digital Assessment at University College London (UCL) and Mary McHarg, Activities & Engagement Officer at UCL Student Union to discuss the reimagining of assessment and feedback at the institution. Marieke provides insights into the university's broad scope, with 11 faculties and over 60 departments. UCL supports around 43,000 students and over 14,000 employees, offering a diverse range of undergraduate and postgraduate programmes. They discuss how the institution faces the challenge of maintaining consistency and utilising technology effectively due to its scale and diversity. Mary highlights the challenges students face in relation to assessment and feedback. With a vast institution like UCL, students experience different assessment methods, frequencies, and feedback quality across departments. The podcast explores the importance of consistency, quality feedback, and supporting student well-being. The episode emphasises the involvement of students in the assessment process. UCL actively engages students through panels, partnerships, and programmes such as ‘student changemakers'. Marieke discusses the wide range of assessment tools used at UCL, such as Moodle, Wiseflow, Mahara, WordPress, Crowdmark, and Turnitin. The conversation moves on to how UCL is addressing the need for assessment practice and curriculum redesign. Marieke mentions ongoing work with the academic practice centre and academic communication centre to support staff in rethinking assessments. The discussion delves into AI's role in assessment and the need to educate staff and students about its capabilities, limitations, and ethical considerations. UCL is incorporating AI into assessments and actively involving students in discussions about its use. The episode concludes with the importance of senior leaders supporting the institutional approach to rethinking assessment and feedback. It emphasises the need for clear communication, involving students as partners, providing resources and support for staff, and investing in experts. Show notes Read more about how UCL is redesigning assessment for the AI age Check out our framework guide for digital transformation in higher education, and explore a comprehensive perspective on how the digital environment can support positive work, research and learning experiences, and promote a sense of belonging and wellbeing Read the UCL Digital Assessment Team blog for valuable insights and updates on innovative digital assessment practices at UCL Subscribe to Headlines - our newsletter which has all the latest edtech news, guidance and events tailored to you Get in touch with us at podcast@jisc.ac.uk if you'd like to come on the show or know someone who might suit the series

0092 Women of Power Show with Super Guest Rev. Dr. Christina Tillotson Dr. Christina is an award winning expert in online education and facilitating community online for students and faculty since 1998. She is an expert in supporting others in the use of Learning Management Systems such as Moodle and video conferencing systems such as Zoom to facilitate community online at the highest level. She is the founder of Enhancing Life Unlimited, dedicated to enhancing lives and transforming the world. She has been an accredited T'ai Chi Chih, Joy Through Movement instructor since 1993, and has found this practice invaluable in staying centered in all of her many professional activities. She has taught this way of integrating body, mind and Spirit to corporations, the Marine Base at Camp Pendeleton, fitness clubs, and senior facilities. She now teaches her T'ai Chi Chih classes on Zoom. She is available to create custom T'ai Chi chih classes for employees and members of organizations. She has been teaching on-line since 1998 as a pioneer in online education. For 16 1/2 years, she served as the Distance Education Dean of the Holmes Institute, a 100% online accredited Master's Degree program in Consciousness Studies, using her special skills in supporting faculty in creating and teaching online courses. As a former professor for the Holmes Institute, she created and facilitated an accredited course in facilitating online community and teaching online for over 12 years to high accolades from student. She is now available to use use her uncommon online education and online community expertise to teach and assist others in taking education and other in-person activities on-line. She is specially interested in supporting spiritual, educational, and and arts communities in effective on-line undertakings. https://enhancing.com

Shawn and Troy talk about ISTE standards, Moodle data reports, and more. Dave reflects on NGSS.         

This week, Brenna is reminding you about the Moodle upgrade tomorrow (Tuesday) and talking student success with a bright light on campus.

Shawn and Troy talk about Moodle, Presentations, and more. Dave reviews the Pandemic Impact on Students.       

Summary: Cyndi Bishop is an experienced client support specialist with a demonstrated history of working in the eLearning industry. Skilled and knowledgeable in K-8 Education, eLearning, Moodle, Training and Customer Service. She is a professional who's passionate about building client relationships and serving them with her all. Cyndi has a Master's degree focused in Educational Leadership and Policy Studies from The University of Texas at Arlington. In our conversation we talk about how Cyndi used to connect to her students as a teacher, how she like to think about creating human connection in every client interaction, and how she in't afraid to share her Christian faith with her clients on Zoom calls in a way that doesn't alienate folks. She's a Texas girl with a big smile and an even bigger heart. Key Moments: 05:35 - "Communicate the essence of You" 07:27 - Why Teachers Make Great Salespeople 19:25 - Tips on building rapport in the beginning of calls 28:38 - Strengthening the bonds with your clients Connect with Cyndi https://www.linkedin.com/in/matttenney/ (LinkedIN) Connect with Us! https://www.linkedin.com/company/53108426/admin/ (LinkedIN: ) https://stories-of-selling-human.captivate.fm/ (Website: )

Fred Dixon, Blindside NetworksMy guest for today is Fred Dixon, CEO of BlindSide Networks and the Product Manager of the ultra famous Moodle™ plugin BigBlueButton:In this connected conversation, Fred and I discuss:

Celebramos el Día Mundia de la Relajación con una herramienta web que puede ayudarte a relajarte. Además, es gratuita y no requiere registro. Prueba sus diferentes modos y diseña tu propia composición. Prueba la herramienta en Moodle.site. Únete a tribudeprofes.com > Un vídeo nuevo cada semana (todos quedan grabados para verlos cuando quieras) + un encuentro virtual cada mes conmigo y con más docentes como tú. Además, perteneciendo a TribudeProfes+ contribuyes a que todo eston sea sostenible. Te agradezco que valores con 5 estrellas este podcast y lo compartas con más docentes. Nos escuchamos pronto de nuevo. Hasta entonces... ¡que la innovación te acompañe! Episodio presentado y publicado por José David Pérez (@serendipium).

Click the Title to Play or Download. Interview with Phill Miller, Managing Director of Open LMS. Open LMS is "a Moodle™-based LMS platform designed for learners, empowering administrators.' We discuss:Phill's backgroundPhill MillerHistory of Open LMSUsage boost during CovidOpen LMS acquisitionsLower cost of ownershipSaaS approachPartnerships: Safe Assign, Ally, Intelliboard, Class Technologies  Class acquisition of Bb CollaborateNew directions in educational technology Moodle is the largest LMS worldwide, one of the "Big 4"First face-to-face Users Conference in Phoenix in October 2022 LinksClass Technologies and Open LMS PartnershipLearning Technologies Group (LTG) Open LMS parent Accredible digital credential and badge platformPodsafe music selection"Summertime" by Brother LoveDuration: 41:11

Elizabeth Dalton, IntelliBoardMy guest for today is Elizabeth Dalton, Learning & Development Analyst at Intelliboard. She's kind of a legend in the eLearning universe around data and analytics, formerly working on predictive analytics with Moodle™. Before that she worked as an Instructional Designer at Granite State College in New Hampshire, Sun Microsystems and, let's just say, she's definitely someone you want to be listening to.In this detailed conversation, Elizabeth and I discuss:How data is one of the tools we have to improve the quality of education, and how it helps honor the agreements between teachers & learners and institutional outcomes.How her role has changed (or not) when she transitioned from working at Moodle™ to IntelliBoard, and how she's remained “data first” in what she does.What is “analytics” exactly (as opposed to education statistics, for example) and how does it inform the learning experience… before it's too late for the learner?How data can help instructors who only grew up with the in-person experience and are now forced to operate online with things like whether or not learner cameras need to be on all the time.What it means to use data to help at-risk students, and what exactly “at-risk” might mean in the various education models we work within different institutions.Digital open badges and how these could significantly support many of the things that we all agree on, in general, like common learning goals in a liberal arts education.How and why we should never assume that the data systems that we have are smarter than the humans they are involved with, and why this is incredibly important for using predictive analytics.We end our conversation with how Elizabeth has some of the most fun looking at the wide variety of experiments happening with data and how we can make solid tools that everyone can use effectively to help learners.~

It is bittersweet that we announce Making Cents of Money's Jacob Hamilton is departing IDFPR! Join us as we say good-bye to Jake, he shares what's next for him professionally, and what we have in store for the podcast in the future! Mentioned in this episode: If you're listening to this episode and thinking about career transitions that you'll be going through, here are some resources that may help: - SMMC's Earn Badge (self paced course in Moodle): https://www.studentmoney.uillinois.edu/badges/earn - Recorded Webinars o What's Your Job Worth?: https://www.youtube.com/watch?v=kjxKgtjWBJE o Budget Hacks: https://www.youtube.com/watch?v=cQA18aa6kwg o Financial Tools for Uncertain Times: https://www.youtube.com/watch?v=phufYc2knEw - Don't forget about career centers, community employment nonprofits, and alumni associations for colleges you've attended Jake's favorite podcasts Inflation: https://open.spotify.com/episode/16LkFBzHwYYTPo8b5U0f9y GDP: https://open.spotify.com/episode/0yM2JLGHp4XGwiFVPKogX6 Gross National Happiness: https://open.spotify.com/episode/5CQa193MeGteuwc5IbZhtF Employment: https://open.spotify.com/episode/5bls1TAwnwFldgZ6CGcXIo Cyptocurrency: https://open.spotify.com/episode/3a4a338aGfA8oufjvpY3DI

Shawn and Troy talk about Moodle 4, moving resources to digital, and more. Dave has an Ocean full of good stuff. 

Audio version of video on YouTube.  New in Graph – See and Manage Teams Devices! Learn from the community: Microsoft Teams and Moodle online learning solution ProvisionGenie

№ 72 Thomas Korner and Mike Churchward, Moodle™ Users Association (MUA)As many of you know, Moodle™ is the most popular Learning Management System in the world. But despite being free and open source, meaning anybody can contribute, it's not always easy if you're not a developer, or if you don't know what other people want to get out of the LMS.That's where the Moodle™ Users Association comes in. My guests for today, Chairman Thomas Korner and Vice Chairman Mike Churchward, discuss what MUA and Moodle™ means today, and what we should expect from the future of open source learning technology.In this very engaging conversation we talk about:

Our FIRST OFFICIAL edition of The Canvascasters Podcast where the Canvascasters board the boat to Iceland and catch up with our CCE/Twitter friends Helena Sigurdardottir and Valla Ósk. Both educators have given so much to their schools and universities and recently led a deliberate Canvas LMS rollout. Helena has a Masters degree in Educational Science and Information Technology and is finishing a MicroMasters in Instructional Design and Technology from the University of Maryland Global Campus. She has been a classroom teacher for 20 years, and has been effectively using ICT skills to help students with learning disabilities in the classroom. She has led implementation of smart devices in elementary and high schools in Iceland for eight years, and now as a part of international projects at the University of Akureyri. Helena's work consists of advising teachers about pedagogy and technology within their courses. All courses are online in using Canvas. She, along with a few others, are in charge of Canvas LMS and have just finished their deliberate implementation process. She finished the Canvas Certified Educator program in August 2021 Valla has a Bachelor's degree in Danish and has lived in Denmark for some years, both for work and study. She has a teaching degree as well, and is a Danish teacher (in Iceland Danish is taught as a foreign language). She's even taught IT, Introduction to Social Science, and Innovation. Valla has been a part of establishing two upper secondary schools, in 2004 and in 2010. Although Valla has experience using both Angel and Moodle she started using Canvas while working at the University of Akureyri in 2019. Since September 2019, Valla's work has included instructional design at the Center of Teaching and Learning at the University of Akureyri, where she continues to support teachers in using Canvas and other programs, such as Panopto, Zoom, and Microsoft Teams. Valla also had the chance to participate in the CCE program! -------------------------------------------------------- Want to learn about how you can win a CCE Scholarship... Pay close attention to the break in this episode to snag your chance! -------------------------------------------------------- MUSIC PROVIDED BY: Finding Happiness by Dj Quads http://soundcloud.com/aka-dj-quads Music provided by Free Music for Vlogs https://youtu.be/Yh9fk9iLR4s --- Send in a voice message: https://anchor.fm/canvascasters/message

Join Kamaar as he talks to the wonderful Dr. Antoinette Davis about the untold truths of higher education. Included are some tips on how to grow as a person."As a Faculty Member/Freelance Instructional Designer/Learning Developer, I seek to help companies/universities create on-demand learning technologies with adult learning theory and instructional design models that will enhance the design, development, and implementation of all aspects of training and learning materials.My portfolio can be found at: https://www.epiclearningteam.com/antoinette-marie-davisCore competencies include:• Experience developing face-to-face & web-based online lessons, formative and summative assessments, demos and interactive software simulations with Articulate Storyline 360, Rise, Quizmoto, Audacity, Camtasia, Plotagon, Adobe products, and Padlet.• Experience creating & developing WBT, ILT & vILT training programs for employees and administrators (procedural training, employee orientation, soft-skills training, etc.)• Experience building courses and managing teams in Learning Management Systems (BlackBoard, Canvas, Brightspace, Sakai, Moodle, Angel, eCollege, Thinkific, Workday, etc.) and team sites (SharePoint, JIRA, etc.)• Experience with designing learning and training based on instructional design models (ADDIE, SAM, etc.)• Experience in designing and delivering instruction in face-to-face, blended, and online environments through needs analysis, communication, collaboration with SMEs and stakeholders• Skilled in microlearning and creating learning in small chunks for enhanced understanding"https://www.linkedin.com/in/amdavis9https://www.drantoinettemarie.com/

Join Kamaar as he talks to the wonderful Dr. Antoinette Davis about the untold truths of higher education. Included are some tips on how to grow as a person."As a Faculty Member/Freelance Instructional Designer/Learning Developer, I seek to help companies/universities create on-demand learning technologies with adult learning theory and instructional design models that will enhance the design, development, and implementation of all aspects of training and learning materials.My portfolio can be found at: https://www.epiclearningteam.com/antoinette-marie-davisCore competencies include:• Experience developing face-to-face & web-based online lessons, formative and summative assessments, demos and interactive software simulations with Articulate Storyline 360, Rise, Quizmoto, Audacity, Camtasia, Plotagon, Adobe products, and Padlet.• Experience creating & developing WBT, ILT & vILT training programs for employees and administrators (procedural training, employee orientation, soft-skills training, etc.)• Experience building courses and managing teams in Learning Management Systems (BlackBoard, Canvas, Brightspace, Sakai, Moodle, Angel, eCollege, Thinkific, Workday, etc.) and team sites (SharePoint, JIRA, etc.)• Experience with designing learning and training based on instructional design models (ADDIE, SAM, etc.)• Experience in designing and delivering instruction in face-to-face, blended, and online environments through needs analysis, communication, collaboration with SMEs and stakeholders• Skilled in microlearning and creating learning in small chunks for enhanced understanding"https://www.linkedin.com/in/amdavis9https://www.drantoinettemarie.com/

Have Moodle quizzes read to your students

№24 Chris Badgett, LifterLMSMy guest for today's episode is Chris Badgett, founder of LifterLMS. As many of you know, we love open source technology. And when it comes to elearning, we think of Moodle, the most widely used learning system on the planet. But believe it or not, there is another, more omnipresent system on the internet with the potential of transforming the education of millions. I'm talking about WordPress.After over a decade as a WordPress developer, Chris realized the potential of adding LMS superpowers to his clients' websites. LifterLMS provides WordPress sites a ton of goodies to create, manage and promote courses to those who don't want to get into specialized software.In this exciting conversation we talk about:The fantabulous world of the Educational Entrepreneur, perhaps not as big as others in the technology space, but one you should not dismiss quickly as innovator or even investorChris's lessons in market validation and scalability, without necessarily leaving your niche. (Spoiler alert: Can you guess how much money did the most successful online balloon animal teacher make last year?)Why it made sense for Chris to talk about a “Wordpress LMS” and its possibilities as a ubiquitous platform that's easy to use and scaleHow the benefits of open source in education can compound, as long as we understand that making it “talk” in the language of any user is a necessary piece of the puzzleAnd finally, why for many entrepreneurs in the education space, interoperability and a collective vision for an interconnected ecosystem is a legitimate path for growth. Customers want more openness, not less.}~

In this episode, we are exploring the integration of Google Assignments into the Brightspace Learning Management System (LMS). Google Assignments helps you to easily distribute and grade student work with the same look and feel of Google Classroom. With Google Assignments, you can distribute templates to your students, integrate rubrics, check plagiarism, and grade all within one easy-to-use platform.If you like what you hear, we would love it if you could share this episode with a colleague or friend. And make sure you subscribe so that you don't miss out on any new content! And consider supporting the show by buying us a coffee or two!We would love to hear from you – leave a comment on our website OR check out our FLIPGRID!News and UpdatesJoin a meeting with new options on the Google Meet landing page Resources re: US Capitol Event:Pear Deck Resource 1 Pear Deck Resource 2Facing History and Ourselves - Responding to the Insurrection at the US CapitolNewsela Article and Resources Featured ContentGoogle Assignments website, resources, and info from GoogleLMS supported: Brightspace, Canvas, Schoology, Blackboard, Moodle, SakaiGreat alternative to the dropbox in Brightspace! And if you are used to using Google Classroom, this has the same look and feel bringing some familiarity into your LMSIn Brightspace, it's best to create your assignments in the content area NOT the dropboxConsider simplifying your navigation to create a "Google Classroom" experience and then link everything in your content areaYouTube Video Tutorials:Google Assignments Overview in BrightspaceStudent Overview of Google Assignments in BrightspaceAdding Google Assignments to Other Areas Using Quick Links in Brightspace (Advanced Features)To create an assignment in content, click on the Add Existing, Go to Third-Party Integrations, then select Google AssignmentsDrive folder is created once linked to your account called AssignmentsUnmarked option not available yet so you do need to include a points valueRubrics can be integrated  - reuse, create new, or import from SheetsOriginality reports available - unlimited for Enterprise usersOnly option right now: each student will get a copy - it would be great if they had all the same options as classroom - give feedback!Ideas to use Assignments:Create an assignmentSharing activity templatesGuided note templates for watching videosDistributing hyperdocsFeedback loopsSelf-paced learning trackers or Checklists for goal-settingSupport the show (https://www.buymeacoffee.com/edugals)

In this episode, I interviewed teen entrepreneur and aspiring business woman Maggie Guan to dive into what it was like start her own squishy company, Moodle. She shares what she has learned about business as well as what she learned about herself. As a YouTuber (maggienoodle) she has also been trying to produce content to help inspire viewers to live life to the fullest and find happiness.To learn more about Moodle and order a squishy of your own, check out her website www.moodlesquishy.com!And check out her YouTube channel "maggienoodle" to watch all of her latest videos.

Computer security (physical security is key), VPNs explained (encrypted data stream, proxy server, IP address masking), LinkedIn Premium accounts (are they worth it), executing Windows programs as administrator, Profiles in IT (Martin Dougiamas, creator of Moodle learning management system), Observations from the Bunker (Jeff Bezos word to live by), looking good when video conferencing (lighting, camera angle, and sufficient bandwidth), Fast Charging standards explained, and SpaceX Demo2 launch (sending astronauts to space from US, first time since 2011). This show originally aired on Saturday, May 30, 2020, at 9:00 AM EST on WFED (1500 AM).