VLERecent resources tagged with VLE.
Arts Metaverse
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Educational Frontiers: Learning in a Virtual World
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Genome Island
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Literature Alive!
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MiRTLE
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SUNY Oneonta Music Project
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The NMC Campus
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All aboard? Reflections on the 7th Sakai conference, AmsterdamCreated by Paul Trafford (University of Oxford) on July 02, 2007
Oxford made a decision in Autumn 2006 to migrate to the Sakai VLE with the announcement of the Tetra collaboration. Since the completion of the academic year, we've been able to focus more on the task in hand. For myself, I decided the best way to quickly gain a feel for Sakai was to attend a Sakai gathering and conveniently the 7th Sakai Conference was recently held in Amsterdam, the first time the conference had been held outside the United States. I was primarily interested in sessions that addressed system migration, deployment and support, but also keen to hear about pedagogy and usability, leaving it to my colleagues to cover the more technical development aspects. I wanted to know what approaches were adopted to move to Sakai: organisation, resources, timescales, etc. So was it a case of all aboard...? Using a flexible learning space to teach about a flexible learning spaceCreated by Paul Trafford (University of Oxford) on March 06, 2007
[Sorry it is so long since I posted - the Western New Year and Chinese New Year have both passed!]
My job title of 'VLE Administrator' covers a wide range of duties, many of which are quite technical and system-oriented, but it also involves advising staff on developing their areas in the VLE (LMS), the service front line, as it were. This term I've spent quite a lot of time preparing and delivering courses on how to use WebLearn; the face to face contact makes quite a pleasant break from coding or answering emails stuck in front of a computer screen. We are now coming to the end of this term's series of lunchtime courses. They have usually consisted of a presentation with slides and demonstrations followed by hands-on where people work individually through a number of exercises, familiarising themselves with some aspects of the VLE. The peak of interaction usually would not go beyond viewing each each other's test area. However, I've recently found myself in one of the so-called flexible learning spaces within the department - a wide room with islands of workstations and a lot of gadgetry. After a couple of weeks delivering the standard format in this space, I've only just realised that I ought to make more use of such communal spaces. Blackboard Patent Reexamination: Response from the Sakai FoundationCreated by Catherine Howell (University of Cambridge) on January 26, 2007
To update my post on the Blackboard patent, here is some more detail on the requested reexamination of the patent claim and the Sakai Foundation's response.
As Paul Erickson notes (thanks, Paul!), the news initially started bubbling up when the Software Freedom Law Center (SFLC) announced that it has formally asked the Patent Office to reexamine and ultimately cancel all 44 claims of Blackboard's patent on e-learning systems. The request has demonstrated the very real sense of unity and common purpose among the educational open source software community. It was filed on behalf of the Sakai Foundation (sakaiproject.org), the Moodle Community (moodle.org), and the ATutor Community (atutor.ca). In their press release, the Sakai Foundation refers to the "the surrounding fear, uncertainty and doubt (FUD) being spread by Blackboard", and states: "We, the Sakai Foundation, consider the Blackboard patent to be a prime example of a bad patent in the area of educational software. It is a threat to open source developers, providers and users of educational software." |