Moodle research

"fork 1" of What is "differentiation" and how can it be achieved?

 
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"fork 1" of What is "differentiation" and how can it be achieved?
 

i do not want to flood original thread. What is "differentiation" and how can it be achieved?

this is my attempt to classify / categorize posts in above thread. in regrades to building a RPG (role playing game). most of my "bolded" comments are more along the lines to refering to game code and placement of variables and functions in defining what is what and were it might be found in creating a game. errr a game for learning this is. 

NOTE: there is a lot of things taking out of context.  and i am just skimming and tagging stuff in BOLD expect things to be wrong.

NOTE: What is "differentiation" and how can it be achieved? is viewed as ""Display replies flat, with oldest first""


 
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Re: "fork 1" of What is "differentiation" and how can it be achieved?
 


QUESTS -> general Differentiation is the customisation of a curriculum to students' needs. It requires regular assessment of what students do and don't know and the offering of alternate pathways to ensure more complete learning. I would like you to ask you about that idea.

QUESTS -> general -> defining of quests review by James R. Delisle in Education Week

//nothing = books not able to find on internet freely


VARAIBLES -> MATERIALS (monster details, is it ice, fire, water, tree, errr audio, video, diagram, text, hands on, etc...)

VARAIBLES -> STUDENT (how materials are suggested to student)

In the extreme, the idea of differentiation implies a cycle where content delivery is continuously adapted according to students' response to content delivery.  Students of all ages will have different learning styles, and a simple yet effective way of categorizing these may make it easier for teachers to plan and justify their plans.  This may include identifying those who prefer visual, audio, tactile, or verbal learning, or those who prefer different levels of structure and flexibility in the learning environment.  Some individuals will be more emotional while others may respond to their environment in a more intellectual way.  

QUESTS -> general Structuring lessons in ways that enable students to use different paths related to different combinations of these elements, while still reaching the same kind of outcomes may be important.  Perhaps lessons can be structured so as to allow students to choose the path rather than placing the burden on teachers to create paths that fit with specific groups of students.

QUESTS -> TYPE OF QUEST Within a school, older children could be given the task or designing a lesson or presentation on a certain topic, aimed at a younger age group.  Their teachers could then offer some guidance as they then actually deliver those lessons to a younger group.  The younger group can then be assisted to provide appropriate feedback to the older students.  In that way teachers retain appropriate control while empowering students.

Tim Hunt

QUEST -> TYPE OF QUEST There are several problems this.

First, learning styles. Thoroughly debunked. If they are your starting point, then you are in fairlyland.

Second, we are using language like "where content delivery is..." implying that education is something that is done to students. It isn't.

QUEST -> general https://docs.moodle.org/23/en/Pedagogy#Social_Constructionism_as_a_Referent

QUEST -> TYPE OF QUEST If you believe that learning is something students do themselves, as part of a social group, then naturally, each student's contribution is shaped by that student's particular interstes - at least if the course is set up to allow that. So, it should not be about determining which bit of content  to spoon-feed each student next. It should be about creating educational environments where each student can have some direction over their own learning.

 
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Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

// nothing

// to general overall


VARIABLES -> TYPE OF MATERIALS

QUEST -> TYPE OF QUEST

The most often named wish is not to create groups and to define material to groups. They wish to connect a ressource or an activity to individual students. The students should only see material  that is published for them and the teacher should get an overview for the whole class including access to the submissions to give them feedback from a central place.

VARIABLES -> GENERAL A secondary aspect is search and find material all over the plattform as teacher. This requires full text search and (!) meta data.

ENEMEY AI -> (student, teacher, material) Teachers are critical against automatical selection of next learning step based on student behaviour.  The problem is that this needs a logic, but there is not only one logic that makes sense in the reality. 

ENEMY AI -> general

Example: 
A student gives the wrong answer/fails in quiz. What is the next activity?
 a) the same learning objective but on a lower level - you've failed, but may be  you are successfull if it is easier or on the lowest level
 b) the same learning objective but on the same level - try it again?
 c) the same learning  objective n the same level but in a different type of activity
 d) the same learning objective but  on a higher level. Sounds paradox, but failure happens if students are underchallenged
 e) an other type of learning objective.  Try something different. Come back to this issue another day. 

The question is: what is the logic to understand why a student fails or succeeds. 

ENEMEY AI -> general Would you say that the teacher has more responsibility (or a different responsibility) than the students in the co-creation of the environment in which learning takes place?

QUEST TYPES -> general I am going to differentiate the three main points in this thread...as I see it:

1. Classroom practice ftf

2. Online practice

3. Tasks in a learning community

ENEMEY AI -> GENEERAL But, there are generic considerations for all three:

A. learners feeling in charge of learning

B.Motivation is social, learning is social

C.Community goals 

QUESTS -> TYPE OF QUEST Let us suggest C. is where the other two stem from.....let us just agree on that for now....everyone's practice is different...but let us just nod for the sake of peace at the moment...

So, how community goals are developed and made explicit, in the end is in the lived experience, which convinces learners that this is beneficial way to operate....paraphrased from Chris W

It is therefore, the teachers job to facilitate that.

VARIABLES -> TEACHER, STUDENT Characteristics of tasks, which contribute to building a learning community can be summarised into three elements:

1. to enable experience

2. for reflective activity

3. in order to learn

So it goes:

VARAIBLES -> STUDENT AND MATERIALS such tasks can impact on engagement or drift, challenge or boredom, and feelings of competence or failure.  Essentially, differentiation whether by outcome or whatever....needs to be INCLUSIVE..whether one is planning tasks for high achievers in a group, the child with Down's Syndrome or the adult with arrested development!

 
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Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

QUEST -> CREATION On the point of: "What do you relieve teachers of in order to allow them to direct their energies? " ... a few years ago after an iMoot session by Chad Outen I was inspired to try out something different with my class of sleepy students one afternoon. I had three of the most 'boring' topics to cover:  eg OHS, CSS Styles. As the students entered the room they were handed the 15 page print outs on the topics and put into small groups.  The plan fo rthe afternoon session was explained. My prep time was 10 minutes to print out the topic notes, create a blank Moodle glossary, and put some notes on the board - that was about all I did all afternoon. 


QUEST -> going through it Each group selected a notetaker, speaker and timekeeper. They had 40 mins to prepare their 5 min speech to teach others in the class three basic points. They were very entertaining and totally surprised me with who volunteered to be the presenter. There was lots of laughter and I was still sitting up the back not doing very much. At the end of the speech each person individually used the Moodle glossary to enter the assigned question and their answer. They then rated each glossary entry out of 1 - 3 stars. They were so interested in how their mates rated them!

QUEST -> ending The glossary activity gave me the evidence of assessment I needed without much effort on my part. This method  saved me so much preparation and nagging time. The feedback I received from students was really positive. One student who had never before participated much asked if we could use that format more often. ( I nearly fell over in shock!)

QUEST -> TYPE OF QUEST On reflection I see a number of principles being demonstrated here. Firstly choice of the role you play in the group. I often use this formula of small group activities to encourage peer instruction. I see the groups rotating roles and encouraging people as trainees in certain areas. As the semester progresses I will step in as the coach if this hasn't happened yet. Secondly, the rating aspect is highly motivating ( likes on Facebook - thumbs up on Youtube) these are so much are part of our online culture these days that the few people who are concerned about privacy can refrain if they prefer. I can't explain the difference in the energy in the room that far out-weighed the exceptions.  It also adds a point of accountability to know your entries will be read by others - so they were more inclined to listen to the presentations and make notes. 

QUEST -> TYPE OF QUEST Last semester I tried something a lot more ambitious and set up small groups based on a Game of Thrones 'tribal' competition. I also set up a separate grouping system of guilds that matched Units of competency. The people who expressed an interest in that area became guild leaders and were given a Moodle course to collect resources and issue badges . (I made them non-editing teachers and changed the name of the role to Mentor).  They could give out a Master or Mentor badge to other students. I was amazed at how accurate their assessment skills were. 

In this scenario I play a very different role. I encourage and rely on peer-assessment and peer-instruction and judiciously use technology to free myself up for the  things a computer can't do!

And on the point of 'learning styles' ...
ENEMEY AI  => GENERAL Howard Gardner (the developer of  the notion of "multiple intelligences.” http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/10/16/howard-gardner-multiple-intelligences-are-not-learning-styles/) says: 

ENEMEY AI => TYPES OF ENEMEY AI "1.       Individualize your teaching as much as possible. Instead of "one size fits all,” learn as much as you can about each student, and teach each person in ways that they find comfortable and learn effectively. Of course this is easier to accomplish with smaller classes. But 'apps' make it possible to individualize for everyone.

ENEMEY AI => TYPES OF ENEMEY AI 2.        Pluralize your teaching. Teach important materials in several ways, not just one (e.g. through stories, works of art, diagrams, role play). In this way you can reach students who learn in different ways. Also, by presenting materials in various ways, you convey what it means to understand something well. If you can only teach in one way, your own understanding is likely to be thin.

ENEMEY AI => TYPES OF ENEMEY AI 3.       Drop the term "styles.” It will confuse others and it won't help either you or your students."

//nothing

"Individualize your teaching as much as possible. Instead of "one size fits all,” learn as much as you can about each student, and teach each person in ways that they find comfortable and learn effectively"

QUESTS -> TYPE OF QUESTS Text like that makes me want to stop reading on the basis of it being obvious platitudes.


QUEST -> MANAGEMENT I don't plan to join in this discussion (because i am busy in another place!) but I am reading it with interest. However, I must say, reading the comment of Marcus in terms of "Individualize your teaching as much as possible. Instead of "one size fits all,” learn as much as you can about each student, and teach each person in ways that they find comfortable and learn effectively" while it's an ideal to aspire to, it's so depressingly difficult to achieve when, for example, you are in a secondary school with 32 11 year olds of mixed ability for two hours a week.  And you teach 22 out of a possible 25 lessons a week and you have ten different classes of pupils.

QUEST -> TYPE OF QUEST

VARIABLES -> MATERIALS There are of course strategies - the Market place teaching technique is one I've used for instance but this doesn't lend itself to all subjects - I used it successfully in Geography but it was always going to be  a non-starter in French, for example.

QUEST -> TYPE OF QUEST

VARIABLES -> MATERIALS, STUDENT, TEACHER The nearest I got was with a small (ie about 13) class of Special Educational Needs students doing a basic ICT qualification and using the computers. Each lesson (three times a week) I would work out what they each had to do to progress and add it to their named page in a Moodle book. Then when they came in, they were told by me to go to Moodle, find their name in the book and get on with the work. Then I would spend the hour lesson going from one to another ensuring they understood what they had to do and were on task. (Exhausting and I had to update their book pages three times a week.) Of course, even then there was the pupil who asked me to read the page out to him. Not because he couldn't read (they could all read at least at the level of a 9 year old) but he just couldn't be bothered reading it himself.

QUEST -> TYPE OF QUEST So differentiation in a class of 32 is always going to be a compromise of some sort. Yes - varying the activities so everyone gets something they like (lecturing/group work/pair work/reading/writing/performing) etc - but it is HARD sad 

QUEST -> TYPE OF QUEST And then there is the temptation by some teachers to see differentiation and Extension work as merely more of the same:  Lower ability - you do questions 1 - 10 -higher ability - you do questions 1 - 20 and Extension work for those who have finished - you do questions 20 -30. Because it is easier than devising innovative varied tasks for each individual.

Anyway - I am back to that other place nowsmile

 
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Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

dawn alderson

VARIABLES -> MATERILS, STUDENTS, TEACHERS 

QUESTS -> TYPE OF QUESTS, general An example of focused differentiation e.g.  for pupils with Down Syndrome is here: 

http://www.down-syndrome.org/information/education/curriculum/?page=2 


Mary, hope I am being helpful here...but you mentioned the other place where you are busy-I can imagine with so many students! Yikes!!!!

Do you think Andrew might be lost?

QUEST -> TYPE OF QUESTS Feedback on the Teaching With Moodle MOOC -> https://moodle.org/mod/forum/discuss.php?d=278443


ENENMY AI -> GENERAL I'm glad you responded Mary as I thought my post might come across as a bit negative but I have a bit of a problem with a great deal of writing on education. The term "Multiple Intelligences" sounds like a title that Buzzfeed might use for click bait. When I did my PGCE in the mid noughties I could not believe the amount of nonsense dished up as part of an allegedly serious academic course. Fortunately I had an awesome tutor (shout out to Mr Chris Letze) who let us to take it all with a big bag of salt. My favorite ludicrous bit of theory was the Honey and Mumford learning styles quiz that had all the credibility of a Cosmopolitan Magazine "Does your partner love you" quiz. For me Honey and Mumford is a nice dressing to be drizzled on salad.

VARIABLES -> MATERIALS Back to the topic..... differentiation is a fine idea but done properly would require 2 hours of preparation for every hour of delivery and technology could help given multiple paths through material based on student responses... 

//nothing

//nothing


QUEST -> MANAGEMENT TEACHER After a brief stint in secondary school I chose to teach at TAFE (Vocational College) because the smaller class sizes do open up so many options and I found competency based assessment more aligned with my values. A series of management choices found me in teaching the same class 12 + hours a week so I developed a much deeper relationship with learners and I started blocking topics across weeks rather than the semester. and I suggested combining the Cert III and Cert IV levels. Spending more time with the students feels so much more natural than the rapid timetabling in highschools. 

Although the framework I work with (ASQA)  encourages holistic delivery and assessment,  in practice we break it into chunks and dish it out to different teachers. This creates the need for jam-packed timetables. Having the same students for much longer time spans has both advantages and disadvantages. It takes away the focus on specialisation and takes me out of my zone as the expert on every possible topic which in hindsight i can see as  a blessing. For me smaller class sizes, extended hours with cohorts and multi-skilled learning communities with rolling enrollments is opening up opportunities within a traditional institution. Yes it is hard work - but not so much in time as in my energy to be constantly creative and flexible.

One of the most inspiring presentations I heard  last year was from Northern Beaches Christian School in Sydney http://www.nbcs.nsw.edu.au/ . They have taken an institute approach and worked at it over the last 6 years and are getting amazing results. They first changed the physical layout, then the cultural and virtual space. They decided to combine classes into groups of 150 students and  use laptops and Moodle courses with a grid of activities students can select  - one axis was based on Gardner's Intelligences.

GAME LEVEL -> TYPE OF LEVEL (village,dungeon, err school layout) http://www.slideshare.net/ldunphy/creative-learning-spaces-12978220?qid=10967721-2192-4ea6-943a-167a23d375f7&v=qf1&b=&from_search=8.  


Following on the Learning Styles discussion, I thought this was a relevant post that summarises some research on the topic...

VARIABLES -> MATERIALS

QUESTS -> general http://www.wired.com/2015/01/need-know-learning-styles-myth-two-minutes/

QUEST -> general Learning Styles...I do agree the title is misleading, it doesn't do justice to the notion of there being subjective-preferred ways for learning.  Makes me think of when I used to try and explain to students in my very early teaching career, the idea behind kinaesthetic learning...I used to say, 'explain to me what it feels like to ride a roller coaster without moving your body!'  What a  clown

 I realise now, I wasn't making a very good connection with the students at the time-and they told me!  I have never really managed to get a grip on the learning styles thing to be honest...as someone else stated here...it is usually explained in sessions with a questionnaire handout and that is that....mmmmmmm.

QUEST -> TYPE OF QUEST http://www.learningstyles.org/MMPALT_III.html

QUEST -> generalBut, I must be honest, and I  say this with a tiny smile-well a bit of a grin....actually sorry laughing now-it all reminded me of the notion of Scientology...you know a group of people/followers with no real evidence to support claims-I could be wrong.

The thing is, to really get to grips with the role of the senses in learning, it requires a large amount of experiments with humans....standard testing with regard to memory, perception and all the other psychological paradigmatic stuff...I think one has to be on board with the associated measures and outcomes to really believe there is any merit for L&T.   

Don't get me wrong, I do think there is a place for impact measures, pre-post-designs; evaluations and so on in ed/tech research, but I think those who participate should have agency and voice across such studies too.

To close-with a grin, and to highlight the extremity of my point about the experimental method, I draw on the Simpsons episode, when the family give electric shocks to each other.... they start off reluctant...and Bart gets the ball rolling and in the end they all simply cannot get enough of electrocuting each other!!!  Lab study mockery of an experimental design....not all variables in human experiments can be held constant whether control group or not-but I digress.....


 
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Re: "fork 1" of What is "differentiation" and how can it be achieved?
 


QUESTS -> general Thanks for the link Michael.    It contains useful points and, for me, highlights the flexibility of the mind, and its ability to adapt rather than being "locked in" to a specific "style".  A good point is made regarding how a focus on learning styles which  "encourages teachers to teach to students' intellectual strengths rather than their weaknesses.”  could great a self-perpetuating cycle.  

The sentence itself seems to acknowledge that (although they are seen as flexible),  for this danger to exist, the development of individual intellectual strengths and weaknesses may be possible.  I wonder if this reflects the same observation made by those supporting the "learning styles" idea, only using different words. 

QUESTS -> general

VARIABLES -> general "Differentiation" implies that there are different "somethings" around which lessons can be structured. These "somethings" may be called learning styles, intellectual abilities, intellectual strengths and weaknesses, multiple intelligences, or anything else.  In each case there will be arguments that the wrong term is being used.   Perhaps the point is that becoming attached to any one way of looking at things is not useful.  Instead, allowing the different terminology and its particular theoretical basis to be useful when it is useful, and moving on from it when it is not might be recommended.


Having read this thread again, and reflected, I think we have come full circle, could be wrong.

But as it stands I see it like this:

QUESTS -> general 

Tim: it should be about creating educational environments where each student can have some direction over their own learning.

QUESTS -> general 

Sean: Perhaps lessons can be structured so as to allow students to choose the path rather than placing the burden on teachers to create paths that fit with specific groups of students.

VARIABLES -> material, students

QUESTS -> general

Michael: There is still a need to present content in an appropriate modality and providing alternative modalities is important when a student needs re-exposure to a concept to reinforce their learning; something very much necessary to achieve differentiation.....You understand the notion of providing alternate paths. I think it would be a great experiment to compare self-selection of paths vs guiding a student based on assessment. In the School-of-one model I mentioned, assessment was the driver.

And the evidence for the above is in the research outlined in the Chris W book, about research with teachers.


<quote> Michael de Raadt

Following on the Learning Styles discussion, I thought this was a relevant post that summarises some research on the topic...

http://www.wired.com/2015/01/need-know-learning-styles-myth-two-minutes/ </quote>

picture is from above link

learning.jpg

VARIABLES -> GENERAL is there a way in moodle that allows a person to classify and categorize activities and resources to above?  both to teacher and students?

when i state classify and categorize.  categories can only get so deep, before additional information in how things are described, needing a more flexible way to input extra information (classify) that does not follow a particular set path.

=====================

QUESTS -> general 

ENEMEY AI -> general example student raises hand, and states does not understand it. so then, teacher goes through some Q/A session with student and rest of class to re-explain things... is there a way to use above picture notations. to classify and categorize information in moodle.  so instead of student raising hand and stating does not understand. they can click a button "i do not understand",  and it pulls up a list of how they want to go back through for information?

VARIABLES -> MATERIALS, students, teachers

enemey AI -> general if i goto www.google.com and i can use various keywords / terms to search for stuff.  but in a classroom and you are learning, i do not expect student know what a "run on" is, in say grammar class, or what a exponent is in math.  if student is forced to goto www.google.com what additional terms could be "automatically" be put into the search box in google for this or that to "classify" and "categorize" each activity and resource within moodle?   these extra automatic search terms = instead of a teacher doing a Q/A with student. it is driven through moodle itself. with some simple Questions and Answers, with some optional paths to follow...


QUESTS -> TYPE OF QUESTS The school I mentioned earlier (NBSC) uses a grid in Moodle that has Multiple Intelligences on one axis and I couldn't remember the other so I asked Steve and it was Blooms Taxonomy. In large class sizes, roaming teachers and small groups the learners choose from this grid of over a dozen activities on the topic, with some activities marked as compulsory. They have been working on this concept for 5 years as a whole school so they must have a whole lot of activity packages available! They are getting impressive results from students with this method and now teach other schools how to apply differentiation.

Joyce (@catspyjamasnz) Moodle Tool Guide broke up Moodle activities against Blooms taxonomy which I found really useful in my early Moodle days. I later released a version named 'Moodle for Motivation' based on this that addresses different motivations using a matrix used by game designers. The aim was to encourage diversity in assessment methods to engage different learners. 

VARIABLES -> GENERAL

QUESTS -> GENERAL

ENEMEY AI -> GENERAL

The initial post asked 'What is Differentiation"... the posts so far, as  summarised by Dawn, show a few different contexts  we can use this term: learning styles, skills level, motivation, etc. Mary and Ralf gave examples of differentiation when delivering content to learners, which can be time consuming. I find it easier to think about differentiation in Assessment. The qualification framework I use encourages us to offer a range of assessment methods, so learners can demonstrate competency by writing an essay, practical demonstration, or answer a series of verbal questions etc. It is up to me to provide the range of suitable methods for the task at hand. People obviously prefer certain types of assessment methods, and can usually adapt to something that doesn't suit them, but if the teacher only offers one method this  puts some learners at a disadvantage. The students I deal with are often 'drop-outs' from the main stream system and face severe anxiety around exam time. It takes months to convince them that I have a very flexible assessment system. They really don't believe it when I say they have already met all of the requirements and they don't have to sit for a final test. I wish other schools had this flexible system of the Aussie Vocational (VET) sector.

ENEMEY AI -> STUDENTS, teacher, material

As for the comments about evidence based research, I have been reading some really interested papers on theories around Motivation. The models are being used in Artificial Intelligence to program human-like behaviour. (I think they have more money for quality research then ed tech ) Just briefly, Dorners PSI  theory is that we have 'fuel tanks' that need refilling at certain points. Every action we take can be mapped ( at the lowest level underlying culture, gender, styles etc)  to our physiological, cognitive and social needs. Our next action may be driven by hunger, a need for competence, affiliation or to reduce uncertainty.  http://www.muenster.de/~euroconn/amagrabi/downloads/PSI.pdf. As there are too many interconnected factors to fully predict human behaviour, the empirical evidence being collected is done through a process of programming characters based on these theories and observing if the behaviours and choices made seem human-like. So far they can replicated poor performance: http://www.macs.hw.ac.uk/~ruth/Papers/agents-affect/NazirEtAl.pdf All of this is great information for educators interested in the future of how technology is influencing educational changes.

 
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Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

ENEMEY AI -> general (entire post)

QUESTS -> general (entire post)

Variables -> general (entire post)

Hi,

Ryan & Natalie, lots of really interesting stuff....lots!!!!

OK. Going to try to break it down to include my response to those points in both your posts, really thought-provoking.

re: click a button "i do not understand",  and it pulls up a list of how they want to go back through for information? ? these extra automatic search terms = instead of a teacher doing a Q/A with student. it is driven through moodle itself. with some simple Questions and Answers, with some optional paths to follow...

How this works in terms of marrying up purpose of each tool and its functionality is down to the developer's creativity in the development of the drop-down menu...informed by how teachers and learners translate the purpose of those tools....sounds complex-but a question of being selective for best fit (I think). 

re:  Joyce (@catspyjamasnz) Moodle Tool Guide broke up Moodle activities against Blooms taxonomy

 Love it! yes nice template for further innovation in moodle...how? Needs further thought/playing around with ideas.

re: Differentiation by task/outcome. a very flexible assessment system.

Agree 

re: Dorners PSI  theory.   is that we have 'fuel tanks' that need refilling at certain points sounds like Maslow's hierarchy of needs.  In that paper it explicitly states Too amny interactions to determine DV and IV ( I have drawn attention to the impossible task of keeping variables constant in human experiments, previously). 

On that note, the second paper:  http://www.macs.hw.ac.uk/~ruth/Papers/agents-affect/NazirEtAl.pdf

although interesting,  this extract:

Extract:

2.2.1.4 Masculinity-femininity This dimension can be defined by the degree to which a society focuses on  assertiveness, task achievement and acquisition of things as opposed to quality of life. Gender is a big factor in defining rigidity in cultural roles. Members of cultures high in masculinity value performance, ambitions, things, power and assertiveness. Members of cultures high in femininity value quality of life, service and caring for others, e.g. in masculine society students are encouraged to compete and praise the success of the winner. The countries which Hofstede (1972) found distinctly feminine included Sweden, Norway, Denmark, The Netherlands, Costa Rica, Finland, Yugoslavia, and Chile.  Countries that were high in masculinity included Japan, Austria, Venezuela, Mexico, Switzerland, Ireland, Jamaica, Germany and Italy.

Doesn't consider values, morality, ethics, religion etc so, other variables that might contribute to outcomes -again problems with DV and IV measures...but I liked the pretty diagrams /flowcharts.

Cheers,

Dawn


 
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Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

Ryan, morning

OK.  I see....so we are playing DOOM...is that right?   Am playing around with you....having a chuckle.

Let me have a look at this proper....are there points in this role-play game?

Right, over to the other thread you made.

D

 
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Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

Doom'ed more ways than one! *laughs*

trying a different way of approach is all.  learning at same time explaining. to see what response i get. 

RPG (role playing game), not really a game, but taking the Programming logic.  how a RPG is actually coded, and were information is placed and categorized, other words splitting up the huge chunk of data sets into different key parts. and then defining each bigger part into smaller bits of information. 

RPG quests, can be so wide of a range, that at times they can make the game seem like a completely different game all together.   and the quests, can vary to point of go kill X boss, go find X item, go combine X item, give X item to Y person, join a clan, attack someone X level higher than you, spend X amount of resources....    

doing flip side to learning...  math class quest, learn about the quest, do the quest, complete the quest.   

  • (learning about it) todays lesson is about counting 1,2,3,4,5 up to 10 on your fingers, 
  • (doing the quest), 
    • path 1 = video right handed person, counting from right hand thumb to left hand thumb, 
    • path 2, video left handed person (opposite direction),  
    • path 3, 10 pictures, each picture showing both hands, and going through steps of bending a finger down.  
    • path 4, using IIII (slash mark through it) for 5,  and then again another (4lines) IIII with a slash mark through it.  
    • path 5, roman numerals, 
    • path 6. music chairs game 10 chairs, 10 students, and away we go removing a chair at a time. 
    • path 7 etc...  
  • (completing) quiz, or test, or a video that shows someone counting on fingers and they stop and ask what is the number, or what ever the case maybe. 
    • each of above paths, could have a "completion" itself. or there could be an overall completion of the quest. and/or mix of it all. 

above example of math class counting 1 to 10.   would be VARIBLES -> MATERIALS for lack of better term at this point.  the variables being counting, fingers, 1 through 10, 1-10, hand counting, video, pictures.  ((still unsure how to classify / categorizing information)), in idea "variables" are static information (do not change),  you record and upload a video. it is not going to change, you type up post for students to read, "post" is static, students listen to an audio file "it is static", students create a database and enter information. "while yes they are interacting with it", information becomes static. to point it can be counted on. 

ENEMY AI -> student is what would figure out what would be best choices for the student to pick from (path options) = QUEST -> TYPE OF QUEST along with how difficult and type of quiz / test to give student.  ENEMY AI = functions, or dynamic content that constantly changes. and need to be re-evaluated constantly, maybe every second, maybe a couple times a day, maybe every couple weeks. an ENEMY AI, is not a one size fits all, but is allowed to be adjusted for different parameters to deal with different scenarios, and have different patterns.  much like there are different students in how they learn and interact. each one has there own unique stats. that an enemey AI in an RPG game might go about attacking differently errr teaching differently errr displaying different ways of learning and completing something.

=================

re-typed above 4 different times now, each one with a completely different outcome / effect. hhhmmsss. and still not liking the result after re-read. *shrugs* leave as is for now and posting. 

EDIT: and just as i was about to post...

=================

=================

side tracking... completion / avalibilty in moodle currently.  needs a "textarea" and mnet / hub linkage,  and need more plugins for completion and availability. hhmsss. might work 

adding additional information to each "common module"  goto a course, turn on editing, edit an activity / resource, scroll down to common modules. there needs to be more input/select menus there. or a way to better add stuff there via a plugin. so as to be able to set stuff up.

creating an activity or resource, that calls up information from a meta course, for a "front end"   the meta course having a few 1,000 activities / resources, possibly drawing from various moodle hubs / moodle.net itself. but using the single activity / resource in the actual main course to drive what the student selects and goes through.  ((not Information overload, but a more controlled showing what is relevant to the student))  content is both driven but student stats, but also controlled by teacher, with over ride options. possibly.    

that might just work,  be kinda like going into MMO / RPG ((massive multiplayer online / role playing game)),  and given daily quests, clan quests, friend quests, story quests, math quests, grammar quests, science quests, etc...  instead of a GUI (graphical user interface) 2D or 3D environment. it would be, text based errr moodle based. hhmmsss..  most games for a list of quests / tasks, ya pull up some menu... it should be no different than going to a "block" in moodle. and pulling up information.    some quests/tasks get auto initialized, when students in K-12 physically walk into a given class room and sets down, and teacher clicks "start class" everyone's quests get updated. 

going to need to maximize student profiles fields more... expand on it. to hold "hidden fields" i guess. much like going into a game, and pulling up your characters stats to adjust equipment, and adjust stat points for skills, and like,  but needed for courses.  need something more than just a "grade" need to link the grade to some sort of chart or something to base what grade is connecting to.  *DUH*  some games allow you to have multi game characters / team, to walk around in the game and destory enemies,   each of these characters have there individual stats. skills, etc... ok that should work for different "courses" say k-12 core subjects, and extend into collage as well. example, half eleve / engineer, human / dark magician, undead / brute, or rather...  math / calculus,  grammar / English 10 grade,  accounting,  welding / mig. 

more i think about above paragraph... i need to treat more like OOP (object orientated programming),   and simply  

  • studentxyz -> skill -> english -> reading
  • studentxyz -> skill -> english -> writing -> print
  • studentxyz -> skill -> english -> speech
  • studentxyz -> skill -> math -> polynomials
  • studentxyz -> skill -> math -> exponents. 

ok above would drive... a "skill tree", many games have some sort of "skill tree" were you need to put so many stat points in a given skill before you can learn / obtain another skill.  in above case,  i think i would need to learn what 2+2 is before i get into a skill of 2 * A / 4 = B / 24  in a game it would be shooting a little level 1 fireball, barely able to kill a level 1 monster.  and then suddenly using a lvl 80 nova boom, that kills everything on the screen. 

hhmsss ok activities / resources linking to a skill tree...  but still need to deal with students profile fields.  in a game it would be say stanmia, enurance, magic power, health points.  but for learning....  it would be say, how fast they can read, how long there attention span is, type of leaning (reading, hands on, group, etc), learning disabilities (blind, deaf, missing a hand/finger, color blind, (and i am out of my area of knowledge) *arghs*) i guess this information would be no different than a "studentxyz -> skill -> insert something"  it is just how information is displayed and were it is displayed to make it easier find the information, and be able to use the information. 

adding to above. some games, you only need to spend so many skill points in a given skill, say every 5 points in fire ball spell, you can put 1 skill point into a higher level fire bolt spell.  that might allow. better advancement. of allowing students to get into another higher level skill. without suddenly "dropping them" into a given situation and say hey, fend for your life, cy'a would not want to be ya!. 

ok... you have a nation wide level skill tree, and the trickle down to each school / grade level skill tree.  of what needs to be met / taught to students.  each student has there own skills and assigned to the skill tree.  but how does one automatically build a skill tree that would better suit the student... example i doubt you want a student that is blind, have direct skills that require "eye sight" to obtain the skill. ((bunch of pictures, say viewing pictures of art)). i would like to simply "dump this into ENEMY AI" type of saying. but more to it than that. *brain freeze* moving on...

=================

see if i can do a review with out re-read of above...

  1. completion and availability get additional plugins to them. 
  2. editing core functions of moodle that load ""common modules""  goto a course, turn on editing, edit an activity or resource, scroll down to "common modules"  need a plugin manager, to add to drop down menus. 
  3. skill tree, creation, and ability to link activities / resources to the skill tree. 
  4. setup a meta course and/or hub/mnet / moodle.net  to be able to handle a few million individual activities / resources
  5. create an activity and/or resource, to act as a front end. to pull from *points to above line* individual activities / resources, and display them to student, as in limiting them down to what should currently apply to student.  if in a english class, and covering pro-nouns, initial concept, then just those activities / resources show up to pick from. 
  6. setup quests err "quest block" to tie into student profile and courses enrolled, along with current topic in class, (teacher assigned quests), along with student assigned quests (club activities, personal learning wanting to know), to other. 
  7. need a way to display a few different skill trees, say for United States,  fedral skill tree, state skill tree, school district skill tree, individual school skill tree, course skill tree, student skill tree, teachers skill tree. *DOH* base it on "role type"?  that might work.
  8. adjust students profile. to handle more of a OOP (object orientated programming), to add "skills" from skill tree. 
  9. i really need to get away from ENEMY AI, and go with LEARNING AI's,  i guess some place in "site admin menu" adding a plugin manager, to install / uninstall, adjust settings. of a "LEARNING AI".   the learning AI's would be linked to the (( number 5 )) in above list maybe? the LEARNING AI, being responsible. of what looks at students skills, and course skills, and available activities / resources. and figures out what to display to the student for possible options?  perhaps giving them different quests? meh... to much together. need to break things up further.

 
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Picture of dawn alderson
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

Ryan, hi

I am listening, if you wish to elaborate on this thread-'your ideas'.

Dawn

 
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Picture of ryan sanders
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

the first 300 pages i did pickup from.. Psychology: The Science of Mind and Behaviour 6th Edition,  2010 Richard Gross. before time limit ran out on preview. was a bit of a dis-appointment. basic knowledge i needed of blah blah, was good for me,, but. overall focus *shakes head no*   was hoping to see more information to short term memory to long term memory and students being able to comprehend new material, (without referring a whole bunch to say a dictionary, and/or previous work done (previous quizzes, previous worksheets, etc...)  and then in long term memory, checking for information within it. 

i was completely dis-satisfied with the "computer AI" preview ran out before i could finish the section but was like last 3 or 4 pages before end of that section. was hoping to see more "game AI" or "enemy AI"  in regular games. to much risk assessment and having a computer act like a human. vs more real time checking like a modern day game, and checking for current state of things for a student / teacher / emotional state of student / physical health of student / progress through learning material (both student and teacher)

will order this book on up. has what i am lacking

==============

Doing Psychology Experiments, previewing via... was able to read more once i found a couple better previews...

https://books.google.com/books?id=zZsGAAAAQBAJ

https://books.google.com/books?id=QdWPrr0UJ8gC

*rubs chin* experiments, first few chapters dis-appointment, the little bits able to pickup from other chapters before preview ran out. seems like a bunch of talk about "complicating the situation more than what it needs to be" but may have some use cases.  though i suspect, it will come down to "recording time" how long to answer a question, how long to read something, how long to type something up, keep track of yes/no answers and multiple choice answers. 

"essays" i would imagine to hard to figure out, or anything requiring a written notation such as a post here on moodle forums. 

i would imagine there would be need to judge things on a simple scale say 1 to 5, or 1 to 10,   enthusiasm (student), liked (material), useful (material), likes/dislikes core subjects k-12 (student)

computer can record a bunch of generic stuff like time and simple yes/no answers and multi choice questions. and compute,  getting feed back about material they just went through, and grading on a scale per say. for next time information comes around, might provide better material to student. 

yea, now i see i need to get this book. to better understand experiments in human behavior. and creating learning AI's. was trying to go KISS (keep it simply stupid) but i can see already out of my area of knowledge. and needing to be able to add variables to the learning AI's so they can be adjusted accordingly. 

==================

i think i am going to pass on...((20 page limit preview)) and not even first chapter...

A First Course in Psychology - 1993 Nicky Hayes

https://books.google.com/books?id=Y6dN7U78zlwC

*rubs chin* psychology and how much detail placed into things to differentiate. culture, location, poverty level, living conditions. large factors i think is "overkill" and would complex situations more than they need to be.  a game for most part more so the ENEMY AI are well pretty stupid, reason why not many large scale single player games.  vs a whole lot more multi player games.  enemy AI's just no were near a challenge.  i would prefer to keep things KISS (keep it simply stupid) with only a handful of questions, if that. and getting things to complex. would require a lot of extra information coming in all the time from the student about different things. 

hhmmsss grouping of students though. and interactions between them. 

i am going to need a bit more of a push to buy/read this book. 

 
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Picture of dawn alderson
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

Ryan,

I understand every word.  Good luck with it.

cheers, big grin

Dawn

 
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Picture of Natalie Denmeade
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 
Hey Ryan I like these ideas. Do  you have programming skills?

I have been tweaking Moodle into a system as you are imaging as much as I can with plugins, and have a new version  about to be released that I will tell you more about soon - maybe you can test it for me smile I am basing it on concepts from Richard Bartle and his observations of role play games. ( I will write more about that soon.)

If you want to see what I have done before.. try this intro to Moodle course that uses lots of game elements, levels and plugins:

Follow the Orange Brick Road to Learn Moodle


http://demo.klevar.com/course/view.php?id=2


And this Twitter course  where I have fully configured the gradebook to mimic XP and use lots of game elements. You proceed up through 5 levels: observer/ problem solver / expert/ mentor / guru/. I made a quick version to demo of learning twitter . Note the 'My Grades (renamed to Scores)' block on My Home (renamed Dashboard) that shows current courses (renamed to skills) . I am editing the language pack to use gaming terms. see http://truth-or-dare.org/my/

http://truth-or-dare.org/course/view.php?id=4  Demo Course

The truth or dare concept is about choosing a path with full instructions and support or jumping in to a challenge and filling in the gaps. The gradebook is very precisely configured to cater for this by setting minimum required points in categories before higher levels are available.

I am using Moodle Tags to offer links to other content. Its hardly the AI / sophisticated algorithms used in the gaming world ....but something at least.

I am changing the style so it's a little ugly at the moment - but still functions. These courses are supposed to open to anyone who registers. Let me know if you have any issues.

 
Average of ratings: -
Picture of ryan sanders
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

http://demo.klevar.com/course/view.php?id=2

  1. i created an account. ((create account needs to be visible some place, beside simple "login / forgot password"))
  2. enrol => initially confusing... i was clicking on "orange county" but enrollment was being displayed below" was expecting another page between clicking on "orange county" and actually seeing the course. for enrollment types.
  3. got enroled.... and didn't know what to do. (finally found check boxes) i needed to check.  you have picture of navigation block. but need something to point / highlight or something towards the check box.  to much text, not enough pointing / highlighting driving attention of location of check boxes.
  4. i am having issues of "check boxes" i click one wait 40 seconds for page reload,  not able to due multi checks at one time (ya i am cheating). 
  5. being able to advance from 1, to 2, to 3. (sections)  i am pulling teeth. all information at bottom of page. 
  6. "full check box" vs broken up check box... "arghs" i might of missed something how do i get something checked?  "open up the link" need a little bit of description for stuff i am not able to directly check mark and pass. but requires more "action" to get it checked....  such as "click this link" or something.
  7. #4 forums. =>  you have tinymce editor and not default atto editor.    people are going to get confused!
  8. #5 top picture = to long in pixels. guessing some were in the 30 to 50 pixels. 
  9. *arghs* no ajax / auto updating of opening up an activity in a new windows, and "check boxes that are broken" forcing another page refresh. 
  10. the whole simply opening link for checkmark to show up as in completed *big big frown* need to be forced to upload a file, finish a quiz, enter a glossary term. 
  11. "your journey so far"  block on left hand side. needs a progress bar. but at moment only moving a icon.
  12. "bonus points" block just below "your journey so far" does not seem to be updating.
  13. the final E-quiz  is not coming up, for next step through things, (i hit back button and page refresh) and had to click through "your journey so far" to get back to the final E-quiz. vs clicking the back/forth options in middle bottom of page.
  14. i noticed on some of the pages "navigation menu blocks" some were on left side, and some on right side.  it got annoying. and hunting back and forth for menu, and direction of focus "were should focus be placed" 
  15. check boxes / check marks need to be made bigger. say... no check mark = RED,  with check mark = green. but overall size = bigger. say equivalent to 2 lines of text in size. to much hunting and trying to find. kinda like trying to find that last little monster that i need to destroy, so i can complete the bleeping level in a game. 

=============================

i can tell you been using the generic completion / availability options per each activity / resource.  and did a good job for what you have access to. but i do not think you could offer more than what you already have. without additional coding for moodle.  i would say B grade. a few minor details noted above kept ya from getting an A,  it was usable and did its job. and thought out well, in that respect, i would say give you a B.  but this is coming from some bozo that has no experience "newbie" and giving first impressions. 

=============================

=============================

http://truth-or-dare.org/course/view.php?id=4

enroled

so far much better "demo course" as far as "eye candy" is concerned.  though a little bit funky and caught off guard some (good thing), compared to other demo course. 

attempted to get through 1.  but started getting errors to database. i think connection problems are happening. will try again later. 

============================

============================

i am a programmer, but no professional, place me at hobbyist. 


 
Average of ratings: -
Picture of Natalie Denmeade
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

Hey Ryan..

That is awesome testing and  detailed notes! It is hard to see these things myself when I have looked at it too long.

You gave me a B !!!??? I wanted a #$@!!! A! Do I get a second attempt  ??? ;)

I use a layered approach to collating user feedback and have added some comments to the final column.


Infrastructure Level

Frustrations /Comments

Nats response

Layer 6:
Skill and experience of students and course teachers

1.the whole simply opening link for checkmark to show up as in completed *big big frown* need to be forced to upload a file, finish a quiz, enter a glossary term. 

2.you have tinymce editor and not default atto editor.  people are going to get confused!

1.Some times a teacher just needs to know the learner has been given the opportunity to read info - whether they actually do is optional.Later I on I forced activity.

2. Changing from the default is risky! Especially as Moodle versions change (this course was made a few years ago now). The balance between what is comfortable and what is best. It has to be a massive improvement to justify the change.

Layer 5:
Moodle Course Design
(Managed by the course teacher)

  1. got enroled.... and didn't know what to do. (finally found check boxes) i needed to check.  you have picture of navigation block. but need something to point / highlight or something towards the check box.  to much text, not enough pointing / highlighting driving attention of location of check boxes. check boxes / check marks need to be made bigger. say... no check mark = RED,  with check mark = green. but overall size = bigger. say equivalent to 2 lines of text in size. to much hunting and trying to find. kinda like trying to find that last little monster that i need to destroy, so i can complete the bleeping level in a game. 

2.being able to advance from 1, to 2, to 3. (sections)  i am pulling teeth. all information at bottom of page

 

  1. Too long in pixels. guessing some were in the 30 to 50 pixels. 

  2. "your journey so far"  block on left hand side. needs a progress bar. but at moment only moving a icon. "bonus points" block just below "your journey so far" does not seem to be updating.

  1.. yes it helps if checkboxes are bigger. I managed to do this in CSS . As a designer I often want small changes that will affect all courses on the site. So I made a new moodle site where I can play without affecting the Klevar.com server which has active users and professional courses.

 

 

2.In the new version I tried to solve this with bright colours and bigger links using bootstrap buttons (no coding just styles!)

3. Just me being lazy! But for others, the concept of image width requires some skill. I love the auto size option in Moodle 2.7 when uploading images

 

4.It is a progress bar - but I replaced the ticks and crosses with stars

 

 

 

Layer 4:
Moodle Theme Design and Course format

Create account needs to be visible some place, beside simple "login / forgot password

1.initially confusing... i was clicking on "orange county" but enrollment was being displayed below" was expecting another page between clicking on "orange county" and actually seeing the course. for enrollment types.

1.I often see students struggling to enter a course. A huge big flashing button is needed. I will talk to Gareth about the Shoehorn theme making the 'Self enrolment' option the obvious choice

Layer 3:
Moodle Site Configuration

i noticed on some of the pages "navigation menu blocks" some were on left side, and some on right side.  it got annoying. and hunting back and forth for menu, and direction of focus "were should focus be placed" 

This is also me being lazy .. but I wish there was an easier way to do this quickly at a course level . The main site was upgraded and the front page positions changed. I find subpages have different block positions that need to be changed one at a time -aarrgh

Layer 2:
Moodle Software
(Managed by Moodle.org)

1.the final E-quiz  is not coming up, for next step through things, (i hit back button and page refresh) and had to click through "your journey so far" to get back to the final E-quiz. vs clicking the back/forth options in middle bottom of page.
.... i am having issues of "check boxes" i click one wait 40 seconds for page reload,  not able to due multi checks at one time (ya i am cheating).
 * no ajax / auto updating of opening up an activity in a new windows, and "check boxes that are broken" forcing another page refresh. 

2. "full check box" vs broken up check box... "arghs" i might of missed something how do i get something checked?  "open up the link" need a little bit of description for stuff i am not able to directly check mark and pass. but requires more "action" to get it checked....  such as "click this link" or something.

1.This was my biggest issue with making Moodle more like a game. The refresh just kills it. As YUI is going I wonder if this will be resolved soon?

2.I see students confused by the check box being dotted or solid to indicate self or auto completion. I now try to only use one type within a course.

Maybe I can make the auto-complete one just a tick (with no box) .. I will try it ..

Layer 1:
Server Platform - IIS, PHP, SQL (Managed by ICT)

1.attempted to get through 1.  but started getting errors todatabase. i think connection problems are happening. will try again later. 

 Could be local issues or Server issues ..


 
Average of ratings: -
Picture of ryan sanders
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

Natalie to your comment about using just one type of check boxes....

i would say keep the mix and match of the check boxes.... 

example...

  • test 1.....................................................i got a line to show this checkbox
  • test 2.....................................................i got a line to show this checkbox
  • test 3.....................................................i got a line to show this checkbox
  • test 4.....................................................i got a line to show this checkbox
  • test 5.....................................................i got a line to show this checkbox
  • but when there is no line... (spread sheet with hidden lines) it is hard to judge what check box you are clicking. 
possibly adding in say <hr> above title and checkbox, and then another <hr> below  to kinda given notation that this check box belongs with X title. 

  • <hr> = (dashes) ----------------------------------------------------------------------------------------------------
  • title (arrow) -> (to lazy for styling nothing here, using dots).................................checkbox
  • <hr> = (dashes) ----------------------------------------------------------------------------------------------------
  • <hr> = (dashes) ----------------------------------------------------------------------------------------------------
  • title (arrow) -> (to lazy for styling nothing here, using dots)................................checkbox
  • <hr> = (dashes) ----------------------------------------------------------------------------------------------------
  • <hr> = (dashes) ----------------------------------------------------------------------------------------------------
  • title (arrow) -> (to lazy for styling nothing here, using dots)................................checkbox
  • description of activity that is multi lines
  • multi lines
  • multi lines
  • multi lines
  • multi lines
  • <hr> = (dashes) ----------------------------------------------------------------------------------------------------
  • etc...

perhaps instead of check boxes free floating on the right, place check boxes directly in front of the activity/resource title...

  • checkbox (title of activity test 1)
  • checkbox (title of activity test 2)
  • checkbox (title of activity test 3)

not below = to much searching, loss of focus and frustration. at least to me.

  • (title of some activity that has a random length ) checkbox
  • (title of some activity ) checkbox
  • (title activity ) checkbox
  • (title of some activity that is long and having to search for checkbox ) checkbox

========================

different languages read left to right, while others right to left,  and even others one line left to right, and next line right to left. being english. it makes more sense... to have a spot identifiable on left. at least to me. 

 
Average of ratings: -
Picture of ryan sanders
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

*rubs chin* the more i get into the psychology aspect of things... i feel like i am wanting to try and "complex" things more than what they need to be. when it comes to "differentiation" and possible ways to have moodle select certain activities / resources based on psychology aspects about given person and the activities / resources. 

it would be awesome to get a person culture, living conditions, income, etc... but i think that would be TO MUCH. 

i was also thinking along the lines, of possibly asking questions like...  how much sleep did you get last night, have you ate breakfast / launch, what is your current mood, how energetic are you?   but i think that is also a bit to much.  to many questions. for getting information about student throughout the day.   

i might bite into say "home room" very beginning of the day, asking say 20 questions, multi choice, true/false answers.   and getting some details about students mental / physical state. but then throughout the day only asking say max 5 to 8 questions. if that. 

the smaller amount of questions being like. did recent activity work for you?  was it useful?  was material good overall?  was information boring? did you have issues with it?  did information apply to you?  was information over your head? was it review for you?  was it confusing to you? ((simple yes/no or scale of say 1 to 5, or 1 to 10 like options))  for this quick simple assessment questions that are asked throughout the day.  possibly making some of the questions or all of them "optional"  but tie'ing these "assessment" questions to a "quest" and/or adding them to an already created quest. 

to above... "home room" asking say 20 questions. would be like going into some game. and setting up a "customized level" and you are selecting players, stats, resource amounts, etc...   and then throughout the day.   would be actually playing the game, were you build X building, or create X unit, move X unit over to this place on map,   (( these building, creating, moving, would be the assessment questions per say. )) 

it might be nice for more real time feedback. vs at end of an activity / resource.   example reading a word document / pdf / book, and distractions in background. or simply loosing interest / focus.   do you click browser "back button" and a little pop-up shows up asking some questions?  is there a little javascript timer, that detects mouse / keyboard movement, and if no activity, pop's a couple questions up?    

=======================

EDIT: got myself side tracked here...

learning is real time.  and how does the ENEMY AI, err LEARNING AI. know what is happening without feed back real time?  vs only getting feedback at the end of an activity / resource...   how could this be achieved within moodle? 

if moodle was able to keep track of a person "reading speed" ((it is a skill)) and was able to go over a html page text, and identify it will take person 4 minutes to read through material.   and there was no mouse or keyboard movement... give it an additional 30 seconds and display a javascript pop-up window. asking if user is still there?  or AFK (away from keyboard)?  if in a physical brick / mortar school. and in a classroom.  and the teacher stopped the class for someting say questions, would this hold the "pop-up" window from showing. due to teachers mouse/keyboard had some movement?   would same apply to, if folks were placed into groups? 

in a real time game, if you stand up and walk away from game it most likely means = your dead, or less you "pause" the game, or went to some safety zone area within the game.  how does this apply to learning in a K-12 environment?  and how would this apply to a distance learning environment? do we go with more of a "web conference" style setting. showing who is and who is not online?  who is currently talking, who is currently typing, who is currently reading?  who is currently in a group activity? who is currently in given activity / resource? (adding to) what they are doing in the activity / resource?  if not displaying in what activity / resource and then in more detail, were they are at and what they are doing in the given resource... in a game it would matter for ENEMEY AI err LEARNING AI. and needing to keep track, i would think. 

==================

getting back to psychology and dealing with the ENEMY AI err LEARNING AI. and selecting different activities / resources based on...

emotional / physical health state of student = sad, iffy, happy, short attention span, long attention span, has walked around for a few minutes to get there heart a pumping and blood flowing, or been setting there for an hour bored to death, stress level, worn out, full of energy, (etc.. that is beyond me still)

pending on emotional / physical health state, it could mean, 

  • pushing student into a "harder difficulty" activity, that requires more focus,  vs something that is more overview, pending on there focus level / energy level?
  • or perhaps a shorter "quiz" = short attention span at given time,  vs a longer "quiz" = full of energy and rearing to go. 
  •  to checking if student has given behavior of "not interested" or lacking in given area and "slowly building student up" in given area... by selecting less overview and slowly adding in more new material. ((other words ratio base)) so as to get student that is say behind rest of the class, slowly caught up at there own interest speed, learning speed, etc..  
  • short attention span = less new material initially pushed onto student, then a short work out assignment, then more new material.  a student that shows longer attention span= more new material delivered at once and gone through.  if student has short attention span, and there is a need to get a longer attention span... then instead of say 15 Q/A quiz. perhaps over time of a few months building up to 50 Q/A quiz. if a point is reached of negative results. then reducing overall Q/A's on a quiz / giving amount of new material at student at one time.
 
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Picture of ryan sanders
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

<QUOTE> 

http://truth-or-dare.org/course/view.php?id=4

enroled

so far much better "demo course" as far as "eye candy" is concerned.  though a little bit funky and caught off guard some (good thing), compared to other demo course. 

attempted to get through 1.  but started getting errors to database. i think connection problems are happening. will try again later. 

</QUOTE>

==============

site back up and running....

"karma" at bottom of page... was annoying... i had 3 check marks, but not able to get to the 4th area...     4th area should only display until i either reach a certain point, and game / class gets to that point and it is explained what that area is...   or once i have completed an area in a game, that area shows up as being able to go back to it.  then again i was "cheating" and just clicking through stuff. and not actually going through material. even still i may have missed information. 

snakes and ladders *arghs* was forced to go through it before moving on! *well done*  the "grade answer" button was in funny spot. i was expecting it to be directly next to the "answer box"  as a techie, i know i can enter something and press "enter key". for many forms, but for non techie, folks, they like to enter stuff, and then click button to submit.

the "left / right" arrows, that would move back and forth between sections. i was on a marigold-round.  if i was in 1, but not past 1, (they did display?)  if i passed 1, and in 2,  i could flip from 1, 2,1,2,1,2,1   it was confusing...  i figure left arrow would stop at "1" and then right arrow would stop at "2" since i was not past 2 yet.   navigation menu... would seem better.  without displaying of badges, and participants.  *rubs chin* the marrigold round effect of the blue arrows. i suppose might be better geared for younger kids.  or if same scheme used through out website and courses. 

i felt like i was better off useing the "bread crumbs" at the very top left corner of the webpages. getting through and finding things. 


 
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Picture of dawn alderson
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

Natalie and Ryan, hi

had a look/scan...will log in another time to play...test....nice ideas, few things for now.

1. why the very long log in detail request?....not popular thing for me to be honest-puts me off...I think oh they want that detail...back later...and never return to stuff. I wonder if others do this too.

2. So, how does it go in terms of embedding those nice creations into moodle courses?

3. Both, what age-group(s) are you targeting?  Because Ryan...that is where the psychology comes in...and needs to be applied properly tongueout

ta

 
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Picture of ryan sanders
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

Dawn, 

alright nice friendly push for me getting all 3 books you recommended in other thread!   reading over the international shipping UK to US via ebay,


 
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Picture of ryan sanders
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

before i loose tabs from an earlier google searching...

looking at http://www.capterra.com/learning-management-system-software/ and filtering on "gamification" has me somewhat concerned, if i am missing something from all the other LMS (learning management systems)

reading....  http://en.wikipedia.org/wiki/Gamification left me in a slump.  and possible cause from all the confusion i see here in the forums, and trying to compare things, when only partial things are being applied. 

searching around found "education AI" as being more of a "key term" vs learning AI.  when describing ENEMY AI in a game to how i am applying it in this thread. i should state "EDUCATION AI"    

learning AI, teaching AI, gaming AI, enemy AI, etc... AI. refer to a lot of other stuff, when i went googling. and education AI, gave much more focus, on describing what "education AI" was, when placed in context. 

psychology AI,  seemed to have its own characteristic as well. but seemed hyped up by "marketing departments"  vs actual AI geared towards psychology, and dealing with students that are learning. 


 
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Picture of ryan sanders
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 
skills and traits. 


looking at some "teacher lesson plans / curriculum plans" for most part things are taught in some what of an order.  with exceptions.  i am trying to figure out how to jump from 0 up to say 9th grade. without filling in all the material between new born baby to beginning of 9th grade.  

only thing i can think of is, initially using a "time line" starting at... 0000 yr, 00 month 00 day.... and building from that... moodle version number for keeping track of plugin versions. might be a bit better,  yyyymmddxx ((xx extra optional mini versions, some may think of them as hours possibly)) though i could almost see wanting to classify things down to minutes...   yyyymmddhhmm   simple to align with setting down in a classroom.  will go ahead and add seconds  year, moth, day, hour, minute, seconds  yyyymmddhhmmss.  most likely overkill. but more likely let folks align things if wanted...

the time line would be based say fictional childs birth day. ((education AI))  and then comparing to students birth time.    then you have real world date/time. 

  • education AI starting at 0000 yr 00 month, 00 day, 00 hour, 00 minutes, 00 seconds. 
  • students day of birth / time = education AI
  • other words to the education AI, it does not really care if it is year 2001 vs year 2015, all the education AI actual cares about. is were student should be, and how to compare student to various goals student needs to meet.   this would be like starting a game. and say it starts at year 1, and as you play the game it advances to year 4,  then to year 8, then to year 20, etc...  the game does not care what the actual current date is. it only cares about were person is in the game. 

while i realize folks learn at different speeds. there is need for a basis, and then being able to adjust off the basis to fit students needs via "education AI" 

===================

some students only learn one language,  other students at early age need to learn 2 languages.  a student needing to learn 2 languages is going to be at a dis-advantage of student learning one language....  in some games...   you can power house through a single skill, but if you want to learn 2 skills at same time. the experience points going into the 2 skills is divided / ratio'ed out.. between the skills.  

some students may learn there primary language all the way up to say high school, but then start learning a second or third language.  this student going to have a much higher primary language most likely, vs a student of above that had to learn 2 languages early in grade school. 

if i go with the "time line" noted above...  i could tag activities / resources to say 00060101 (6 years, 01 month, 01 hour) for child needing to learn 2 languages early on.   and then tag other activities / resources to say 00150105 (15 years, 1 month, 5th hour) to students learning second language in high school. 

i guess i can drop the YYYY down to YY for education AI, and Students, and assign materials to time line. 

  • YY, MM, DD, HH, MM, SS (year, month, day, hour, minute, second)
  • hopefully this might keep publishers / teachers. from entering current year, vs education AI time. err game time. 

===================

some activities / resources, are going to cover a "range"   of date/time.   

  • YYMMDDHHMMSS = learning something
  • 030101010101 = speaking A
  • 030101010201 = speaking B
  • 030101010301 = speaking C
  • 030101010401 = speaking D
  • 030101010401 = speaking E
  • 030101010501 = speaking F
  • 030101010601 = speaking G

if a teacher uploaded a video, that had a teacher pronouncing A, B, C, D then they would need to assign the video a time line of..

  • 030101010101 to..
  • 030101010401

if another teacher uploaded a video that covered pronouncing C,D,E,F then... they would need to assign the video a time line of..

  • 030101010301 to...
  • 030101010501

yet another teacher uploads a video of saying just A then they would just assign video a time line of...

  • 030101010101

yet another teacher but just B

  • 030101010201

=========================

*arghs* time line does not work.. to many if's and possibilities..  i guess time line more geared for setting and reaching goals? my mind keeps taking me back to "tags" and using "key terms" or rather a long set of standardized key terms. these key terms acting as "skills"  in a game it might be jump height, strength, fire bolt, but for this EDUCATION AI. it would be...  constants, vowels, pronouncing, adding, subtracting. multiplication, dividing, history 1500. 

lets try this example...

  • skill = pronouncing
    • sub skill = A
    • sub skill = B
      • if learned A, then (ok, give this option)
    • sub skill = C
      • if learned B, then (ok, give this option)
    • sub skill = D
      • if learned C, then (ok, give this option)
    • sub skill = E
      • if learned D, then (ok, give this option)
    • sub skill = a
      • if learned A then (ok, give this option)
    • sub skill = b
      • if learned B then (ok, give this option)
    • sub skill = c
      • if learned C then (ok, give this option)
    • sub skill = d
      • if learned D then (ok, give this option)
    • sub skill = e
      • if learned E then (ok, give this option)

==================

*YAA!!* liking below better

teacher uploads a video covering pronouncing A,B,C,D   

  • they would need to enter a "YYMMDD"   (EDIT: lets add in a START and END YYMMDD)
  • select SKILLS -> pronouncing -> A
  • select SKILLS -> pronouncing -> B
  • select SKILLS -> pronouncing -> C
  • select SKILLS -> pronouncing -> D

date stamp (year, month, day) gives identity of age group / time line, and then selecting skills.    teacher does not need to worry about all the complicated stuff, due to the actual "skill"  has all the programming... to handle things.   the "skills" part is part of what EDUCATION AI. would use to give students a choice of activities / resources to pick from. as they move through the course...

mind map plugins (been a few years) if memory serves, allows variety of paths to happen...  if teacher wanted to see the "skill tree"  they could go to mind map, select skills, and student.  and see were student is at.  much like going into a game... and seeing skill map of spells, and like. 

=========================

brain fried... 

instead of advancing idea further at moment... going to see if i can find some "open source" learning software.  example goto walmart, bestbuy, kmart, or any regular large retailer, and they normally have a couple buck "learning" thing for kids 4 to 12 years old, maybe highschool / collage.. www.frys.com  generally gives a a lot of learning software away free after rebates during "blackfriday" time of year.  being able to move software to moodle. to obtain the "skills" that were coded in the software, might be a big time saver. in creating  EDUCATION AI. most likely porting from C/C++ source code to PHP.  as the education AI grows... additional Skills would be added.  additional skills = teachers / students /  publishers, being able to assign stuff through moodle to given skills.  yes i am trying to cheat, going from scratch for K-12 that is 100's of individual skills



 
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Picture of dawn alderson
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

precisely.

you can't critique something you haven't read through...now can you my dear friend!

wink

 
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Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

<quote> dawn alderson 1. why the very long log in detail request?....not popular thing for me to be honest-puts me off...I think oh they want that detail...back later...and never return to stuff. I wonder if others do this too.</quote>

i had a difficult time understanding your point / question yesterday.

with old school text books, it was easier to "skim read" per say, or rather flip through  a couple pages and get some idea of what i as a student was going to be getting myself into. kinda like driving a car and just focusing a few feet in front of the car.  vs looking a head, and seeing a curve or a stop sign, someone riding a bike on my side of road.  or rather you recommending the 3 books to me, but the 1 book the preview well "stunk" i was unable to get a idea of what was to come. hence asking for a bit of a push, to understand what the book covered. 

in most internet things today on other hand. it is difficult to "flip a few pages" to get an idea of what is to come. and how the material would be presented. with that said i have fallen for google... learning my keyword searches, i will initially do some keyword searching, wait a day and go back at it on google. the waiting seems to let google "catchup" to learn my activities, at same time i find better "key terms" that begin refining the information wanted. as a result at least for me. a predictive results that fine tune things to what i wanted / needed to know. 

for myself... if i am able to identify material that i would classify as garbage to me. i skip / skim read.  if good i go back an actually read it,  example oh i already know this information. so lets skip this page... and move on to something i do not know. issue is... something may have been lost in the skipping. (risk assessment) i suppose.   stereotyping maybe? yep i am still in dark in psychology...*arghs*

in K-12,  in a classroom of say 30 kids, and teacher is not getting any sort of feedback from students of if they are following along... including some Q/A sessions....  and then towards end of class, a how do i want to say this, conversation starts, were kids start feeling more comfortable. and begin asking, and teacher realizes... last half of class was a waste... and needing to go back and touch on different areas, that were skipped / skim read per say. 

when i refer to RPG (role playing game) and programming logic of it. and apply it to learning / teaching,  to me this would be part "education AI" example google searchs,  text book flipping a few pages ahead, "skill map tree" and showing activities / resources able to go to. ((walking around a game and learning were some mountain is or finding a village, finding out were specific monsters are)),  errr ok maybe not best connecting the dots explanation. need to think a bit more, on i guess "preview" though that is pretty dumb down keyword.  i guess in gaming. when the folks are creating the game. the are planning were monsters are, were villages are, etc...  for teachers it would be there "curriculum lesson plans" i suppose. for a game looking up at a skill tree and seeing skills i want, but still needing X and Y skills before being able to learn given skill. and figuring out what i need to do in advance.   but that still is not applying correctly hhmmsss... i need to re-look / re-think about GUI (graphical user interface) or theme, or layout of moodle. and were things would be located. and how they would be displayed and interacted with.  other words i am not seeing big picture and fine details yet. 

EDIT: *after some time has passed and coming back to this issue...*

if i was a student, and was able to say goto a skill tree, see my current skills, and say see a skill i want or need to get. (a goal set) or rather (a quest was made that set a goal), then i would like to be able to click on that skill. to see information of what the skill is... but i would also click "more info" per say and see a list of activities / resources that are attached to that skill.    i need ability to click and read, and then go back to a skill i still need to finish out. the ability to connect the dots per say. of what everything is leading up to.  err what current skill is leading up to.

to me... if i was in a game... and i am having heck of issues with same a fire monsters or monsters resistant to fire attacks.  i might play a little bit. in hard difficulty, but then reset my eyes back on lower level fire monsters. or i might go hit on some water monsters, that drop items of water based weapons. so i can gain an edge on the fire monsters. 

if i was trying to pronounce say watchamecallit (watch-a-me-call-it)  and to hard then i might focus back on how to pronounce words with "ch"  in them (aka from watch),  or go back and learn rules of grammar, that covers "proper grammar"  vs inserting  the -a- 

as long as i knew were to find the skills and what skills i have already learned, i would think it would be possible to go back to a previous skill and redo some things within it...  errr in a game going back to say level 5 when you are level 10, to get some experience in dealing with something. some game players may call this bad plan for a game and difficulties not set correctly. but... it is "re-play ability value"

 
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Picture of dawn alderson
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

Ryan, hi

I am not going to beat around the bush OK.

Right.  I can feel your enthusiasm here.....it is great!  I can also understand why you are seeking knowledge about psychology for L&T/Ed-tech...really makes sense in terms of what you are trying to do...actually what you have created there.

Ryan....I am struggling with your expression, every time I get to a ahhh I see....I then stumble and trip because of the way in which some ideas are expressed.

Please can I make a suggestion? Going to anyway smile

How about you put all your ideas into a generic thought map/model...a diagram perhaps and aim to show your thinking that way...it would be much more accessible for me-not sure about others.   

I attach two models for you:

1. in terms of L&T

2. Unified Modeling Language (UML)

It may be that these models will help you to synthesise elements to inform 'the new' in which you are trying to get across.  You see, I think there are a lot of possibilities for new ideas across your written stuff, but I also think you need to separate the detail from the big picture too.

hh

Dawn   

Picture of ryan sanders
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

</quote> dawn alderson How about you put all your ideas into a generic thought map/model...a diagram perhaps and aim to show your thinking that way...it would be much more accessible for me-not sure about others.   

I attach two models for you:

1. in terms of L&T

2. Unified Modeling Language (UML)

It may be that these models will help you to synthesise elements to inform 'the new' in which you are trying to get across.  You see, I think there are a lot of possibilities for new ideas across your written stuff, but I also think you need to separate the detail from the big picture too. 

</quote>

awe... but i thought everyone could read my mind *sticks tongue out*  

fully understood,  need to add some structure, flow charts, diagrams. and begin focusing on a overall plan.  vs brainstorm sessions that are not coherent to others at times *looks guilty*

question... move this to docs.moodle.org  so as to be able add/edit/delete from multi folks including myself as things get updated? or leave it here in forum? or other?

 
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Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

i did not get very far in search for open source learning software and seeing what might find for "copy/paste" skills.  out of the schools websites that i skimmed through. i saw collection of data to help define courses, along with activities and resources as it might pertain to moodle. including teacher lesson plans, student work sheets, student activities, extra work sheets for teachers to hand out, and a few other things. that my memory of back being in school as a student, to picking up now that see as important but not fully recognizing the key terms and functions / usage of, that a typical teacher needs / wants / uses, in teaching everyday and over a semester. 

the collection of data was to "random" one site did it a little different but missing something, another website had most of it but missing a couple other things, it was a mix and match overall. 

================

reading over other threads in moodle research forum...  along with thinking back on this thread...

i wanted to take focus on implementation... GUI (graphical user interface), theme, layout.... other words were stuff is....

many games have a second application, or use a third party application to create customized quests/tasks, customized levels, customized units, along with how they package it all together. so some game player can come along and install the "MOD"  (modification, customized game level,etc..) not much different with www.moodle.org/plugins   for moodle. and the "front end" customization of course, activities, resources, etc... is there... i really do not want to break out of that... and have a full blown back site admin menu -> some customized editor.   it would seem bad idea, and break away from teachers ability to add/edit/delete things as needed easily and without much effort. i also do not want to break away ability, to have say a "personalized learning environment" but still keep student within a given course.   examples of what course might be good at having... group functions that are not done in moodle. say teacher says lets all try and pronounce A, or O, or D, at same time. or some sort of "shop class" activity, or PE / gym, students reading "outload" in front of class there book report. say science class and dissection of a worm / frog or like. reading a page out of a book, and after a paragraph it switches to next student, and so on and so forth reading from a book.  while my examples are from say K-12, much of it still comes in at collage, and training for jobs. 

what editors per say are there?

  • skill editor (requires knowledge of programming in php,javascript,html,css)
  • skill path editor (more drag and drop and/or spreed sheet possibly like notation) an attempt to KISS (keep it simply stupid)
    • i am a bit reluctant on this one. due to how quickly and complex it could easily get. not in coding but simply understanding how to use it. and amount of min knowledge needed to use it effectively. this includes world wide, at institution, category, course, section and per activity /resource level.  and then per teacher and per student doings. 
  • task editor (more like assignments, simple stuff), in idea already done. err goto a course and "turn on editing"
  • quests (more advance than task editor, more variables, to choose from) KISS (keep it simply stupid) boarders on advancing the "completion and availability" options err plugins for more options to choose from.
  • quests advanced (more complex, needing to know programming, and connection to education AI, academic AI)
    • would be nice for javascript drop down builder... oh.. it has been to long again. i want to say "world builder" for warcraft 2,  it was not pure programming, it offered a complex but easier to use menus, and selections with key term variables.  it allowed non programming folks a way to create customized maps, units, and like.   but it still offered a few ways so a more advance programmer could come in and write code directly into it. 
    • i am not sure if it would work for screen readers for the blind. due to the dynamic nature of needing to create stuff on the fly and assigning stuff.  ((i would want to reduce as much web browser to server refreshes as possible)) other words  i would want to reduce dialup connection speed feel of it. waiting for a page refresh to happen. not sure if dataform plugin for moodle could be modified for this or not. or perhaps building upon it, and redefining it to more structured setup. 
    • moodle goto course and "turn on editing" mimics the "world builder" but at this time trying to think of more complex situations, were "if / then / else" and foreach / loops come into play. and accessing extra stuff within moodle overall system, that is not directly available through "moode course -> turn on editing,  example customized report types, or an admin going to database and running a customize SQL string to get some data,  another example might be accessing google drive usage, or facebook page and student friend lists. and building off that, to create in groups automatically. 
      • while it is all fine and dandy for IT staff to obtain and get statics and like from another website and student usage... being able to move that data from IT staff, to the teachers, so they can select stuff might bring things closer to were they might want to be. and be able actually act upon it.   play around with the data, and test different things to find out what does and does not work overall and for different students. 
      • (as if you were a teacher) i do not want to rely on IT staff, there to many IF's and BUT's and i do not want a dedicated plugin either for just this specific thing or some sort of core edit that effects the entire installation of moodle. id rather say hey IT staff, i need to access google drive statics, and smart phone statics. what can you do for me so i can see and adjust my course to various info?  IT staff creates a plugin or setups settings to pull info, and puts into this "world builder" so information can be access/obtained, and in a non programming code way adjust things within my course. along with adjusting things for individual students. 
        • other words... in gaming creating a customized map/level, customized units, customized spells, heck even customized skills, and skill paths. 
  • teacher lesson plan/s? would teacher lesson plan be kinda like creating and/or selecting quests? 
  • student lesson plan/s? a teacher lesson plan but for student... ? not exactly sure about this. but i want to say it needs to be there. so a teacher could adjust things per individual student.
  • group lesson plan/s (expansion on above)  to me in a game this would be categorized as a "clan lesson plan" example leader of clan selected to go to war with another clan... and in that multi students get add/edited/deleted at one time.
  • ((see last three """lesson plans"")) my initial reaction is wanting to move them into something else. but in back of my mind, they need to be a visualize select link or something with course navigation menu or the like. i would like to think these lesson plans are more overrides more than anything. but each lesson plan in idea is complex in itself. 
  • an activity / resource that more implies PLEG "personalized learning environment game" (for lack of better term)...   instead of clicking on current assignment, book, database, quiz, etc.. this PLEG it takes student into a more defined mini course within the course of stuff directly relating to student?  or how many activities / resources have a 'description' with option to display in course. does this PLEG display selective activities / resources that are more geared for them in a description area within the course?  so as not to move student out and away from the course.  ((an attempt to maintain focus))

what might help reduce reduction in time to add stuff?

  • if going with a skill tree, and assuming a course = a "major skill" and then broken down into individual skills via sections and activities / resources.. ((add in categories for courses as well))    should it be automatic to access (((categories -> courses -> section ->)) and auto fill some variables for skills when creating a new activity / resource?   
    • to note... this is not "automatic and forced" it is just pre selecting,  editing teacher would still have option to add/edit/delete skills.  example of pre-selection might be adding something onto ebay. and selecting to sell a bike, and selecting the bike category, and then some stuff gets prefilled/selected.  but you still can add/edit/change information. 
  • is there a way to create a "teachers lesson plan" to pre populate certain things? and does the teacher lesson plan connect into "quests", say teacher fills out on todays date, learning about XYZ antibody, so on that day student login in and goes to course, the get a "quest for XYZ antibody"

past me bed time *waves* one last thing before i end this...

the "world builder" notation... *arghs*  that brings something completely different into the mix. of my original thoughts of this thread. and i am a tad hesitant, to push for it. due to it would change dynamics in more ways than i care to think about at moment. and could impose how a course is displayed and even created and used.  it brings in a new complete full set of  classes, functions, variables in moodle and how they are coded. to be able to handle something like world builder. 

 
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Picture of dawn alderson
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

a doc-well yes, good idea.

steps before that:

1. all of this needs to be categorised (can do it....but will have to wait-as in time-wise =length of a piece of string-got other stuff on that needs priority)

2. the model would be very useful in that doc at the outset

3. "world builder"  hang on to the idea for now-perhaps

And the lengthy posts are causing a scroll of a thousand deaths!

wink

D

 
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Picture of ryan sanders
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

your use to moodle and site/s much more than i, and above me in school terms / usage.  take lead, in respect you are my upper and i am a newbie learning the ropes, and how things are done. 

suggested title/first page? url?

suggested categories to split things up?


 
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Picture of dawn alderson
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

Morning Ryan,

fine.  However, going to share a little tale with you....

When I was an undergraduate student, my mate Lara and I went backpacking around India....3 months....now, getting from A to B was not always easy.  You see, one day we caught sight of a bus we needed to get on...only to have caught eye-contact with driver-and he smiled....we just knew he would stop for us....and so we ran....and we ran...and we ran....until we realised.....we were running around in a circle!!!!!!!

Now, Ryan....I have good experience with circles.  

I will move with this, once I see a model/framework/diagram.....quid pro quo Ryan

heart 

 
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Picture of ryan sanders
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

*nods*

an attempt to familiarize myself with docs.moodle.org  honestly never messed with it before. different ways of doing things and needing to figure out how to upload images, and how software does things.

working on it... first microsoft paint and will now see if i can find a better application... to allow quicker easier edits. 

https://docs.moodle.org/28/en/Game_Logic_in_Moodle

https://docs.moodle.org/28/en/Game_Logic_in_Moodle_Overview = diagram

have yet to figure out how to delete a page. *woops*

 
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Picture of dawn alderson
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

I see.

not sure the example pronounce A....is clear enough.  It would be nice to see a pathway...rather than a one off isolated objective/quest.  So quest A.....phonic practice.....matching sound to symbol.....quest B.....practice writing the letter for the sound/learn about its shape/orientation...quest C....practice through application...written.....aural....oral....visual..... 

So, a pathway of three quests....ABC to reach the goal.....pronunciation of the letter named A through learning about the sound....sound symbol correspondence....the written form and application.

I get the notion of learner freedom to set own pace.....and the game logic offers flexibility in terms of levelling.....that is the gemstone of all this....learners being able to choose how they pitch their own learning...so not one size-fit for all.....

I can't get in to edit the doc....and I don't know how to gain access either.

smile 

 
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Picture of ryan sanders
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

quick google search i did not find a free "flow chart" app,  that could be saved directly on internet and share URL's.

i did find the following.. 

http://dia-installer.de/

for more info on it https://wiki.gnome.org/action/show/Apps/Dia?action=show&redirect=Dia

((attached file)) is current re-work  of flow chart.  mini arrows. 

  1. open up program... left hand side select from drop down menu *UML*
  2. i have been using "class" for left side just below the drop down menu.
  3. for arrows use the lines above the UML drop down menu. 

i have not dug into software more than above at this time. just wanted move ability of boxes. and ability for auto adjust of arrows. 

if you have better suggestion of flow chart software. i am all ears... easy enough to adjust to something else.

===============

as far as editing documents at https://docs.moodle.org

goto following page...

  1. https://docs.moodle.org/28/en/Sandbox
  2. top right corner near search box.  click edit
  3. edit something on the page, then save.
  4. you now can edit other pages in docs.moodle.org

for help in figure out how to edit stuff... simple goto some page... go up to edit..  below the "textarea" there is a "editing wiki help" link  that gives moodle short version... and then on same page a link to mediawiki for more information

Picture of dawn alderson
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

right.

now....am not aiming to pee on your parade....but I cant work with this now....it will be in the week...I want  to get a different doc sorted asap.

yep will have a search for diff flowchart software ideas. 

 
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Picture of ryan sanders
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 
*yawns* its bed time here.  going need to take some time. to figure out how to display flowchart data anyhow... at moment... it is growing rather big. with simple amount of data. and hard to display multi arrows / paths. without squinting and a magnifying glass up against monitor to see it all.  


take your time. hopefully books be coming in soon!

 
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Picture of dawn alderson
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

Ryan, hi

sleeping for 8 hours or more is very good to delay the onset of Alzheimer's....that is the latest correlation from medical research. 

Anyway.  I have been thinking a little bit more about your ideas and the doc....I will get my teeth stuck into it all in the week.

Now, it appears to me you are starting in the right place: early years....and once you have a template you can move across the ed systems/age ranges....nice, really nice.  I want to draw your attention to a few thoughts....now don't turn away when I mention X box live.

OK.

It is fascinating, don't you think, that there are many 8- year old kids in the West..and elsewhere of course, tuning into such kit.

What they are actually doing is talking and sending audio files with ease....joining games with others, sending messages, they are able to see who is online.....invite friends to join a game party...so more than two players and get...in my son's words......G experience....reminding me of D&D, they are building experience to build their status....and do remember they are 8! If not younger...and then they are expected to....in another world.....sit in school and complete worksheets with a pencil and paper without talking, so be mute.....and concentrate on ticking the right box to demonstrate an understanding of multiples..... 

mmmmmmmmmmm.........food for thought eh.

D  

 
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Picture of ryan sanders
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

https://drive.draw.io/ has everything but...

https://tracker.moodle.org  has option to create a mockup UI to add to a tracker issue.  other words creates a mockup of a webpage fairly fast. 

tracker in moodle.org had gliffy?  something like draw.io but not many things to pick from. and i was getting errors with it. 

i did find a lucidty something or another site. that was slightly better possibly than draw.io. but to many things lost in free version vs paid version.  only a couple bucks a month. but just not worth hassle. 

with above going to go with draw.io.  it makes me think of a mini-me of moodle but just for various flow charts. with some embedding options in webpages. possibly sharing through google drive or maybe url sharing?   and give a slight push to tracker.moodle.org -> mockup UI for actual webpage layouts.

============

misc notes: for world editor / world builder

start at 1:30 shows a glimpse of warcraft 3 world editor. select list, and pre created functions per say. of things to do. 

part 2 of above video, more glimpse of the editor.  the use of "sentences" to select variables and functions, and kept to more simpler spreedsheet like formula notations. it reminds me of math problems that were in shape of a sentence. or in english class and getting a paragraph and figuring out details about it. 

young kiddo  figuring out how to build a custom game. guessing 12 or younger, maybe closer to 8 years old. in above videos.  5 or so years back. nothing really new there... kids are smart within selected areas of there sphere of folks and what material they have available to them.  they might not fully grasp things, due to lack of knowledge / experience, but they do comprehend, and they how do i say... fight to best of there ability to improve themselves.



 
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Picture of ryan sanders
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

SORRY MULTI EDITS TO THIS post.

testing http://drive.draw.io  for flow chart sharing on forums. 

file -> share

https://drive.google.com/file/d/0B6rKZkMWwZZ_RVhpWThPbGtyS2M/view?usp=sharing

issue 1 to above link.. need to have a google account or google drive account possibly, and download/install draw.io into the account. 

issue 2 need to scroll to the right. to start seeing the flow chart information.  draw.io is basing stuff on actually being printed out on paper. and the table like sheets paper of the flow chart. is not justified to the top left hand corner of page.  

===============

file -> download as -> png file  

pdf file result in 2 mb file vs 0.5mb for png file. hhmss

directly uploading png file in forum is useless due to forum auto resizing of pictures.

removing file. for now.. and will refer to link for time being in forum. and will move on to wiki. ** need to play around and learn some still **


 
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Picture of Natalie Denmeade
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

I have a new class and have to return to my other world away from research for a while.....My parting thoughts on this topic... many of us attached to the hive brain of humanity are thinking similar thoughts (see this working prototype: http://www.dev4x.com/#prototype ) We need educators, psychologists and Game Designers to make this new world of education happen... and all of the prototypes I see, like the one linked above ,need good quality content (and investment) from subject matter experts.

I believe that we will see the first implementations with early childhood (see www.readingeggs.com.au) and the transition is thanks to game designers like, Notch and Minecraft, who thank God, where never trained to be teachers. The bards and storytellers of history have always had their finger on the pulse and influenced the future in so many subtle ways. One day we will look back and realise that Minecraft was this generations first experience of a Personal Learning Network. My 6 & 7 yr olds believe that they can google and Youtube *almost* anything. They are eager to share their new experiences with the world. (If only Mum would buy a capture card for XboX and let them film me in my pyjamas like the Shaytards.) It blows my mind that my daughter can make something like this on the first take:


Bye for now ..

 
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Picture of ryan sanders
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

cute kid Natalie *looks embarrassed* reminds me of myself here on moodle, more so this current thread. 

i like the term "personal learning network" 

the link ya gave http://www.dev4x.com/#prototype was one heck of a find! 

  • natural language processing,  cell phones / smart phones / tablets / laptops / some what desktops have microphones built into them.
  • decentralized network.. moodle mnet. has that like functionality. from understanding it can be setup like a private moodle.net website.  along with publishing courses / activities / resources to different mnets / hubs. 

below image is from... http://www.dev4x.com/#joinus  2/2/2015
below image is from http://www.dev4x.com/#joinus

below image is from... http://www.dev4x.com/#joinus 2/2/2015
below image is from http://www.dev4x.com/#joinus flow chart information

  • http://www.dev4x.com/technology had some interesting details as well. 
  • though the http://tincanapi.com/ link from dev4x  i am having a hard time with it, example code given, if i showed any friend / family member not a IT person. they would simply walk away, due to it would be above there head. 

========================

my time limit ran out from last post of mine. allowing me to edit some more... the link for the flowchart on draw.io anyone can edit it. as long as i remember to download the file as a backup... really could care less what happens to it. 


 
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Picture of dawn alderson
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

gosh.....lots to think about....OK.

Natalie....you cannot mention minecraft without reference to Stampy Longnose....I think it is a very close call between my son's adoration for his male teacher-who he adores...and his hero Stampy...well what I should say...is that he adores the two adult guys who act like 8 year olds.....when narrating the series of minecraft You Tube clips.....they are awesome because they are utterly chidlish-although so absorbed they have on the odd occasion included the F-word but everyone forgives that-it is just passion!

D

 
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Picture of ryan sanders
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

slowly adding updating...  https://docs.moodle.org/28/en/Game_Logic_in_Moodle

========================

learning the ways of wiki err docs.moodle.org

==sub heading==  the equal signs creates a "large heading font" at same times auto create a table of contents above within wiki page. 

========================

needing to figure out if "categories" of media wiki creates a better "bread crumb" 

  • this is breadcrumb for this forum reply
    • Home / ► Moodle in English / ► General / ► Moodle research / ► "fork 1" of What is "differentiation" and how can it be achieved? / ► Reply
  • this is breadcrumb for "advanced editor research"
    • Main page ► Game Logic in Moodle Overview Advanced Editor Research
  • need to figure out how to easily do...(( adds an arrow ))
    • Main page ► Game Logic in Moodle Overview ► Advanced Editor Research

may just stay with how it is... being able to edit https://docs.moodle.org/28/en/Game_Logic_in_Moodle and add a little comment of added / updated next to a link. might be easier to see. vs going into history of each page. 

===============

<quote>

dawn aldersonSunday, February 1, 2015, 5:19 AM https://moodle.org/mod/forum/discuss.php?d=279060#p1200607

not sure the example pronounce A....is clear enough.  It would be nice to see a pathway...rather than a one off isolated objective/quest.  So quest A.....phonic practice.....matching sound to symbol.....quest B.....practice writing the letter for the sound/learn about its shape/orientation...quest C....practice through application...written.....aural....oral....visual..... 

So, a pathway of three quests....ABC to reach the goal.....pronunciation of the letter named A through learning about the sound....sound symbol correspondence....the written form and application.

</quote>

little bit of stumbling on above... and adding info to a flow chart. at https://docs.moodle.org/28/en/Game_Logic_in_Moodle_Overview  most of it is me. boy did i pick a bad example of "pronouncing A". do not have a clue, about it,  at first was a simple attempt at an example and more i begin thinking about. more i realize i do not know. 

i did add above, but i am rather lacking in extra details in the "overview page". i was thinking about creating another page. that went into more details / examples. or less said. 

================

docs.moodle.org  does not allow direct embeding of draw.io flow charts. due to javascript code sniplet that needs to be added. that or i am not finding correct information. to add a javascript directly into the page of docs.moodle.org as a result having to save flow chart as a picture. and uploading picture to wiki..


 
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Picture of dawn alderson
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

Right Ryan.  big grin

I am in.  Now a number of things please, if you don't mind.

1. Slow down.  It is all exciting stuff and I am honored to be asked about involvement in this-I am looking forward to it.

2. Yes, you lack the specialist knowledge I have for L&T/Ed tech across systems...not all, but some of them, so it makes sense I help out.

3. I will begin work on things tomorrow.  Can you please hold the bus for a day or two? 

4. Let me finish reading your stuff-I am making connections in my head without communicating them at the moment-this is called the incubation period for idea generation-now can you let me have that time please evil, This will enable me to apply my knowledge and understanding.   

cheers,

Dawn

 
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Picture of ryan sanders
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

*rubs eyes* hit a little bit of a gold mine...

i am starting to better comprehend and being able to judge some stuff a bit better. vs just assuming and taking best guess. feels like i was in the darkages, when this thread first started. 

================

as for the couple pages of notes, ideas i have taken down.. *uth oh!* lots of information... but worse than normal brain storms. of being coherent. even to me as i am skimming back over them. 

 
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Picture of dawn alderson
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

Ryan-let me try again....

can you spell out to me why you make reference to the worldcraft 3 ed please?

I like it....simple and effective to organise and pull on a nice broad range of stuff ......now,  why have you made ref to it? I cant get the clips to play but have listened and viewed another clip on web it gets a total Yes  from me....as I posted before...but my posts keep getting bloody deleted...not that it pisses me off of course it doesn't.....it just makes me sigh with disappointment with the crappy set up here yet again.....sleepy   

 
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Picture of ryan sanders
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 
<quote> dawn alderson

can you spell out to me why you make reference to the worldcraft 3 ed please?

</quote>

if someone has a better suggestion or way to go about things i am all ears!

 
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Picture of dawn alderson
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

Ryan....oh speed of lightening....Mr Bolt!

Now do you think, in working with me that I am going to miss something....Nope.  I picked you up on the Ed...because it was not explicit in your pitch...now that I have picked you up on that point...you have altered the Doc accordingly, thank you.  Now, let us take a step back for the moment. When you state:

 and this is an attempt to bring in and extend moodle management system. and part of that is dealing with an "editor" were do things actual start from. and can be built from. what needs to happen first. before other things can be built upon. and were is it headed to for an overall goal.

You are talking about that Ed working/as a choice alongside TinyMCE, Atto....So, choice of three Eds across Moodle Vs...where that choice is available-are you not?

thanks for the clarity,

Dawn

 
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Picture of ryan sanders
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

your confused there... i am not talking a choice between atto, tinymce, and the advanced editor.   in the document, i was referring

atto, tinymce, wordpad in windows having a "common" GUI (graphical user interface) same like buttons that do same like thing in each of them, and roughly same like layout of were things are located.

and with warcraft 3 world editor.  i was implying /  trying to find a "common" GUI for other type of editors.  example moodlerooms designer. so a user use to one thing could easily and quickly adjust to the "advanced editor". 

========

changes made to wiki. to reflect above.

your not going to let me get by with a rough draft huh?  *a homer simpson DOH!* *laughs* it's a good thing!


 
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Picture of ryan sanders
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

Hey Dawn, seeing you are having issues with mediwiki,  i am assuming you are trying to convert  what is in a game, vs in school notes. 

  • http://www.mediawiki.org/wiki/Help:Tables
    • mediawikia creating of tables seems rather frustrating!
  • http://www.tablesgenerator.com/html_tables
    • above is more javascript and user friendly at least to me.  
    • just make sure you "check mark do not create CSS markup" and do not try to bold / change font sizes.  
    • as long as ya hold to just simple text and table. it should be a simple copy paste into mediawiki err docs.moodle.org
  • never have cared much at all for any sort of WYSIWYG editors such as atto, tinymce, (and long list of like editors), for creating tables. and tend to have used above website. for quicker creation of tables. then did a old copy/paste into what ever i was working on. 
 
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Picture of dawn alderson
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

Ryan, thanks for that,

So,

1. create table in draw.io

2. copy and paste HTML code? or the javascript short code.... into tables generator- editor then-transfer another overarching code into wiki? that mediawiki doc is not very helpful....when it says...try to avoid using tables...for goodness sake! Put me off.

3. find the beautiful table easily? where?

other than that it will have to be...jpg insert into wiki...does that work as a drag-drop?  worms-can I know...it is me remember.....can find a question in a bag of salt! Or can I attach hyperlink to a google doc...but will have to fanny around with the text-sizing for that...but do-able. 

thank you

 
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Picture of ryan sanders
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

MULTI OPTIONS

OPTION A = if you made something up on draw.io ((draw.io)) not drive.draw.io

  1. file
  2. download as
  3. JPEG file interchange format (.jpg)
  4. save it to your computer
  5. THEN
  6. goto docs.moodle.org/
  7. click "EDIT" to edit a page
  8. click the embed button or type in File:Example.jpg
    1. were Example.jpg is name of file (jpg, png, document, etc...)
  9. save the page
  10. you should now see IN RED File:Example.jpg  (click on it)
  11. on this page "click browse file"
  12. locate file on your computer
  13. scroll down to bottom of page and i want to say "upload, or save"
  14. you are done

TIP: the above will save as a huge jpg file. when ya see my comments of "click 4 to 5 times to see full image".  that is what i am telling folks they need to do, in order to click through and actually see the full size image.

========================

OPTION B drive.draw.io   (not just draw.io) but drive.draw.io

  1. file
  2. share (very top of menu)
  3. click "advanced" button bottom right corner
  4. click change
  5. click "on public on the web
  6. click" can view" change to "can edit"
  7. click save
  8. THEN
  9. goto docs.moodle.org/
  10. click "EDIT" to edit a page
  11. type in [
  12. paste the link in (for example) https://drive.google.com/file/d/0B6rKZkMWwZZ_R3NiR29ZdURNME0/view?usp=sharing
  13. type in |  (shift of the \ key) it is not i or I (eye) but the pipe special symbol key
  14. type in CLICK HERE
  15. type in ]
  16. save page

above will create a "hyperlink" to drive.draw.io so anyone can edit and/or view the flow chart.

=====================

mediawiki aka docs.moodle.org  does not allow the <script> tag / element. so there is no way to "embed" drive.draw.io or draw.io flow charts into docs.moodle.org

====================

OPTION C = if you want to upload a document say a google document, or some document created in wordpad / notepad or like...

  1. goto docs.moodle.org/
  2. click "EDIT" to edit a page
  3. click the embed button or type in File:Example.jpg
  4. were Example.jpg is name of file (jpg, png, document, etc...)
  5. save the page
  6. you should now see IN RED File:Example.jpg  (click on it)
  7. on this page "click browse file"
  8. locate file on your computer
  9. scroll down to bottom of page and i want to say "upload, or save"
  10. you are done

===================

OPTION D = what ever you can figure out, is good enough. and work with it from there.

EDIT: i am more use to "roughing it out" and automatically assume plans do and will change suddenly. as things develop. no need to be 100% perfect each time. when i have asked folks to send diagrams / post diagrams on other forums over the years.. i have told them a chicken scratch of a 2 year old kid is good enough as long as it gets the idea / point across. could care less how it looks. and majority of the time it works.  some missing details here or there. but getting over all idea down. is what is matters more at least to me. and moving on with rest of it.  to note it... most of them had issues of wanting to spend a few hundred bucks on 3D program if not a few thousand bucks on some 3D program. and getting lost in the details and frustration of learning some complex software and this and that...  have seen more photos from marker, pencil, pens, scanned into computer or pictured with smartphone or like.  that i can even attempt to try and remember. and things worked themselves out. from first time DIY'er to what looked like a high grade professional result.

with above... if ya think of something. do a quick edit in the wiki. and type something in.   yes it is going to look messy. and many times not collectively together. at this moment in time. the wiki for this is acting like a workshop. cutting, drilling, hammering, gluing, creating a bunch of mess with dust and saw dust, and mud.  and yes at times there going to be a need to clean up stuff after a day's work. and clean up as you go along. 

 
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Picture of dawn alderson
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

cool. 

OK. I will attend to the doc tomorrow....info will be there....tables...maybe or not at this stage. Good idea.

 
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Picture of ryan sanders
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

nice redo on Game Logic in Moodle Overview‎‎ dawn!

advanced editor research page is getting over ran with notes all over the place from me.... need to spend time cleaning things up on it. before i do... anything you want to grab from it? before i do an overhaul? most likely will use the page commentsto transfer some or most of the blah blah over... so i have access to the info. to look back and trying to remember why this or that idea was shoot down, or PRO's vs Con's was made.

or should a second page be made say..."advanced editor research redo 1"? 

i need me notes... for time being. 

 
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Picture of dawn alderson
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

Ryan, can look at those pages today-hold back for a minute til I have done that will you? Ta.

re: Gross...I can't find my copy..looked everywhere...prob lent it to a student and not got it back! That happens.  Now can you please be specific about the snippet of text you are referring to in the overview....all you have to do...is inform your writing from your reading.

1. select the para...text that you have found meaningful

2. add your own voice/thoughts to that text as to why you find it meaningful...synthesize the two...your ideas and the text....paraphrase...make it your own...and input on to the doc your conclusions....ref Gross.

I will read through it annotate it...and add Robin B's work....implications so we are using those refs as our rationale for the colaborative/group element across ITS in moodle.

smile 

 
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Picture of ryan sanders
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

the science of the mind and behavior 6th editionbook by gross. is well rather how do i say it, pain, torture, death at times and taking things to extremes. chapter 26 "the conformity and group influence" examples gave, seemed more family friendly and more easily pulled off,  in a multiplayer environment, that an online game could possibly provide, in giving quests, and gaining some possibly feedback / assessment of student / user.

but kinda of meaningless notation now... the book has became kinda of a blur. around page 500 of around 900 pages now, i can see multi possible connections / quiz / tests / assessments being created with extra information in a ITS / PLE / with gaming logic used. but there is so much of it... about all i can do... is read, and attempt to absorb as much information as possible.  i am not going to gain as much knowledge, and in long run... will need extra time from information overload to re focus / narrow things down, and figure out different perspectives at later time.

=================

personal rant = my own issue with physical books... there not on computer. were i can adjust font size, font type, and colors. to make things easier to read. keep me away from pdf files. prefer good old html markup!  being IT person lets me go in and adjust css and like manually if need be to adjust things.  stress from eye straining can make or break things. 


 
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Picture of dawn alderson
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

right, ok Ryan. No worries....we have something there in your post..that is good to go...will put it in the doc.

what about Calibre.....not sure about it dishing out.making available such text-books though! smile

 
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Picture of ryan sanders
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

going off your lead on above post... i added some notes to the "page comments"

 
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Picture of dawn alderson
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

Ryan, quick note-put aside the afternoon to work with this...so good few hours. Now, can we please use the appropriate language for demarcation purposes if possible:

very quickly:

eys/ks1=children

ks2/ks3/ks4=pupils 

college/uni=students

CPD=practitioner

the reason for this Ryan is because Ed documentation, policy, curriculum and anything else that is related in print...makes use of this demarcation....in the UK, Australia, New Zealand and elsewhere....practitioners can distinguish quickly too...

So, might you take out student-where necessary, saves me doing that...be grateful....and tis a good idea to get used to using that language across the board....becaaaaaauze Moodle supports  all those domains and clarity needs to be expressed, in my view for all users...you can't say....students learning a second language/additional language will learn to read using phonics systems.....adult students can often bypass such a system because they already have one language system established that they can draw on and make connections and so on.....

ta

D  

 
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Picture of ryan sanders
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

<quote user="dawn">

eys/ks1=children

ks2/ks3/ks4=pupils 

college/uni=students

CPD=practitioner

</quote>

  • i will not hold to abbreviations. and use of abbreviations are to much. my tendency to....
    • ITS (intelligent tutoring system),  ((type out abbreviations REQUIRED, i doubt i will budge much on it))
  • and some times  use of....
    • children / students / users / teachers   ((back slashes)) 
  • is due to keywords are so loaded down and generalized. that it is required, without having to stop and repeat 10 different times what is being referred to within context. it gives thought to different paths. and not one path direction. 

in online learning... there is no one to physically ask,  either through forum, online chat, or directly next to you, to other... quickly and easily.  everyone is going to be on at different times, and it maybe minutes to hours to days to months to years before... things are read.

in doing above, and in my experience..., i have seen a rather large drop of huh? were is glossary? what are key terms? what is the scope of context being referred to. and folks getting distracted, by going off trying to figure out what an abbreviation refers to and/or overall scope and use of generalized words.  

===========

with above said, i will attempt to define things better. but many times... things can be applied across a wide notation and generalized.  getting idea across, can be as much about learning, if not more and getting info out. than idea itself. 

online teaching is different than being in a physical classroom. while yes moodle is collective folks of teachers,  there are many others that do read and it is extending to those folks, that should not need to know teacher speak. <EDIT> teenagers, high schoolers, collage folks, regular folks, programmers (IT staff), game developers, etc... are folks that will need to be able to understand information.  in this regards. it is not about directly focusing it towards teachers. while yes teachers are primary folks would be dealing with it. there is a much broader crowd of folks</EDIT>

one last note. i do comprehend your frustration with me. more so my lack of knowledge. with that i will do my best to define things better. 


 
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Picture of dawn alderson
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

Oh, stop it!

I am not frustrated with you....your expression is fine..we need to share thinking Ryan..and more to the point the Doc will end up being a public doc....now that does not mean we can spread our own little world across such a doc and expect others to know what we are talking about...and we can all be guilty of that...all of us in the world!!!!!!!

So, fair enough...you don't want to demarcate by domain users across ed....well what do you suggest as an alternative?

a) users....user T (teacher)  user L (learner) user A (admin

b) students...across the board.....but I suggest primary schools do not see their learners as students in some countries

c) shall we just forget about this issue for now smile

Seriously Ryan...I am not touting a need for classification out of the blue...in my experience of working with QAA...on research...across age ranges for the same project...when I wrote up the report.....I had to adhere to a list of items provided by QAA that had something along the language demarcation style I have outlined above...why?  Massive research implications for creative Ed across England...everyone needed to be on the same page-audience wise!   So I used that demarcation language as it really did make sense to me...and I hope to the large audience who received the report.

Now....there is my rationale.

D

 
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Picture of ryan sanders
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

*rubs chin* looking back at your last few posts. 

<quote user=dawn">

students learning a second language/additional language will learn to read using phonics systems.....adult students can often bypass such a system because they already have one language system established that they can draw on and make connections and so on.....

</quote>

i did not catch above, till just now. goto... https://docs.moodle.org/28/en/Game_Logic_in_Moodle_Overview look at the "skill tree what teachers sees" top left hand corner of the flow chart. 

adjusting "age range", someone could easily have a set of activities for younger children with phonics,  and then another complete different set of activities / resources (different age range but same skills) for older folks that already know 1 language.

it is simply re-using stuff over. just course / activities / resources geared for a different age group or specific students with different disabilities / learning styles. 

if you want to insert "pupils, ks2,ks4, student, etc.." instead of age. for selecting a drop down menu that is assigned to a activity / resource, no big deal there. that is easy stuff

============

but to assign pupils, ks2, ks3, etc.. to over all doing. that i am questioning.  due to it applies clear across use of moodle in how ever shape form it is currently used and/or could be used in the future.  that i am having hard time with. 

some were i noted focusing on younger children, and building up "skills / skill tree" from there to higher education. due to needing a base line some were to start from.   with that said. i was hinting in attempting to define a way to standardize skills, and/or trying to find a place of were to start. but it does not have to start in kindergarten. it could start 3rd grade, highschool, collage, or in some trade school to other.  to having some game developer coming in, and setting up there own unique skills just for the game, and the game does not even have to apply to learning and or teaching. it could be for pure entertainment. and it could be used to setting up a better ITS (intelligent tutor system) for a personalized learning environment. 

me tossing in different uses and/or ways to do things (skills / skill tree / traits / advance editor / map editor, etc...), and then giving different examples as they come to me. most likely confuses the situation and makes matters worst. 



 
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Picture of dawn alderson
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

right passed my snooze time..

Ryan...we are on the same bus. But, if you are looking to specialise....there is associated language with a funneled down approach.  We can:

a) specialise starting with eys ks1 and on

b) aim for a generic stance across age-ranges

it does not matter to me either way...when I say age-range.....3-60ish...I have taught and worked with the lot.....nursery up to and including CPD practitioners-so including all in between.

Ryan....choose your stance...and we have to stick with it.....specialisms or generic approach?

My view: start from the beginning-work out a template- and work up....LOGIC!

night night

Dawn   

 
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Picture of ryan sanders
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 
alight now i am following you!  i was not following sudden jumps.   if possible age range? 3 to 60, start young and go to old. 


ks1, ks2, pupil, cpd, i still do not know, it simply does not make sense to me. and do not even know to were to look it up. checked qaa.a.uk,  board of education sites for united states. looked through glossary / definitions.  keywords on different sites and ks1,ks2, pupil, student, cpd and like. are just not showing up. 

sleep good! 

 
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Picture of dawn alderson
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

OK well how about

the learner, the teacher, Techies and Admins.... four points of reference across the board.

But, you are leaving your audience to work out what applies to them and how/ and what can be used in their context, and that might mean wading through a lot of doc...only to discover that doc is about Uni students who can do more than the nursery child!

A compromise...but I still disagree with you.

D

 
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Picture of ryan sanders
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

warning... re-wrote below a few times over... still not completely happy with it, hopefully overall idea gets across. 

===============

initial links (google liking me today)

==============

attaching labels to roles of what is already there....

  • leaner, teachers, techies, admin, is ok. but we are within moodle.  to me...
  • students, teachers, editing teachers,  managers, admins, 
    • above is already pre-defined in moodle as role types. no real need to differentiate off that.

===============

OPTION A (what i get from what you want dawn)

  • students
    • country classification of age of students and skills they have obtained and ways to teach them are defined within specific countries. 
      • age level
      • skills student has obtained
  • teachers, 
  • editing teachers
  • managers
  • admins, 

OPTION B (what i see)

  • students
    • country classification of age of students and skills they have obtained and ways to teach them are defined within specific countries. 
      • this sits along side of age and skills below. and groups ages, and skill levels. 
    • age level
    • skills student has obtained
  • teachers, 
  • editing teachers
  • managers
  • admins, 

============

the difference in how things are labeled / grouped / categorized is huge.  

in games, you generally have different races, and each race has its own skill tree / map.  this would be no different, than applying, KS1,KS2,KS3, pupil, cpd for one race (country),  and then applying pre-school, kindergarten, primary school, secondary school to another race (country). the same basic skills are being used. just different skill tree / map. 

to me, we are having issues of how to apply different "skill maps" of different countries. to everyone. and giving examples. 

=====================

OPTION C

students
    • country tree / map (ks1,ks2,ks3,ks4, pupil, student, cpd), ( pre-school, kindergarten, primary school, secondary school), etc..
      • links "basic skill tree / map, along with basic skills
      • acts more like an overview and adjusts things per country / educational body
    • basic skills tree
      • common generic skill tree/map... linking / grouping / categorizing basic skills together
      • math, english, science, history, and most likely defining things down to individual more specific sub groups
    • basic skills 
      • 1+1, phonics, 3 x 2, periodic table, H20, etc..
      • age is a basic skill ((err trait, depends on how you want to label it))
  • teachers, 
  • editing teachers
  • managers
  • admins, 

to me you are wanting to apply the "country tree/map" above to examples. and i need things clear down to basic skill tree, and basic skills.  so folks like myself, that do not have a clue about other countries and way  of doing things.  can apply there local country way of label / grouping / categorizing things. 

===================

its either going to boil down. to every country getting there own "skill tree / map" and giving examples from there country skill map to those up in charge. 

and/or

breaking things down to more basic doings. clear down to basic skills. and not grouping multiple skills together. looking at links at top of this post. age / age range, and basic skills were common. but labeling / grouping / categorizing was different per country. 

===================

breaking things down to basic skill tree / basic skills. (needs to happen),  skill tree / map per country does not have to happen it is optional. 

staying with moodle defined roles. required. if someone wants to make additional roles to label something different that is optional. sticking with student, teacher, editing teacher, manager, admin. 


 
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Picture of dawn alderson
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

well, now it is my turn to say: thank you for your patience with me!

You have done a lovely job....across those pages-well done! Really nice.

Next, I will take time to think about your last post Ryan. Then I will enter edit mode on the docs and add some final touches. Not that there is much to do now.  

Lastly, I will make a list of what is missing in terms of completing the big picture.

cheers,

Dawn

 
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Picture of ryan sanders
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

https://docs.moodle.org/28/en/Game_Logic_in_Moodle  

i switch over to "initial rough drafts" and then created another page for "rough draft1" so i can keep my random notes. but still able to add re-adjust things. as needed. to point of adding another "draft2" or like.  add/edit/delete what you want.

the last post of mine see... https://docs.moodle.org/28/en/Game_Logic_in_Moodle_Skill_Tree_research_draft_1  running on fumes on this page. so most likely needs some redo and ordering. 

 
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Picture of ryan sanders
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

finally got all 3 books ya recommended to me dawn in today. it's going to take some time to read through them.  text is smaller than what my eyes care for, other words, going to take longer to get through them.

on a different note getting a bit frustrated. trying to find a list of "skills" someone might have already created. that could be copy paste to some extent. if a GNU or like license was attached, but not even coming up with commercial information.

  1. searching on "standardized testing" and 97% is extra baggage i could care less about. 
  2. searching on "skills" = returning websites for jobs. 
  3. http://moodle.net -> wait for page to load all the way -> click "show more" -> subject "drop down menu" is way to broad to work. and mimics a job website listing of things. 
  4. additional searches place me on different school / education websites. but they only note overall / overview information.  vs linking stuff together. of independent finite skills. and working up to bigger skill sets / overview skill sets. 
  5. after a few days figure google my work better for me, but seems i still do not know the correct key terms to use. 

part of the frustration. is also last few posts we had with each other dawn. and different countries labeling things different / grouping things different. was hoping for some initial bigger hey here ya go doing. and could work off of it. but that's not looking so good at moment. and old hard work. looks like what it will become. 

these 2 links are nearest i have found. but still overview. and not getting down into the more finer niddy griddy detail of each skill. 



 
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Picture of dawn alderson
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 

Good morning Ryan,

tip: if you are going to ask me something...then spit it out.....clearly!

Going around the houses is time-wasting...and we can't have that Ryan OK. (Still straight face here...)

Now, you know I have done something similar for university level....yes that is right Ryan...you know...so what does that mean Ryan?  I can do the same across 'all age groups Ryan'  yes that is right!

Of course I will.....and yes we need a page, in my view, how ITS applies for each age range-and a generic page that uses generic language too....so we are meeting all the needs Ryan...now-I am not discussing this....as it stands we have eys/ks1 and I will map out the curriculum links....then we can shift to ks2...ks3....ks4.......college/uni...cpd.....and that is that...no more chit chat Ryan.....then we have a generic page that illustrates the key principles across the age-ranges.

what's that I hear you say.......you agree....good!

D smile   

 
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Picture of ryan sanders
Re: "fork 1" of What is "differentiation" and how can it be achieved?
 
glad ya speaking ya mind! *heart felt smile*  and sorry for the frustration still playing catch up to you and most others hear on the forums.  hopefully light of day will shine soon!
 
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