Video: Competency based education in Moodle

John CollinsJohn Collins is passionate about cloud-based eLearning solutions which enable the delivery of online training anywhere and anytime. Part of his interesting job involves keeping up to date with the latest educational technology advancements.

This seven-minute video blog helps us to understand competency based education in Moodle version 3.1 including:

  • The relationship between the SMS, units of competency and Moodle courses
  • Linear and clustered relationships between units of competency and Moodle course
  • Directly linking assessment activities to specific units of competency.

More on Moodle competencies

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Moodle 3.1: Introducing competency frameworks

John CollinsJohn Collins is passionate about cloud-based eLearning solutions which enable the delivery of online training anywhere and anytime. Part of his interesting job involves keeping up to date with the latest educational technology advancements.

Today John tells us all about the latest version of Moodle – version 3.1.

Introducing competency frameworks

The latest release of Moodle (Version 3.1) provides some powerful new enhancements that will particularly interest educators in the VET sector. The introduction of the long-awaited competency frameworks will provide the flexibility for “clustering” competencies into a single Moodle Course. The application of this new feature is very exciting, where the administrator can now set up site wide competency frameworks that model their organisational capability frameworks or training packages on an RTO scope of registration. They can then create learning plan templates, add competencies to them and assign learning plans to individual selected students or to whole cohorts. In other words Moodle 3.1 will allow easy mapping of multiple competencies in a single course.

Something special for Moodle teachers

If you are a Moodle teacher, you can select the competencies you will be teaching in your Moodle Course and link multiple competencies to activities. Clicking on a competency name will take you to a grading page for that competency. It is now possible to use activity completion to automatically complete or add evidence to course competencies, a great addition for setting up industry based and recognition of prior learning (RPL) courses.

And for learners on the move…

A much sought after feature has finally arrived in 3.1 for learners on the move, with the introduction of quizzes for mobile. This comes on top of some powerful mobile features introduced in 3.0, including Moodle Mobile SCORM player, which enables the playing of SCORM 1.2 packages online and offline. When a user loses connectivity, offline mode is enabled automatically and all interactions that are tracked by the SCORM package are saved. When a user is online again, the offline attempt is synchronised back to the Moodle site, either merging it with other incomplete attempts on the site or saving it as a new attempt.

What about non RTO clients in general?

The main change for non RTO clients is also the introduction of competency frameworks and learning plans. These provide capabilities that are much more in tune with enterprise learning and development requirements such as those provided by TotaraLMS. Many organisations have staff capability frameworks with sets of capabilities mapped to job roles. We can now create individual staff learning plans that identify those required capabilities with activities mapped to multiple competencies and evidence of completion provided in a range of formats. It is a powerful new capability of Moodle.

Keen to learn more?

Moodle continue to deliver exciting new features with every version upgrade. For more information you can view a short video of what’s new in 3.1 or contact eWorks.

Is there any point to your staff training?

John Collins

John Collins is passionate about cloud-based e-learning solutions which enable the delivery of online training anywhere and anytime. After consulting hundreds of L&D professionals, and hearing their frustration when staff training doesn’t quite do everything they need it to do, John has come up with a solution.

What do you want from your staff training?

Let me guess. You want to:

  • Keep track of employee roles, training needs and objectives
  • align the training with individual work plans
  • use it to help with career development and salary reviews
  • get your staff development in line with your organisation’s overall strategy.

But does your delivery platform allow you to do all of that?

Probably not – which is such a shame! Because let’s face it, you can’t achieve your business objectives without making sure your staff have the appropriate knowledge, skills and experience. And you can’t know that your staff have all of this this if you can’t keep track of:

  • their training needs
  • subsequent training undertaken, and
  • skills gained on the job (think 70:20:10)
  • whether or not the training actually worked (i.e. gave staff the skills that they and your organisation need).

If it’s broken, fix it!

If your learning management system can’t do all of this, you don’t have the right learning management system. You need an LMS underpinned by Totara, and designed specifically for Australian enterprise and corporate organisations for the management of learning and development, plus the right people to set it up for you and show you how to use it – how to both catch and eat the fish.

Any half decent LMS will (or at least should) give you:

  1. Security and reliability
  2. A well-designed graphical user interface (GUI)
  3. Responsive web access
  4. Flexible course management and content development
  5. User and group management
  6. Reporting
  7. Systems and applications Integration
  8. Live and on–demand capability

But TVC Enterprise gives you:

  • all of the above – of course!
  • creation of personalised learning plans for each staff member
  • linked to their position within the organisation
  • aligned with organisational goals
  • tracking of specific capabilities and competencies of each position against staff members
  • seamless integration of staff performance management process
  • direct access to progress and outputs for reporting and analytics
  • a reduction in costs associated with staff learning and development.

TVC Enterprise enables you to deliver learning effectively through individual learning plans which reflect your employees’ roles, training needs and objectives. It keeps the learner, the training and your company strategy all on the same page – and happy about it.

Feeling even a little intrigued? Hopeful that there really is a solution out there that can make a difference to learning and development at your organisation? Then contact eWorks for a chat.

Some great advice for RTOs – your learners need clarity!

John Collins

John Collins is passionate about cloud-based e-learning solutions which enable the delivery of online training anywhere and anytime. He also believes in keeping the learner experience front and centre when designing a digital learning strategy. How? Read on…

Learners come first

We all know that Australian education and training organisations are continuing to evolve their services to incorporate online and blended course delivery modes. This shift to a digitally-enhanced service has the potential to transform the businesses by delivering:

  • efficiency gains
  • increased profits
  • growth opportunities.

It’s important to remember, however, that consideration of the student learning experience should always be at the forefront of decision-making processes.

A considered approach

In planning your digital evolution, it is crucial that you consider:

  • how to balance online and face-to-face learning
  • the effect of a blended approach on students and staff
  • how your online courses will be designed (including assessment and learning activities)
  • how resources will be delivered and managed.

Standards for RTOs

Adherence to a client-centric approach to learning and system design is not only good business practice, it is in fact enshrined in the new Standards for Registered Training Organisations (RTO’s) 2015. Standard 5 (of 8 standards) is explicit in its purpose, “that each learner is properly informed and protected”. This standard defines the RTO’s responsibility to provide the prospective learner with clear information about:

  • where the training will be undertaken
  • where assessments will be undertaken
  • how long the training and assessments will take
  • the delivery mode/s involved.

This is especially important where new learners are trying to navigate their way through their online courses for the first time. With this in mind, and as the manager of an Australian cloud-based LMS, it has been really encouraging to watch the rapid uptake across our client base of a new version of a Moodle plugin – the Moodle progress bar. The plugin has been designed to specifically support learners to manage their learning activities and course assessments.

The Moodle progress bar

The Moodle progress bar was originally developed by Michael de Raadt, a development manager at Moodle HQ. Although this plugin has been available for a few years, the latest version is changing the way many clients are setting up their Moodle sites. We are seeing a strong shift towards using the My Home page as the default LMS landing page.

The My Home page is a personalised and customisable Moodle landing page for providing learners with links and information on their enrolled courses and activities. By adding the progress bar for each enrolled course, the My Home page is transformed into a personal, visual dashboard. The logged-in users can view required activities and assessments at a glance, across all of the enrolled units or subjects in a qualification.

Not just for learners

Overview of students with progress bars

Each course’s progress bar is colour coded so learners can quickly see what they have and have not completed/viewed. The teacher selects which pre-existing activities/resources are to be included in the progress bar and when they should be completed/viewed. Ordering can be done by times/deadlines or by the ordering of activities in the course. There is also an overview page, which allows teachers to see the progress of all students in a class and is helpful for finding students at risk. Furthermore, a course designer can authenticate as a learner to the My Home page to gain a holistic view of all required assessments in a qualification. This can be quite a revealing experience and may even prompt a change in the assessment strategy across the qualification.

How do you activate your progress bar?

Easy! Simply contact eWorks.