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  • Moodle statistics
    by Helen Foster.  

    Have you ever wondered how many Moodle users there are worldwide? Or which versions of Moodle most people are using? Perhaps you'd like to find other Moodle sites in your country? If so, please check out our Moodle Statistics and Moodle Sites pages.

    Moodle statistics are collected when administrators register their sites by following the notifications link in the site administration block then clicking the 'Moodle Registration' button.

    If you registered your site some time ago, please help us improve our statistics by clicking the button again to update your registration. Please see the usage documentation for further details of how statistics are collected and maintained.

    Thanks to Sam Hemelryk and Jordan Tomkinson of Moodle.com for improving our statistics maintenance procedures and for giving the Moodle Statistics and Moodle Sites pages a make-over. approve

  • Community feedback needed on development specs
    by Helen Foster.  

    Are either or both of the following developments planned for Moodle 2.0 of interest to you?

    • Course completion - for tracking whether students have completed a course according to conditions specified by the teacher
    • Community hubs - for enabling educators to publish their courses (for joining or downloading) to public or private communities

    If so, your input on the evolving specifications would be much appreciated.

    For Course completion, please see the Course completion spec, then join the discussion Course Completion for 2.0.

    The Community hubs discussion RFC: Community hubs project for 2.0 about the Community hub spec can be found in the newly created Hub Servers forum.

    Thanks in advance to Jonathan Newman of Catalyst IT for developing Course completion, and to Martin D and Jerome Mouneyrac of Moodle.com for developing Community hubs. approve

  • Aer Lingus chooses Moodle for online pilot training
    by Helen Foster.  

    Schools, colleges and universities are not the only institutions deciding to use Moodle - it's becoming increasingly popular in the field of corporate education too!

    Ireland's national airline Aer Lingus researched a number of learning management systems for their pilot training courses, and chose Moodle based on it's features, functionality and flexibility.

    Moodle Partner www.enovation.ie">Enovation Solutions stepped in to provide a range of commercial services for Aer Lingus, including consultancy, hosting, training, customisation and support. All Moodle Partners contribute a percentage of their earnings to the Moodle Trust, so by making use of Enovation Solutions' services, Aer Lingus has helped support Moodle development.

    According to Conor Rock, Training Captain at Aer Lingus, "Enovation delivered on all of our requirements, Moodle has been universally well received by the pilots and we have reduced our training costs. What can I say - the project has been a huge success!"

    For further details of the Aer Lingus - Moodle story, see Anytime, Anyplace, Anywhere: Aer Lingus chooses Moodle for Online Pilot Training.

    For more stories about using Moodle, please check our Moodle stories forum.

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  • Moodle Professional Services

    Moodle Partner

    As a Moodle Partner, we offer high quality services with complete packages suited for your training needs.

    Our basic Moodle hosting package includes:

    • The latest version of Moodle installed on our fast, secure servers

    • Your Moodle site customized with your own logos and colors

    • Quick resolution of any Moodle problems you may run into

    • Free upgrades to later versions of Moodle at any time

    Clients with other hosting needs, please contact us for further information.

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  • Make the Most of Your Studies: A Case Study and Web Usability Study Using the Collaborative Virtual Learning Environment Moodle with Postgraduate Students from Oil & Gas Related Courses, Thesis from Syndia Lengyel

    Type: Thesis
    From: Syndia Lengyel
    Published: 18 May 2009

    Course and Institution:
    Dissertation in MSc Information Management at The Robert Gordon University, Aberdeen, Scotland (submitted 18 May 2009)

    Search Terms / Classification:
    Moodle, Virtual Learning Environment, VLE, e-Learning, Postgraduate students, UK Higher Education, Usability, Usability Study

    Data Collection Techniques:
    1. Usability Testing and Observation
    2. Interviews
    3. Questionnaires
    4. Freedom ofInformation Requests
    5. Additional data sources (relevant conferences, literature review)
    Total number of pages:
    255 page (Note: 103 pages are dissertation text)

    File size:
    4,42 MB

    Marked received:
    A (excellent)

    Abstract:

    The overall aim of this study was to draw-up recommendations on how the collaborative virtual learning environment 'Moodle' could be integrated and embedded more effectively in the studies ofpostgraduate Oil & Gas related courses at The Robert Gordon University. A single intrinsic case study approach was chosen. Data was collected using usability testing and observation, interviews, questionnaires, Freedom of Information Requests and additional data sources such as relevant conferences and secondary research for literature review.

    Background information was provided by introducing the University’s infrastructure, relevant student demographics related to the investigated module ‘Business Essentials’ and analysing theMoodle implementation. By focussing on students’ and academics’ information needs, an evaluation of current processes and setups within the University’s network and Moodle was undertaken. Navigation and consistency as core usability issues were investigated and examples of a potential re-design provided. The e-learning aspect was evaluated by investigating interactivity in ‘BusinessEssentials’. By adapting existing learning content, a demonstration of using Moodle feature in the investigated module was given. Additionally, challenges and opportunities outside the Moodle environment were identified. Within the analysis recommendations were made as appropriate in the relevant sections.

    Key findings of this study were that usability issues need to be addressed in order to provide meaningful information to individual user groups. Furthermore, existing Moodle features need to support interactive learning and address students’ learning style. Additionally, staff training regarding Moodle features, e-learning facilitation and search skills needs to be addressed. Finally, it was found that the University would benefit from establishing a Knowledge Management strategy. A summary of recommendation was detailed in a separate chapter.


    Limitations and Implications:

    As mentioned previously, this study mainly investigated specific settings, processes and participants from The Robert Gordon University regarding one specific module, which was part of the University’s Masters Energy Programme. Data collected showed that a high number of students have a non-European educational background. Therefore, the findings of this study might not be transferable to students from a British educational background. Although invited to this study, only a small number of distance learning students took part in this research (section 2.2,Table 2.3). Consequently, key findings relating to student preferences were mainly developed from data provided by full-time students. Finally, access to programming code or specific settings was not requested for this study. Proposed recommendations might be limited by current configuration settings.


    Originality and Value:

    As this study was undertaken using a single intrinsic case study approach, key findings and recommendations were tailored to the Energy Centre’s needs in the first instance. Where applicable and appropriate, however, The Robert Gordon University as a learning organisation could adapt these for other schools and departments.

    Navigation recommendations were partly based on the latest developments towards Moodle 2.0, which were discussed within the Moodle community. For that reason, this study may be of interest to core Moodle developers. Indicated challenges and opportunities might be of interest to other administrators and users of the Moodle community.

    Finally, this study might be of interest to other researchers or practitioners undertaking an investigation into web usability or the use of virtual learning environments.


    Added to this database by: Syndia Lengyel
  • Tracking Students' Reading with the Moodle Database Module, Presentation from Jay Melton

    Type: Presentation
    From: Jay Melton
    Published: 6 June 2009

    It has been well established that extensive reading should be an integral part of any language program seeking to expand learners' potential. Many options exist to keep track of students' progress. These range from paper-based solutions, where students write out by hand what they read, to sophisticated, and often proprietary, computer-based tracking systems that include testing for comprehension. This presentation outlines development of a computer-based solution that lies somewhere in between paper-based and proprietary systems. The learning management system moodle and its database activity module will be the focus of the presentation. Moodle's database activity module provides an extremely flexible way to collect a variety of data types. Teachers can use the module to track their students' reading over any time period chosen. Teachers can choose what data is to be collected according to their needs. The data can then be sorted according to the data submitted. For example, students' ID numbers, book titles and series, number of pages, ratings, or any other data field created can be used to examine students' reading reports. Data can be exported into CSV, Excel, and/or ODS files. Attendees of this presentation should leave with a better idea of how to adapt the moodle database module to collect data from their own students. Privacy issues are considered in the presentation.

    Added to this database by: Jay Melton
  • Students Adore Moodle, Blog entry from Phil Shapiro

    Type: Blog entry
    From: Phil Shapiro
    Published: 21 May 2009

    Many great inventions come to life because an inventor somewhere became frustrated. In the late 1990s Martin Dougiamas became frustrated with a learning management system (LMS) he was supporting at a college in Australia. Students and professors at that college kept asking him if the LMS they were using could include certain features they needed. While the LMS could support those features, its developers were slow in bringing them to life. So Dougiamas said: "Well, to meet these learners' needs, I'm going to have to do it myself."

    Added to this database by: Helen Foster
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