Available courses

H5P resources and activities

H5P is not automatically SCORM compatible but can be packaged as SCORM at https://translate-h5p.tk/scorm-h5p/

H5P is xAPI compatible, and for Moodle to utilize xAPI you need to have Annulab LRS installed, a free account at lrsdata.com, and either the plugin Tincanlaunch or the plugin logstore_xapi from the Moodle plugin repository.

ExeLearning embedded as IMS

This is a ExeLearning course embedded from a local (could as well be a central) repository as IMS 
ExeLearning documented as courses in different LMS' can be seen here

ExeLearning can be used in Common Cartridge, SCORM1.2, SCORM2004, IMS Content Package, HTML, *.txt, XLIFF, and EPUB3.


Moodle resources and activities

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Moodle Quizoptions

Quizzer kan bruges til:
  • at give omgående feedback på en præstation
  • Selvbedømmelse
  • Hver uge kan have sin repetitionsquiz og alle ugernes spørgsmål kan samles til sidst i kurset og randomiseres.
  • En quiz kan afgrænse et videndomæne og dermed formulere et "fælles sprog".
  • En tredje mulighed er at tage udgangspunkt i underviserens erfaring med, hvilke misforståelser de studerende ofte er ofre for.
  • En fjerde mulighed er at bruge omvendt psykologi og gamifie spørgsmålene á là: "Her er ét symptom, som kan stamme mange forskellige sygdomme og her er fire mediciner, som kan behandle symptomet. Hvilke mediciner kan tage livet af hvilke patienter i jagten på at fjerne symptomet?"
  • Med svarmuligheden med fritekst har den studerende mulighed for at demonstrere formodet transfer: Spørgsmål på kokkeskolen kunne være "Hvad kalder I éntre'en på den restaurant du arbejder?" Nogle elever vil skrive "forret" andre "starters" osv.
  • Det er også en mulighed for underviseren at holde sig ajour med et praksisfelt.
  • Lige inden underviser afslutter de opsummerende kommentarer om videoens emne, kan man spørge "Hvad siger underviser nu?" for at høre, om de studerende har forstået logikken.
  • Med muligheden for at svare "Ved ikke" kan en quiz også undersøge i hvilket omfang der er viden/rutiner, der skal aflæres</>. Når kursister vælger et forkert svar er det en indikator for hvad der skal aflæres og ikke blot hvad der skal læres.
  • Formativ evaluering kan være i form af en "midtvejs-test", hvor underviser identificere videnskløften mellem det stof den studerende har lært og det stof underviseren anser for at skulle læres for at kunne komme i mål med kurset.

Quizzes can be used for:
  • Providing immediate feedback on an activity
  • Self-assessment
  • Each week can have its repetition quiz and all the weeks' questions can be gathered at the end of the course and randomized.
  • A quiz can delimit a subject of knowledge and thus formulate a "common language".
  • A third option is to utilize the teacher's experience as a starting point for exposing common misunderstandings.
  • A fourth option is to use reverse psychology and gamifie questions as: "Here is one symptom that can cause many different diseases and here are four medications that can treat the symptom. Which medications can take the lives of which patients in the quest to remove the symptom? "
  • With the free text answer option, the student has the opportunity to demonstrate presumed transfer of knowledge: Questions at the cooking school could be "What do you call the entrance to the restaurant you work at?" Some students will write "starter" other "starters" etc.
  • The latter is also an opportunity for the teacher to keep up to date with a field of practice.
  • Just before the speaker of an educational video concludes on the subject of the video, one may ask "What does the teacher say now?" to find out if the students have understood the logic.
  • With the opportunity to answer "I don’t know", a quiz can also examine to what extent there is knowledge / routines that need to be un-learned. When students choose a wrong answer, it is an indicator of what needs to be un-learned and not just what needs to be learned.
  • Formative evaluation can be in the form of a "mid-term test", where the teacher identifies the knowledge gap between the material the student has learned and the material the teacher considers to need to be learned in order to achieve the goals of the course.

Get a verified certificate

An ordinary course summary could contain Learning objectives and keywords to be used by Applicant Tracking Systems

But this place in space is on credentials. So here goes:

Credentials build on a W3Cs standard https://www.w3.org/TR/vc-data-model/

OECD looks into the possibilities in https://www.oecd-ilibrary.org/education/oecd-digital-education-outlook-2021_589b283f-en and https://unesdoc.unesco.org/ark:/48223/pf0000264428/PDF/264428eng.pdf.multi

To verify the verifier in an EU-context EBSI was born: https://ec.europa.eu/digital-building-blocks/wikis/display/EBSI/Home

Mozilla has block chain credentials as well: https://openbadges.org/ based on open standards supported by IMSs digital credentials and badging alliance: https://www.imsglobal.org/digital-credentials-and-badging-alliance

Credly services ie IBM https://info.credly.com/ and use AI to connect to applicant tracking systems.

Facilitating Learners’ Digital Competence

Empowering Learners

Digital Resources

Assessment

Teaching and Learning

Professional Engagement

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