. [Virtual Presenter] Good morning/afternoon everyone. Today we'll be discussing the important topic of using Learning Management Systems as an online learning environment for VET staff and students and the European Commission's financial support for the project. In this presentation, I'll be going over the advantages and disadvantages of using this technology in the VET setting, as well as the potential financial opportunities. Let's begin.. 

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UNIT 2:  Open access and institutional supported  Learning Management Systems

The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. PROJECT CODE:  2021-1-ES01-KA220VET-000034671

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. [Virtual Presenter] Exploring the different types of online learning environments available, we will analyze the various Learning Management Systems on the market and learn how to incorporate them into an online learning environment. Additionally, we will explore the advantages of using open access platforms and the support provided by institutions.. 

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This unit is about understanding about the tools that can be used and how to integrate different technologies into online learning environments for teaching.

can be roughly divided into two categories,

. [Virtual Presenter] Discussing Learning Management Systems (LMS), also referred to as closed systems or virtual learning environments, these are centralized, closed systems secured behind authentication and can only be accessed by VET staff and students. In some cases, training institutes may pay a licensing fee to use them. Integrating a range of technologies, such as discussion forums, information storage, blogs, wikis and assignment submission, as well as grading and administration tools, these systems are beneficial for modern online learning. Examples of some popular Closed systems or Virtual Learning Environments are Blackboard and Moodle.. 

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C entralised , closed systems that is secured behind authentication and can only be accessed by VET staff and students. In some cases, training institutes pay a licensing fee to use them.

I nclude an integrated range of technologies, such as discussion forums, information storage, blogs, wikis, and assignment submission.

integrate grading and administration tools

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referred to as Closed systems, or Virtual Learning Environments.

Examples    –Blackboard  www.blackboard.com    - Moodle  www.moodle.com

[Audio] This presentation focuses on open access and institutional-supported Learning Management Systems, which offer a wealth of advantages such as password authentication that is restricted to VET staff and students, tracking of assignments and statistical analysis of participation, as well as the ability to synchronise marks and grades with other VET administration systems. VET copyright privileges mean educational materials can be used within the authenticated VET environment, while outside material must adhere to general public copyright and Creative Commons requirements. Most VETs will also provide technical support and training to staff. All of these benefits make Learning Management Systems a valuable asset for higher education.. 

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Centralised :  All online components of a class are accessed and archived on VET secure servers

-  Authentication:  Access to the online class is protected by password and is restricted to VET staff and students only, making it a secure, private, and controlled environment

-  Tracking and Collating:  LMS’ usually have features that enable tracking of assignments and statistical analysis of participation, along with the ability to  synchronise  marks and grades with VET administration systems

-  Copyright:  VET copyright privileges for ‘educational use only’ (permission to copy 10% of any published content for example) are usually applicable as online classes and content are within the authenticated ‘walls’ of the VET. Otherwise, staff and students must follow general public copyright and creative commons  requirements which are usually more limiting.

-  Technical support and training:  A VET will usually provide a certain level of LMS technical support and training for staff

[Audio] Focusing on the key restrictions of Learning Management Systems, or LMSs, in higher education, training staff to use an LMS can be complicated and time consuming. External guests, such as lecturers, experts, and researchers, need to complete administrative steps to access the system. Teachers may prefer to be autonomous with the course content and not use a prescribed one. Additionally, many LMSs come with a licensing fee and usually require support staff to customize and integrate them into the VET’s administration systems. All of these points should be taken into account when selecting an LMS for a higher education setting.. 

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-  Training:  Staff usually require training to use an LMS, and due to the complexity, that can often be inherent in large LMS,’ many staff can initially find setting up and teaching a class daunting

-  Exclusion of external guests:  Because access is usually strictly limited to VET staff and students, teachers are often unable to invite external guest speakers, lecturers, experts, research, or visitors to contribute to a class without undergoing lengthy administrative procedures to obtain access

-  Choice:  Some staff prefer the autonomy of delivering the course content in a manner or environment they feel is appropriate rather than using a prescribed one

-  Cost:  Many LMS’ attract a licensing fee, or where there is no licensing fee, a VET needs to employ support staff to customise   and integrate the LMS into the VET’s administration systems.

[Audio] When considering an open access or institutional supported Learning Management System, key factors should be taken into account. These could include not being able to automatically populate a learning environment with students from VET enrolment systems, to potential hidden costs such as extended staff time, limited features or data storage. Additionally, VETs may not provide technical support in open access environments, leaving teachers to manage privacy settings and access. Copyright privileges must also be considered, ensuring VET use is only for educational purposes.. 

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-  Not integrated  into existing VET administration systems. This has implications such as not being able to populate a learning environment automatically with students from VET enrolment systems, and grades must be recorded and entered VET administration systems manually

-  No formal record:  The record of students’ interaction and communication is recorded on a system external to the VET. Difficulties can arise when independent access is required by the VET.

-  Potential hidden costs:  While many open access media are usually free to access and use, there may be hidden costs such as: staff investing extra time to set up without direct support; limited features, data storage or upload speeds which can be remedied by paying for improved service or privileges

-  No on-site technical support:  In many instances a VET may not offer technical support for open access environments if an LMS is already in place

-  Unprotected walls:  teachers are responsible for privacy settings and access, and staff may not be as thorough, knowledgeable, or rigorous in providing the necessary protection and privacy required for its students or colleagues

-  Copyright:  VET copyright privileges for ‘educational use only

[Audio] Given the nature of Open Access social media, VET content and collaboration can be easily disseminated. Platforms such as Facebook, Twitter, Wikispaces, Flickr, and WordPress are great examples, with both free and paid versions available. These provide easy access to VET content and its respective communities, allowing for more effective communication and collaboration than ever before.. 

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can be set up or used by anyone and are not limited to use only by registered VET students and staff. They are usually free or can be used for free in a limited capacity, with a paid option offering more features or online storage space

- Facebook  www.facebook.com    - Twitter  www.twitter.com    -  Wikispaces   www.wikispaces.com    - Flickr  www.flickr.com    -  WordPress  www.wordpress.com

OAM Benefits. Logo, icon Description automatically generated. 

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Logo, icon

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-  Familiarity:  Most students are already familiar with these environments, so it is sometimes easier to implement and engage students with each -  Easy to use:  Many teachers can set up these learning environments themselves without having to go through a more complex VET administrative process  -  Constant upgrades:  Teachers are always using the most up-to-date version of the open access media, as version changes are automatically implemented for all users  -  Free:  Most open access media is free to use at introductory level or for general purpose use  -  Inclusion of external guests:  Teachers can invite external guest speakers, lecturers, experts, research, or visitors to contribute to the class. -  Collaboration:  It is easy to share information and collaborate with other institutions, organisations, and industry on projects as there is no issue surrounding compatibility between platforms, operating systems, and versions of software  -  Privacy settings:  Most open access media has some level of authentication, and many have a range of privacy settings that can be easily controlled by the teachers and/or students  -  Technical support:  There is usually an abundance of support available in online forums and help sections of the various websites.

OAM Downsides. -not integrated into institutional administration systems. This means that the trainer usually must manage giving students access manually and manage or submit grades separately. -Teachers or students can become overloaded with having to remember different websites and different passwords, if too many open technologies are used. - There is no guarantee that open technology platform may be in business in the future. The institution does not have access to the data in case something happens to the trainer. -Service providers may also terminate accounts, change the terms of service or in the mid functionality that could result in the loss of data. -An institution may not offer technical support for the open technologies.. 

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-not integrated into institutional administration systems. This means that the trainer usually must manage giving students access manually and manage or submit grades separately.  -Teachers or students can become overloaded with having to remember different websites and different passwords, if too many open technologies are used.  - There is no guarantee that open technology platform may be in business in the future. The institution does not have access to the data in case something happens to the trainer.  -Service providers may also terminate accounts, change the terms of service or in the mid functionality that could result in the loss of data.  -An institution may not offer technical support for the open technologies.

[Audio] When considering the use of Open Access and Institutional Supported Learning Management Systems, there are a number of key issues to consider, such as not being integrated into existing VET administration systems, the record of students' interaction and communication being recorded on a system external to the VET, potential hidden costs, limited on-site technical support and the need for teachers to be responsible for privacy settings and access. It is crucial to understand these issues in order to ensure the best experience possible is achieved for VET students and staff.. 

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Not integrated:  These environments are not integrated into existing VET administration systems.  No formal record:  The record of students’ interaction and communication is recorded on a system external to the VET.  Potential hidden costs:  While many open access media are usually free to access and use, there may be hidden costs such as: staff investing extra time to set up without direct support; limited features, data storage or upload speeds which can be remedied by paying for improved service or privileges. No on-site technical support:  In many instances a VET may not offer technical support for open access environments if an LMS is already in place Unprotected walls:  teachers are responsible for privacy settings and access, and staff may not be as thorough, knowledgeable, or rigorous in providing the necessary protection and privacy required for its students or colleagues

[Audio] I'd like to talk about how to use Google Sites to build online portfolios. Google Sites is a great tool for digital portfolio creation, providing a variety of features and functionalities that make displaying, sharing, and updating portfolios simple. It also presents students with the opportunity to be creative, showcase their projects and learning in an interactive and engaging way, and work autonomously on their portfolios. Taking advantage of this platform can help students keep track of their progress, demonstrate their expertise, and make their projects visible online.. 

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Using Google sites to build online portfolios

Google Sites is a web-based platform that allows users to create and publish web pages easily and quickly.

It is a powerful tool for building online portfolios, as it provides a range of features and functionalities that enable users to showcase their work and learning in an effective and engaging way.

The main reason using online tools is to enable students to think outside of the box and make their learning visible through the online sites and online portfolios where they are commenting, discussing, doing a lot of their work in their own time in a way.

[Audio] We will begin by creating a new site in Google Sites, using one of the many templates to customize the look and feel. Then, we'll add our own content to the site, such as text, images, videos, and links, so we can showcase our work and learning. Finally, we will have a Google Sites Portfolio setup.. 

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choose from a variety of templates to customize the look and feel of our site

add pages and content, such as text, images, videos, and links, to our site to showcase our work and learning

[Audio] Members of the class, for this UNIT 2 presentation, let's have a look at designing an effective portfolio. Creating a portfolio requires a clear and concise design process and learning assessment, as well as opportunities for collaboration and feedback from peers. We need to start with a title page that introduces the portfolio, giving an overview of its purpose and content. We need to include an action plan that outlines the steps of the design process, in a table format. For idea generation, we can use mind mapping, brainstorming, and other creative techniques. Story-boarding and concept boards can then help further develop and refine those ideas. We need to create prototypes or mock-ups of the final design. These prototypes should be tested and refined based on feedback and user testing. Finally, the portfolio should include the final product or solution, along with a reflection on the design process, what was learned, and what could be improved in future designs. Any questions?. 

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clear and concise design process and learning assessment, as well as opportunities for collaboration and feedback from peers.

should start with a title page that introduces the portfolio and provides an overview of its purpose and content. It should then include an action plan that outlines the steps of the design process in a table format.

Idea generation is a crucial step in the design process and can be accomplished through mind mapping, brainstorming, and other creative techniques. Storyboarding and concept boards can help to further develop and refine ideas.

create prototypes or mock-ups of the final design. These prototypes should be tested and refined based on feedback and user testing.

the portfolio should include the final product or solution, along with a reflection on the design process, what was learned, and what could be improved in future designs

[Audio] Taking a deeper dive into portfolio design, we will examine the best practices for constructing portfolios using Institutional Supported Learning Management Systems. We'll cover the pros and cons of utilizing these systems, as well as how to maximize their value. Additionally, we'll assess how to determine the right system for our own or our school's requirements. Lastly, we'll look at various ways of conceiving and exhibiting portfolios, including digital, online and paper portfolios.. 

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Consistent and clean design: Ensure that the design of the portfolio is consistent and professional, using a clean and modern layer. Clear and easy navigation: Make sure that the portfolio is easy to navigate, with clear headings and sections that are easy to find. Relevant content: Only include content that is relevant to our design process and skills, such as sketches, prototypes, and final designs. High-quality images and media: Use high-quality images and media, such as images of our designs, videos of user testing, and screen recordings of our design process. Regular updates: Keep the portfolio up to date by regularly adding new designs and updates on our design process.

[Audio] We need to remain informed on the latest technological advancements to ensure our students and our teaching are at their best. In this unit, we have seen the potential of both open access platforms and institutional-supported ones, along with their respective advantages. Additionally, we have gone over the considerations to be taken into account when deciding which is the best fit for a given situation. Ultimately, it is the teacher's choice to make.. 

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The rapid advancements in technology and the changes that this brings have led many teachers to suggest or move towards adopting a more ‘integrated’ approach between the two. This provides both teachers and students with the benefits of a structured, integrated, and protected learning environment that can interface with the dynamic and changing open access social media.

Teachers need to consult their VET’s policy and guidelines. Establishing what type of interaction and functionality best facilitate an optimum learning and teaching environment that supports learning outcomes. It is also useful to speak to colleagues about what has worked for them and any suggestions they might have.

[Audio] Discussing the top 8 benefits of using learning management systems and several literature references, it has been noted that using them can save time and help in innovating practices. Multidisciplinary studies have shown that using social media as a tool for learning can be beneficial. Additionally, using Twitter and Twitter Chats can also be used as educational tools. With the information and practical implications presented in the presentation, it can be applied to foster knowledge transfer and further develop best practices. Thank you for your attention.. 

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Top 8 benefits of using Learning Management System  - eLearning industry Directory of Learning & Performance Tools  - Centre for Learning & Performance Technologies Using social media as a tool for learning: A multi-disciplinary study  -  Delello  et al., 2015 and  25 social media tools for learning  - Lisa  Chesser The Twitter Guide for Teachers  - eLearning Industry Using Twitter and Twitter Chats as Educational Tools  - Website Saving time or innovating practice: Investigating perceptions and uses of Learning Management Systems  -  Lonn  2009

DIGI Energy -Unit 2

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 Examples    –Blackboard  www.blackboard.com    - Moodle  www.moodle.com

slide3-hotlink22

This presentation focuses on open access and institutional-supported Learning Management Systems, which offer a wealth of advantages such as password authentication that is restricted to VET staff and students, tracking of assignments and statistical analysis of participation, as well as the ability to synchronise marks and grades with other VET administration systems

VET copyright privileges mean educational materials can be used within the authenticated VET environment, while outside material must adhere to general public copyright and Creative Commons requirements

Most VETs will also provide technical support and training to staff

All of these benefits make Learning Management Systems a valuable asset for higher education.

avatar

Focusing on the key restrictions of Learning Management Systems, or LMSs, in higher education, training staff to use an LMS can be complicated and time consuming

External guests, such as lecturers, experts, and researchers, need to complete administrative steps to access the system

Teachers may prefer to be autonomous with the course content and not use a prescribed one

Additionally, many LMSs come with a licensing fee and usually require support staff to customize and integrate them into the VET’s administration systems

All of these points should be taken into account when selecting an LMS for a higher education setting.

When considering an open access or institutional supported Learning Management System, key factors should be taken into account

These could include not being able to automatically populate a learning environment with students from VET enrolment systems, to potential hidden costs such as extended staff time, limited features or data storage

Additionally, VETs may not provide technical support in open access environments, leaving teachers to manage privacy settings and access

Copyright privileges must also be considered, ensuring VET use is only for educational purposes.

Given the nature of Open Access social media, VET content and collaboration can be easily disseminated

Platforms such as Facebook, Twitter, Wikispaces, Flickr, and WordPress are great examples, with both free and paid versions available

These provide easy access to VET content and its respective communities, allowing for more effective communication and collaboration than ever before.

slide7-hotlink6

 - Facebook  www.facebook.com    - Twitter  www.twitter.com    -  Wikispaces   www.wikispaces.com    - Flickr  www.flickr.com    -  WordPress  www.wordpress.com    

slide7-hotlink14

When considering the use of Open Access and Institutional Supported Learning Management Systems, there are a number of key issues to consider, such as not being integrated into existing VET administration systems, the record of students' interaction and communication being recorded on a system external to the VET, potential hidden costs, limited on-site technical support and the need for teachers to be responsible for privacy settings and access

It is crucial to understand these issues in order to ensure the best experience possible is achieved for VET students and staff.

I'd like to talk about how to use Google Sites to build online portfolios

Google Sites is a great tool for digital portfolio creation, providing a variety of features and functionalities that make displaying, sharing, and updating portfolios simple

It also presents students with the opportunity to be creative, showcase their projects and learning in an interactive and engaging way, and work autonomously on their portfolios

Taking advantage of this platform can help students keep track of their progress, demonstrate their expertise, and make their projects visible online.

We will begin by creating a new site in Google Sites, using one of the many templates to customize the look and feel

Then, we'll add our own content to the site, such as text, images, videos, and links, so we can showcase our work and learning

Finally, we will have a Google Sites Portfolio setup.

Members of the class, for this UNIT 2 presentation, let's have a look at designing an effective portfolio

Creating a portfolio requires a clear and concise design process and learning assessment, as well as opportunities for collaboration and feedback from peers

We need to start with a title page that introduces the portfolio, giving an overview of its purpose and content

We need to include an action plan that outlines the steps of the design process, in a table format

For idea generation, we can use mind mapping, brainstorming, and other creative techniques

Story-boarding and concept boards can then help further develop and refine those ideas

We need to create prototypes or mock-ups of the final design

These prototypes should be tested and refined based on feedback and user testing

Finally, the portfolio should include the final product or solution, along with a reflection on the design process, what was learned, and what could be improved in future designs

Taking a deeper dive into portfolio design, we will examine the best practices for constructing portfolios using Institutional Supported Learning Management Systems

We'll cover the pros and cons of utilizing these systems, as well as how to maximize their value

Additionally, we'll assess how to determine the right system for our own or our school's requirements

Lastly, we'll look at various ways of conceiving and exhibiting portfolios, including digital, online and paper portfolios.

We need to remain informed on the latest technological advancements to ensure our students and our teaching are at their best

In this unit, we have seen the potential of both open access platforms and institutional-supported ones, along with their respective advantages

Additionally, we have gone over the considerations to be taken into account when deciding which is the best fit for a given situation

Ultimately, it is the teacher's choice to make.

Discussing the top 8 benefits of using learning management systems and several literature references, it has been noted that using them can save time and help in innovating practices

Multidisciplinary studies have shown that using social media as a tool for learning can be beneficial

Additionally, using Twitter and Twitter Chats can also be used as educational tools

With the information and practical implications presented in the presentation, it can be applied to foster knowledge transfer and further develop best practices

 Top 8 benefits of using Learning Management System  - eLearning industry Directory of Learning & Performance Tools  - Centre for Learning & Performance Technologies Using social media as a tool for learning: A multi-disciplinary study  -  Delello  et al., 2015 and  25 social media tools for learning  - Lisa  Chesser The Twitter Guide for Teachers  - eLearning Industry Using Twitter and Twitter Chats as Educational Tools  - Website Saving time or innovating practice: Investigating perceptions and uses of Learning Management Systems  -  Lonn  2009