Review of My Moodle 1.9 Beginner's Guide

If you're still on Moodle 1.9, you might be interested in a review of my Moodle 1.9 Beginner's Guide. It was written by an e-learning student, so it is from a beginner's point of view. You'll find the review here.

It's just too creepy having Google read all my email and documents

Here's one reason I'm moving from Google Apps to Office 365 in the coming year. From Microsoft's Trust Center website: "No Advertising: Office 365 does not build advertising products out of Customer Data. We don’t scan your email or documents for building analytics, data mining, advertising, or improving the service." And, "Where: You know where Office 365’s major data centers and personnel are located and the logic used to determine where your data is stored. Who & What: We offer clear information on who can access your Office 365 Customer Data and under what circumstances they access it."

Sorry Google, but it's just too creepy to have you reading all my mail and documents. I'll pay extra for the privacy that Microsoft will give me.

How to Add the SRV Records for Lync Office 365 to Your Domain's DNS Records

I am in the process of switching from Google Apps to Office 365. I'll post more about my reasons, but for this post, I want to help you with one of the more difficult tasks in setting up Office 365: adding the correct records to your DNS zone file so that Lync will work with your domain.

The domain I use with Office 365 is williamrice.net. The administrative panel tells me to add these records to my domain's DNS zone file:

There's just one problem with that. My registrar, where I create these records, doesn't give me a user interface that has fields like Service, Protocol, Port, Weight, and Priority. My registrar assumes that if I'm modifying SRV records, I know what I'm doing. So they don't give me an easy, fill-in-the-blank interface for entering the SRV record. Fortunately, they do give me great technical support.

I sent my registrar the screenshot above, and they sent me the following lines to add to my zone file:

_sipfederationtls._tcp 3600 IN SRV 1 100 5061 sipfed.online.lync.com.

sip 3600 IN CNAME sipdir.online.lync.com. 

lyncdiscover 3600 IN CNAME webdir.online.lync.com.

Let me point out a few things about those lines. In the first line, notice that the Service and Protocol have been joined together, with a period between them. In each line, the TTL (Time To Live) setting of 1 Hour is written as 3600. And, each line ends with a period.

Let's translate the information that Microsoft gave me for the SRV record, into the line that my registrar gave me. Then you can make the same translation for your SRV record:

1. The record begins with the Service, _sipfederationtls.
2. Then, type a period (.).
3. Add the Protocol, _tcp.
4. Type a space.
5. Then the TTL, but instead of hours it is expressed in seconds, 3600.
6. Type a space.
7. Add IN.
8. Type a space.
9. Add the Type, SRV.
10. Type a space.
11. Add the Weight, 1.
12. Type a space.
13. Add the Priority, 100.
14. Type a space.
15. Add the Port, 5061.
16. Type a space.
17. Add the Target, sipfed.online.lync.com.
18. Type a period (.).

You're done. That's the line that you want to add for the SRV record, to enable Lync to work with your domain. Also, add the two CNAME records. Their format is much easier, and, your registrar probably has a fill-in-the-blank interface for adding CNAME records.

Remember to leave a comment if this is helpful (or not). I hope that Office 365 and Lync work as well for you as they have for me.

Discounts on Moodle Books from Packt Publishing

Packt Publishing is celebrating the recent publication of thire Moodle 2 Administration book, with discounts on all of their Moodle books.

• Buy any Moodle print book and get 20% off.
• Buy any Moodle eBook and get 30% off.

Good only until the end of December. See more at http://www.packtpub.com/news/moodle-festive-month.

Articulate versus Captivate

If you do a web search on "articulate versus captivate," you will find a lot of opinions about how the two programs compare. One of my clients asked me about the merits of Articulate versus Captivate. The answer that I gave him is copied below. I hope it offers a different perspective for you when deciding between Articulate and Captivate.

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Ah yes, the great Articulate versus Captivate debate. Ford versus Chevy, Coke versus Pepsi, Yankees versus Mets...I'm kidding about that last one. The Yankees are, after all, a professional sports team.

First, I would recommend they get the 30-day trial before purchasing. It's fully functional and free.

Both Articulate and Captivate will read in a PowerPoint and then enable you to add interactions, audio, and quizzes to the presentation. Then, they enable you to export the resulting activity as a Flash file.

Articulate makes it a little easier to start with PowerPoint. I think it brings in more of PowerPoint's advanced features, such as custom animations. However, the other things that you can do in Articulate are a little more limited. That's because Articulate's raison d'etre is to take a Powerpoint slide deck from a subject matter expert and enable the e-learning specialist to turn it into an online activity.

Captivate lets you add more features. It also enables you to take screen shots and full motion video of your screen and add it. Captivate just does more. And, it's more popular among e-learning specialists.

If your client is starting with a subject matter expert who knows just basic Powerpoint, then either tool will do. If the SME knows advanced PowerPoint, and will supply them with a slide deck that has advanced features like custom animations and timing and embedded files, then go with Articulate because it interfaces better with PowerPoint's advanced features. If your client wants to be able to create e-learning without PowerPoint, and start right from within the tool, then try Captivate.

Answered Question on Linkedin.com: Instructional Design standards for online learning? Ideally specific and measurable that can be used in contracts with vendors.?

This question was posted to theInstructional Design & E-Learning Professionals' Group:

Does anyone out there have any useful resources to share around ID standards for online learning? Ideally specific and measurable that can be used in contracts with vendors.

I have used the standards posted by the Open ECBCheck. Open ECBCheck is "a new accreditation and quality improvement scheme for E-Learning programmes and institutions in international Capacity Building." Their members focus on a specific subject (international capacity building), however, their e-learning standards can be applied to any e-learning program.

I download the standards from http://www.ecb-check.org/2011-06-15-07-04-37/guidelines. They publish them as a pdf and Excel file. In the Excel file, I find the most useful section to be the tab labeled "Quality Toolkit." That tab has a list of specific, measurable criteria that you can use to judge the quality of your e-learning program. For example: "Does the navigation allow learners to always understand their position within the programme?"





Not all the standards in the Quality Toolkit will apply to all online learning programs. I copy and paste the standards that apply to the job into the contract for that job. This is a section of the contract that I label "Course Standards."


The Course Standards section also includes subsections for things like: the file formats of the material developed for the course, voice and tense of the speaker, the skin to be used when generating files from Articulate of Captivate, and the source(s) of the graphics used in the course.

The quality standards supplied by Open ECBCheck have made a good starting point for the course standards in my projects. Post your favorite resources for quality standards in the comments below. Or,

Answered Question on Linkedin.com: What successful techniques have you used to improve learner's retention?

I recently answered a question on the Instructional Design & E-Learning Professionals' Group of LinkedIn, and wanted to share that answer here on my blog. The question posed was:

What successful techniques have you used to improve learner's retention? Based on my experience, there's only so much information you can stuff into people's heads.
What's the best single tip you would give to help improve the quality and quantity of information that people retain after experiencing the training you've developed?

My single most important tip is this: Instead of training your students to perform the task from memory, teach them why and when to perform the task, and how to use support materials to succeed at the task.

If you are training your students to perform a life-and-death skill under strict time constraints, then of course they need to be able to perform the task from memory, on demand. An emergency room medical procedure would be one example. In that kind of situation, you want them to leave class knowing exactly how to perform the task without any kind of support materials. But that is a rare situation.

In most situations, your students will have time to perform the task. That is, they will have time to find and use reference materials to help them with the task.

Instead of overloading your students with the detailed steps of how to perform a task, perhaps you should consider teaching them how to use the reference and support materials to perform the task. Then, you can focus your training on:

1. Why they need to learn to perform the task (motivation).
   
2. Who needs to be involved in the task (roles and responsibilities).
   
3. When they need to perform the task; where it fits into their workflow (context).
   
4. Which steps are critical or especially difficult (roadblocks and "gotchas").
   
5. Where to get supporting materials for the task (reference materials and job aids).
   

Of course you will still take your students through the detailed steps of performing the task. But instead of focusing on memorizing the how-to information, you'll focus on the information above. While demonstrating, you can reassure them that the "clicks, keystrokes, and actions" are all included in the support materials. After the student performs the task on-the-job a few times, with the help of the support materials, then it becomes committed to memory.

In my experience, this approach avoids information overload during class while enabling students to learn complex, long tasks. Does this agree or disagree with your experience? We want to hear from you in the comments!