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Information Technology timeline

October 1, 2009 by Roy Johnson

milestones in IT development

1617. Scottish mathematician John Napier invents logarithms and constructs set of ‘rods’ or ‘bones’ for performing mechanical calculations.

1642. French mathematician and philosopher Blaise Pascal constructs and demonstrates a mechanical adding machine.

1666. German mathematician Gottfried Leibniz writes on the value of binary numbers in De Arte Combinatore.

1694. Leibniz constructs first mechanical device to successfully perform all four arithmetic functions (addition, subtraction, multiplication, and division).

1804. French engineer Joseph Jacquard develops punched card system for programming looms – weaving cloth to match a set of commands. Holes in the cards correspond to binary Open/Closed. This system of in-putting data into machines persists until 1960s

1823. English engineer Charles Babbage invents The Difference Engine – the first mechanical computer.

1834. Babbage designs and starts to build ‘Analytic Engine’ – Augusta Lovelace [Byron’s daughter] writes the first computer program.

1847. English mathematician George Boole publishes ‘Mathematical Analysis of Logic’ and uses the ideas of binary numbering to fuse logic with algebra.

1925. American engineer Vannevar Bush designs and builds the first multipurpose mechanical analogue computer.

1936. English mathematician Alan Turing puts together binary notation and Boolean logic to produce tests for mathematical probability. He proposes ‘Universal Turing Machine’ – a theoretical construct which contains all the logical and mathematical elements of what would be a modern analogue computer.

1940. American electrical engineer Claude Shannon uses Boolean logic to optimise relay-switching circuits in his MA thesis at MIT.

1945. Vannevar Bush publishes ‘As We May Think’ in Atlantic Monthly, outlining what we now call ‘hypertext’. Hungarian mathematician John van Neumann conceives the first stored computer program.

1948. First computer using stored program built at Manchester University. Turing’s proposal for a ‘Turing Computing Engine’.

1962. ‘Spacewar’ – first graphical computer game.

1968. Douglas Englebart demonstrates ‘windows’ and mouse in San Francisco.

1969. Myron Krueger develops first prototypes of virtual reality.

1974. Ted Nelson self-publishes Computer Lib and Dream Machines outlining his ideas on hypertext in paper form. Standard General Markup Language (SGML) first invented as a universal publishing language.

1975. Bill Gates and Paul Allen found Microsoft

1978. Philips and Sony introduce the laserdisk (analogue video)

1981. IBM introduces the first PC

1983. Microsoft launches its first version of Windows. Myron Krueger Artificial Reality

1984. Apple-Mac launched – DNS (Domain Naming System) introduced – Number of Internet hosts reaches 1,000

1985. Commodore Amiga launched (powerful graphics facility) – First Amstrad released in UK.

1987. Ted Nelson’s Literary Machines describes Project Xanadu – his scheme for electronic commerce and micro-payments. Hypercard (hypertext program) added to the Apple-Mac. Number of Internet hosts reaches 10,000

1989. Tim Berners-Lee develops Hypertext Markup Language (HTML) and the World Wide Web at CERN in Geneva. Howard Rheingold’s Tools for Thought. Number of Internet hosts reaches 100,000

1990. Archie (search tool) released by McGill University. Microsoft launches Windows 3.0

1991. CERN launches the World Wide Web. Howard Rheingold’s Virtual Reality – an early work on the sociology of computer users. Gopher (search tool) released by University of Minnesota.

1992. Veronica (search tool) released by University of Nevada. Number of Internet hosts reaches 1,000,000

1993. Marc Andreessen, NCSA, and University of Illinois develop Mosaic – the first graphical interface to the WWW. A recorded 341,634 per cent growth rate in Web traffic.

1994. First eCommerce (shopping malls and banks) arrive on the Web, and Web traffic second only to FTP-data transfers. Linux 1.0 open source operating system released.

1995. First search engines developed. Sun launches JAVA programming.

1996. Browser wars begin between Netscape and Microsoft. Web censorship in China, Saudi Arabia, Singapore, Germany, and New Zealand.

1998. Extensible Markup Language (XML) introduced. Dotcom boom takes off. Estimated size of Web – 320 million pages.

2000. Dotcom crash begins (April). Size of Web estimated at one billion pages.

2003. Google claims a searchable database of 3.6 billion web pages.

2005. Google claims a searchable database of 8.2 billion web pages.

2006. Google claims a searchable database of 25 billion web pages.

2008. Google claims a searchable database of 1.0 trillion (1,000,000,000,000) web pages.

© Roy Johnson 2009


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Intellectual Property and Open Source

July 4, 2009 by Roy Johnson

a practical guide to protecting code

The Open Source movement makes software available free for people to use or even to pass on to others. This flies in the face of normal commercial practice, where people jealously guard their intellectual property rights. Traditional laws support these rights – so when new open source projects come into being, often as a result of work done collectively, it can be difficult to disentangle issues of ownership and control. This is equally true for the written word as well as for digital code.

Intellectual Property and Open SourceVan Lindberg’s new book is an amazingly thorough guide to the whole business. He explains the legal niceties without resorting to too much jargon, and supplies practical support materials in the form of sample licences and agreements. The first part of the book has eight chapters giving an introduction to intellectual property law, then the second part is six chapters offering an intellectual property handbook for developers, particularly those working in the field of open sources.

He warns that it’s a book of general principles, not specific advice, for the very good reason that cases of copyright, patents, and intellectual property rights are very case specific. Nevertheless, he does discuss lots of instructive individual cases, and I imagine that anybody with a need to know in this complex field of legislation will find what he has to say both instructive and chastening.

He explains the law on copyright, patents, and inventions by comparing it to computer programming, which it turns out to resemble remarkably closely. One new ruling (or code) is bolted on to that which already exists, and the whole statute grows by a process of accretion.

As a layman, it’s interesting to learn that you cannot patent an idea – no matter how original an invention it might be. You can only patent the proof that it can actually be realised and turned into something useful. And even the term ‘useful’ is coded – as his example of a patent dust cover for dogs illustrates. It can be used – even though the idea itself is quite barmy.

On Open Sources he explains that software is free as in ‘free speech’, not ‘free beer’ – but this distinction will mean little to everyday users who are happy to download a program that works well without having to pay for it.

The picture becomes clearer when he explains the success of various Open Source projects – FireFox, Linux, Apache – many of which have formed the basis for successful business ventures. The software itself is free to use and distribute, but companies have legitimately made money from offering services in support of its use.

He’s very good at explaining the complexities of rights developed whilst you are in somebody else’s employment. In brief, you’ve very little chance of succeeding, and he even includes some tragic cases of people who have lost lawsuits on works patented before and after they have been in somebody else’s employ. If there’s a barely-hidden message here, it’s ‘stay away from legal contests’.

As a rule, employees should assume that any intellectual output they produce whilst employed will be considered proprietary information and subject to the company’s proprietary information agreement (PIA). It doesn’t matter if the invention is in a completely different area of technology, or completely unconnected with your work; it still may be covered.

Even if you wish to make your work available free to the public, there are a number of different licenses to choose from, offering a sliding scale of ownership and control – such as public domain, open source, and reciprocal. The general advice he gives is not to attempt writing your own.

One thing is for certain. It’s potentially a very complex area both technically and legally. The law works on a basis of precedence, and you can bet that if a legal tangle emerges, it will be judged on similar occurrences in the past, even though your technology might be brand new.

All sorts of additional complications arise because of the special nature of software development. Does the author of a ‘patch] (a small-scale solution to a problem) have copyright over it when it is added to a big project? Can you combine two open source programs and claim copyright over the result? What about reverse engineering?

I would have welcomed a glossary and a webliography, but it’s to O’Reilly’s credit that they publish books like this – because although it might have a fairly limited readership, it raises lots of important issues and simultaneously makes available the information for dealing with them.

© Roy Johnson 2008

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Van Lindberg, Intellectual Property and Open Source, Sebastopol (CA): O’Reilly, 2008, pp, 371, ISBN: 0596517963


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Internet Annoyances

June 20, 2009 by Roy Johnson

how to fix the most annoying things about going online

Everybody I know has problems with the Internet – and that includes professional writers and web developers. Preston Gralla has problems too: he’s the author of this book of fixes and solutions, and he’s been on line since the mid 1980s. What he offers are tips and reassurance which will help you out of the most common problems. He takes the clever approach of assuming that you are familiar with the basics of computing and goes straight to the problems which bug us all most frequently.

Internet Annoyances How to stop spam; how to get home networks to work; how to kill viruses. And it’s not all negative. There are plenty of tips on downloading free software to help you organise multiple email accounts, index your email, and solve connection problems. I particularly liked his ultra-direct approach. He simply names the annoyance in one paragraph, then goes straight to the fix which will cure it. There’s no excess fat here at all.

There’s plenty on home networking and wireless network annoyances. I’ve never heard of anyone yet who has managed to get set up in this respect without trouble. All his solutions are quick, simple, and clearly explained. If extra software is needed, he nearly always has an option for free downloads.

He has solutions for keeping up fast and efficient connections even when you are sharing networks with bandwidth hogging music downloaders and game-playing kids.

His scope covers all sorts of online and communications technology. How to send email to a mobile phone, for instance; how to do web-based price comparisons using a mobile; and how to get your mobile and laptop to talk to each other.

If you fancy setting up on the web or starting to blog, he gets straight to the issues you will need help with – from simple setup through to uploading pictures from your mobile phone directly onto your blog.

There are lots of really useful and sensible tips – such as how to customise toolbars, how to print just the text from a web page, how to access all the advantages of Firefox (that’s the free alternative to Internet Explorer) and how to customise the cookies your system accepts and rejects.

There are some suggestions I could hardly wait to try out. Free software which will search using all the search engines at the same time – and present the results in related categories. How to find all the hidden goodies in Google – such as searching and reporting back in foreign languages, plus finding news and pictures.

How about this. You can search the web and Amazon at the same time, so that in the results you see books related to the search topic. Neat idea, eh?

There’s also where you can get a free online security check; how to discover the true address of spoofed emails and web sites; plus how to protect yourself in the complex and murky world of online shopping and auctions, and how to find bargains on eBay by using cute tricks such as checking for mis-spelt terms (as in ‘Digital Camaras’)

The internal layout and design of this book is as graceful as all other O’Reilly publications. The jacket cover is awful: just disregard it. I predict this book will do well.

© Roy Johnson 2005

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Preston Gralla, Internet Annoyances, Sebastopol: CA, O’Reilly, 2005, pp.239, ISBN 0596007353


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iPhone UK: The Missing Manual

July 15, 2009 by Roy Johnson

the book that should have been in the box

If you buy an iPhone, the one thing you don’t get is a manual telling you how it works. Oh sure – you can download a PDF file from a web site , but as David Pogue, author of this excellent guide observes, “it’s largely free of details, hacks, workarounds, tutorials, humour, and any acknowledgement of the iPhone’s flaws. You can’t mark your place, underline, or read it in the bathroom.” As most people know by now, the iPhone has completely transformed handheld mobile devices. It combines everything you need in portable computing – email, Internet access, photo and audio-visual storage, address-book, MP3 player, GPS device (maps) stock exchange figures, and games. It’s the ultimate all-in-one portable device. I’ve bought two of these shirt-pocket miracles in the last few weeks – and the first thing I wanted after opening the box was a manual.

iPhone UK: The Missing ManualIt’s true, they’re very easy to use, but I still needed help with some of the basics. The main learning curve with the iPhone is the nested menu system – and that’s clearly explained here. Basically, you’ve just got to drill down from one screen to another to find your stuff. But the manual is well illustrated with photos and screenshots, so that you know exactly what you should be looking at.

One feature of the iPhone that has made them best-sellers is the navigation system. It’s all done by touching, tapping, and sliding your finger across the screen. In case you didn’t know, apart from the on/off switch and the volume control, there’s only one button on the iPhone, and you actually don’t need that very much. Everything is done with one finger touching the screen.

iphoneAnd nothing can go drastically wrong, so you don’t need to worry. It’s no wonder that these devices have become popular so quickly. Quite apart from the ultra-cool design, you can download games, extras, and software novelties with no trouble at all. Many of them are completely free or amazingly cheap. For instance, the ‘Brushes’ graphic design program used to produce these stunning pictures costs only £2.99. At this price you can afford to give things a try – and it’s no tragedy if you decide not to bother.

The manual covers all aspects of the phone, and it also gives you a full guide to iTunes – the site from which Apple hopes you will download most of your music files. They currently sell for around £0.79 per track – but companies such as Amazon are currently undercutting them at £0.49 per track in an effort to capture the market.

The iPhone is of course a miracle of mobile phone technology: you can have all sorts of options – from visual voice mail to chat programs and free texting. Of course, out of the box, you are tied in to the O2 network service, but if you feel up to the challenge, you can get round this by ‘jailbreaking’ the phone. That will allow you to change ringtones and wallpaper, as well as choose your own mobile network. Details of how to do it are available here

There are two other things I like about the Missing Manuals. One is that they are not slavishly uncritical. If there’s a shortcoming with the product, they’ll mention it. And two – they’ll show you how to get round the problem. There are call-out boxes packed with hints, tips, and hidden workarounds.

You can also download movies, audio books, games, podcasts, TV programmes. You can even couple up your iPhone to your TV and watch videos on a full size screen. That’s why these slender hand-held computers are now regarded as something of a Killer Ap – because they have the capacity to combine all online services into one user-friendly, affordable device.

But what about all the free programs and software mentioned in the book? They’ve thought of that too. The book has its own web site where the latest versions of shareware and freeware are listed.

© Roy Johnson 2009

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David Pogue, iPhone UK: The Missing Manual, O’Reilly UK, 3rd edition, 2009, pp.416, ISBN: 0955750628


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iPod: The Missing Manual

July 15, 2009 by Roy Johnson

the book that  should have been in the box

I bought an iPod recently for playing MP3 music files – and I was amazed to discover that it does a lot more than that. The iPod is simply an iPhone without the phone – and this means a lot more than you might imagine. It plays music, sure enough, but it’s also got a wireless card, and that means you can surf the Web, get your emails, watch videos on YouTube, check the weather or the state of your stock market investments – and all this from a device you can comfortably keep in your top pocket.

iPod: The Missing ManualIt has all these features – and yet it doesn’t come with a guidance manual. You can download a PDF from the iTunes site, but reading manuals on screen is no joke – and the chances are that you’ll miss some of the amazing features on this device which is in the process of revolutionising our connections with the online world. In the last year alone, more than 20,000 small applications (Apps) have been written for the iPod and iPhone – and these are so accessible and so cheap, they are driving down the price of software everywhere.

I like the approach of the missing manual series, because they’re written with users’ needs in mind. For instance, the first thing anyone buying an iPod probably wants to know is – how can I get music onto this thing and start listening? And that’s exactly what comes up first in the manual – how to download tracks from iTunes, how to import a CD, and how to organise the music to suit your own needs.

The main learning curve with the iPod is the nested menu system – and that’s fairly clearly explained. Basically, you’ve just got to drill down from one screen to another to find your stuff. But the manual is well illustrated with photos and screenshots, so that you know exactly what you should be looking at.

iPod_touchAnd nothing can go drastically wrong, so you don’t need to worry. It’s no wonder that these devices have become so popular so quickly. Quite apart from the ultra-cool design, you can download games, extras, and software novelties with no trouble at all. Many of them are completely free or amazingly cheap. For instance, the ‘Brushes’ graphic design program used to produce these stunning pictures costs only £2.99. At this price you can afford to give things a try – and it’s no tragedy if you decide not to bother.

The manual covers the iPod Touch, the Classic, the Shuffle, and the Nano, and it also gives you a full guide to iTunes – the site from which Apple hopes you will download most of your music files. They currently sell for around £0.79 per track – but companies such as Amazon are currently undercutting them at £0.49 per track in an effort to capture the market.

There are two other things I like about the Missing Manuals. One is that they are not slavishly uncritical. If there’s a shortcoming with the product, they’ll mention it. And two – they’ll show you how to get round the problem. There are call-out boxes packed with hints, tips, and hidden workarounds. I discovered a really useful feature for anybody using an iPod whilst on the move: you can locate the nearest free WiFi hot spot simply by finding your location on Google Maps, then doing a search on WiFi.

You can also download movies, audio books, games, podcasts, TV programmes. You can even couple up your iPod to your TV and watch videos on a full size screen. That’s why these slender hand-held computers are now regarded as something of a Killer Ap – because they have the capacity to combine all online services into one user-friendly, affordable device.

© Roy Johnson 2010

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David Pogue, iPod: The Missing Manual, Sebastopol: O’Reilly, 2010, pp.304, ISBN: 1449390471


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Language, Technology, and Society

May 28, 2010 by Roy Johnson

how technology interacts with speaking and writing

Most people think that writing and speaking a language are more or less the same thing – that writing is speech transcribed onto paper. The fact is that they are two different (though closely related) systems, and writing is an abstract system of symbols for representing the spoken language. There are some languages which are spoken but which have no written equivalents, and there are some languages (computer code for instance) which are never likely to be spoken. Richard Sproat in this wide-ranging study Language, Technology, and Society emphasises from the start that the most important connection between speech and the written language is the technological invention of writing. He takes the radical line that most written languages have built into them a strong element of encoding the sound of the language – including even Chinese, which many people imagine to be entirely ideographic.

Language, Technology, and SocietyHe examines a number of languages – Arabic, Chinese, Phoenician, Egyptian – to demonstrate that they have this thing in common, even though some are written without vowel sounds, and some are written right-to-left in sequence. Next he covers the issue of decipherment – how we can understand ancient inscriptions such as the Rosetta Stone and Linear B. The examples he looks at add up to further evidence that even apparently ideographic languages such as Egyptian hieroglyphics were not properly decoded until it was recognised that they recorded the sound of a spoken language – even if improperly, and mixed with symbols and ideograms.

In a chapter on literacy he demonstrates fairly convincingly that the relative complexity of the writing system has little or no relation to rates of literacy. Chinese and Japanese children have to learn thousands of symbols representing the words and concepts in their language, as against the twenty-six or so letters learned by children in most western European languages.

it is remarkably simple to make the case that literacy is a product of economics and indeed, has little or nothing to do with the complexity of the writing system in use in a country.

To raise standards of literacy in a society, ‘all’ that’s required is to raise the living standards of its inhabitants.

There’s a chapter on the history of the typewriter – a technological phase which was quite short lived, but which has left us with the legacy of the QWERTY keyboard layout. Despite the fact that alternatives to this have been invented, QWERTY has prevailed, largely he argues, because it is quite good ergonomically.

He finishes with two chapters which are clearly dealing with his own specialism: (he worked at AT&T Bell Laboratories for eighteen years. The first of these is on speech recognition technology, and the second on machine translation (MT) which he argues has come a long way since it first began during the Cold War. But it still has a long way to go, as even Google will demonstrate if you ask it to translate a web page into a second language you understand.

There’s a full academic apparatus of endnotes, glossary, bibliography and annotated suggestions further reading, yet I was rather surprised that throughout the whole of this very thorough study he made no reference to some of the seminal texts on the relationship between language writing and technology. For these you will need to move on to Walter Ong’s Orality and Literacy, Henri-Jean Martin’s The History and the Power of Writing, and Jay Bolter’s Writing Space.

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© Roy Johnson 2010


Richard Sproat, Language, Technology, and Society, Oxford: Oxford University Press, 2010, pp.286, ISBN: 0199549389


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Learn HTML in a Weekend

June 3, 2009 by Roy Johnson

step-by-step tutorials in HTML page design

Can you really learn HTML in a weekend? Well, Steve Callihan doesn’t make any rash claims. He only sets out in this beginner’s guide to cover the basics – leaving you to fill in the finer details with later practice. The book is written with the assumption that you have a relatively free weekend. You do some preliminary reading on Friday evening with some basics about hypertext and the basics of a web site. Saturday morning is devoted to the elements of HTML tags, how to create headings, paragraphs, and breaks. It’s organised to teach you what each code does and to give you an overview of HTML.

Learn HTMLSaturday afternoon is described as optional. It deals with some of the refinements of aligning text on the page, wrapping text round images, and dealing with font sizes, colours, and faces. If you have the stamina to keep going, Saturday evening is a ‘bonus’ session covering tables. Don’t take this timetable too seriously. Anyone who can master tables in one evening should apply immediately to the Nobel Prize Foundation.

Sunday morning is devoted to frames – perhaps a section which beginners can skip, because frames are no longer even thought to be a good idea by most web design theorists. The afternoon session on forms is likely to be far more useful, and the evening ‘bonus’ session on graphics will be even more popular. I followed this in detail, since I’ve never been strong on graphics, and it proved to be a straightforward tour through making 3D buttons with Paint Shop Pro.

The book is well illustrated, and there’s a CD with the usual array of free and shareware editors and browsers, so you have all that’s required here to make a start. It truly could be done in a weekend – but why not take a little more time and get it right.

© Roy Johnson 2000

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Steve Callihan, Learn HTML in a Weekend, Rocklin, CA: Prima Publishing, 1999, pp.425, ISBN 0761518002


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Learning XML

July 15, 2009 by Roy Johnson

overview of XML concepts and applications

Learning XML is for anyone who wants to understand what XML is and how to use it. Erik Ray shows how to employ the appropriate structure and format to demystify the process of creating XML documents. XML is relatively simple (but very rigorous) set of tags which describe the content of documents. The problem is that you still need to learn Cascading Style Sheets in order to control the appearance of text on the page. Ray covers all that, as well as the other important technologies – such as the Document Type Definition. He also shows how style sheets can be used to format documents – though in a rather abstract manner.

Learning XMLOne or two illustrations would have been useful here. He also explains the principles of Transformation, using XSLT, which allow you to convert an XML document from one form into another. He explains very persuasively why XML is superior to HTML for preparing documents for multi-purpose use. There is also an introduction to the use of XLink and XPointer, which can create bi-directional links between data. These are extremely powerful technologies which will make the next steps in XML programming an exciting prospect for those who want to pass beyond the frustrating limitations of HTML.

This is a book which is suitable for readers who already know some HTML, but who want to know what is coming next. And it’s an overview: the finer details of XML language will have to be acquired elsewhere. It is written in a persuasive and authoritative manner. This is somebody who knows what is going on in the latest phase of Web development.

© Roy Johnson 2003

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Erik T. Ray, Learning XML, Sebastopol (CA): O’Reilly, 2nd edition 2003, pp.432, ISBN: 0596004206


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Moodle E-Learning Course Development

July 16, 2009 by Roy Johnson

complete guide to e-learning using Moodle

I went to a Moodle training course recently, and the universal cry there was for training manuals or guidance books which would talk you through the program and its features. This new software package is sweeping the world of further and higher education. Just in case you didn’t know, Moodle is an Open Source (that is, free) course management system (CMS). Or if you prefer, a virtual learning environment (VLE) into which tutors can upload their course materials.

Moodle: E-Learning Course Development It’s a sophisticated and complex program which offers all sorts of features to please teachers and students alike. Interactive exercises; journals; email and chat; Wikis; forums; and surveys – all in addition to the basic learning materials, which can be uploaded in any file format. Moodle is built on what’s called a ‘social constructivist’ model.

That is, students are encouraged to build their own learning experiences by engaging with teaching materials, interactive exercises, tutors, and fellow students.

Moodle organises everything for you – from individual student enrolments to databases of complete course results. Students can store drafts of their work, see their quiz results, build learning diaries, or participate in joint project-building. Tutors can set time limits for tests,

First off the block in guidance manuals there was Jason Cole’s book Using Moodle which gave a description of the system. Now comes William Rice’s guide to building courses. The difference between the two is that Rice gets further under the bonnet and shows you the workings of Moodle. More importantly, he tells you in advance what the consequences of your choices will be.

Moodle is so modularised and flexible that you can arrange your course contents however you wish (well, almost). But your choices (which can be made very easily) can also have hidden knock-on effects.

The Moodle interface can also be changed at a single click to work in any one of a number of languages. It offers you the opportunity to add course materials in any format – and to edit your pages and turn them into web pages without having to learn HTML coding.

And if you want to be really adventurous in terms of pedagogy, you can have students assessing their own and other students’ work, voting on the relevance of discussion contributions, and collectively building course-related glossaries and encyclopedias (using a Wiki).

William Rice makes course design clear by breaking down the process into separate elements – for instance, showing the difference between static pages (text and Web pages) and interactive pages (quizzes, journals, and assignments). Most importantly, he explains the advantages and limitations of each.

For the technically minded, there’s an entire chapter on how Moodle is installed and configured to suit your needs. On the other hand, if you want to practice or ‘try before you download’, there’s an excellent demonstration version of Moodle at demo.moodle.org. I actually read the book and had the demo open on screen at the same time, to check each feature for real. But you don’t have to go that far: there are screenshots illustrating every item.

There is extensive coverage of the quizzes, lessons, assignments, and other pedagogic tools available, and a chapter which introduces all the add-ons and plug-in modules which are available for free download. The only thing which struck me as odd was a chapter about welcoming students and making your starting page friendly – which puzzlingly came near the end of the book.

I’m working on a Moodle-based project at the moment, and can vouch for the comprehensiveness of Moodle’s own online documentation – but I imagine most course designers (like me) will feel more confident with a printed manual to hand. This is the one I would suggest you go for.

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© Roy Johnson 2006


William H. Rice, Moodle: E-Learning Course Development, Packt Publishing: Birmingham, 2006, pp.236, ISBN: 1904811299


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Filed Under: CMS, Online Learning, Open Sources Tagged With: CMS, eLearning, Moodle, Moodle: E-Learning Courses, Online learning, Open Sources, Rapid eLearning

Moodle English Teacher Cookbook

October 1, 2010 by Roy Johnson

80 effective recipes for creating online learning materials

Moodle has now established itself as the de facto standard eLearning software tool in further and higher education. It’s an open source program (which means it’s free) and it also acts as a virtual learning environment (VLE) which makes expensive alternatives such as Blackboard redundant. If anybody tells you it’s an easy software program to use, they’re lying. Most people will need all the help they can get, even if they are putting some ready-made course materials into Moodle’s default templates. That’s why books such as this Moodle English Teacher Cookbook guide to course creation exist – to explain the principles of eLearning design at the same time as offering a guided tour of some Moodle features.

Moodle English Teacher CookbookEnglish Teacher’s Cookbook is aimed at classroom teachers of English for comprehension, writing skills, and composition – but in fact the techniques it demonstrates would be applicable in any humanities subject. Unlike many other guidance manuals it doesn’t bother explaining all of Moodle’s features, but instead plunges immediately into constructing modules of learning using a variety of supplementary programs such as Hot Potatoes and Microsoft Word, and Open Office

Silvina Hillar starts out with simple exercises, such as ‘matching sentences’ (which is actually a misnomer and should be ‘matching sentence parts) then creating learning journals, discussing responses in a forum, comparing notes, and constructing story boards.

I was a surprised that there was so little on the pedagogy behind the task, but her entire focus is on showing how to get it done in Moodle – or Let’s Moodle it! as she keeps repeating. This means lots of screenshots showing you what to enter into each dialogue box, and which menu options to choose. If you’re not experienced in using Moodle, you will find these very helpful.

Many of the stages of course creation involve entering small items of information into a data base using forms. There is quite a conceptual gap between the data entry process and what eventually appears on screen as the final result to a user. You should expect to find this quite arduous at first, but then straightforward once you’ve done it a few times.

There are lots of different types of quizzes possible – missing words, multiple choice questions, matching words, or matching pictures to text – and you can also shuffle questions so that no two people see them in the same order (which I can assure you helps to minimize copying by students using adjacent screens).

Moodle has a lot of different learning activities (the quiz, lesson, survey, journal, wiki, forum) and it’s as well to know exactly what each one does, as well as the differences between them. The strength of Hillar’s approach is that she demonstrates how to use each of these options, and what the dialogue boxes look like on screen as you fill them with choices and information. The only weakness is that she doesn’t always show what the finished learning object will look like when accessed by the learner.

Another weakness of her approach is that many of the projects require outcomes to be read, assessed, and marked manually by a teacher. This not only fails to take advantage of the interactivities and the record-keeping features within Moodle, but gives the teacher an extra task for which many of them will not thank you.

However, to offset this, there’s plenty on embedding interactive materials from elsewhere – which is the quickest way to build course modules. Sources include other web sites, video from YouTube and Vimeo, and animated quizzes and games from what2learn.com. Almost all the third-party software she uses is open source or free to use.

Pedagogically, the examples are designed to provide a wide range of activities encouraging students to write – something that many of them (especially teenagers) are notoriously reluctant to do. There’s very little in here that couldn’t be done in a traditional manner with photocopied handouts – but the important feature of Moodle if you can incorporate it into your own learning modules is that it’s also a mechanism for marking and storing the results of student’s work.

Later chapters deal with discussing fictional characters, sentence and paragraph construction, and (keeping matters as fashionable and smack up to date as possible) how to integrate social media such as Twitter and FaceBook into Moodle courses. There’s also an entire chapter dealing with mind maps and tree diagrams – something I have never found convincing as a mechanism for learning, but which I know many people find reassuring.

I have been critical of some Moodle guides in the past. That’s because most of them are not much more than an explanation of Moodle features, but no suggestions about how they might be used to create dynamic eLearning courses, exploiting the interactivity that Moodle offers. This book is far more useful, because it approaches these issues the other way round. It starts with the premise of online learning design, then shows how it can be done using Moodle.

Buy the book at Amazon UK

Buy the book at Amazon US

© Roy Johnson 2010


Silvina P. Hillar, Moodle English Teacher’s Cookbook, Birmingham: Pakt Publishing, 2010, pp.207, ISBN: 1849510881


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Filed Under: Online Learning, Open Sources Tagged With: eLearning, Moodle, Moodle 1.9 English Teacher's Cookbook, Online learning, Open Sources, Teaching

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