Posted in EdTech, Game Theory, Learning Design, Learning models, Learning Styles, Moodle, Motivation, research, Totara Learn

Guide to Motivating Learners

A KILLER RESOURCE that is still more than applicable since the move of Moodle from Moodle 2.x to 3.x, and for use in Totara as well… The ‘The Moodle for Motivation guide‘ by the fantastic Natalie Denmeade.

Why I love it

It assists in thinking on learning style diversity

MML - types

Breaking down the use of the course activities into why and how it might best work for the four basic styles of learners – it reminds the teacher/trainer/course designer that not everyone is going to respond to Assignments and Quizzes in the same way… and there are many more activities to try out!


The Ease of Use column is brilliant is letting you know which are simple to set up, and what might require more skills and further thinking before you get it right.

It emphasises the brilliance of using Glossary & Forum activities

MML - forum glossary

Seriously, I have so much love for these two activities and often find it hard to express my passion for how they can be adapted for so many different assessment types. While so many people are running to have a SCORM package carefully designed… there is so much formative and summative brilliance that is already built into Moodle with these two activity types. (I feel at least one blog post coming up regarding these two).


These two allow for peer-assessment – now you may or may not decide to have scores as part of the assessment, but you have to admit that critically being able to appraise the work of others means that the learners are required to deepen their knowledge of the topic be default.

Tips and tricks on other items that impact learners

MML - tips

I go crazy for Rubrics and Marking Guides, and the nutty thing is, in many cases, the Government may have already given them to you! If you are working in the Australian National Curriculum, or as a Registered Training Organisation, you have access to the rubrics for the units you teach – those do not need much tweaking about to cover what you are doing.

Questions such as “Why use Badges?” and “What can I do with a Label?” are answered succinctly. Help for enabling these things from the Site Admin is available, as well as information about how to keep a social aspect thriving in your course.


There are tips on how to look for more information from Moodle and some top-notch Moodlers (and their Twitter names – I’ve found that, even now in 2017, Twitter is the social medium of choice of the Education and EduTech tribes. I insist that you sign up and put some Twitter time into your schedule!).


Fangirling: Tom Peters

It was the early 2000’s when I first fell for Tom Peters and his brash, bold style of management and self-management. My first book of his was ‘The Brand You – 50‘, quickly followed by ‘The Professional Service Firm – 50‘. 

I’ve keep an eye out since then and happily followed Tom on Twitter [@tom_peters] as soon as I could.


source: Twitter

“O frabjous day! Callooh! Callay!”

– Jabberwokky by Lewis Carroll
Posted in change management, Communities of Practice, Innovation&Creativity, leadership, Learning & Development, Learning Design, organisational change, training, workplace

Learning Trends of 2017

Towards Maturity have released some data from their 2017 Towards Maturity Benchmark Study and I’m just a little bit excited!

disclosure: I wasn’t in the bath at the time [source : Excited Meme]

A little peek…

Communication & Networking

  • Team working
  • Communication
  • Problem solving
  • Innovation
  • Creative thinking

Activities with massive uptake

  • User-generated content
  • Badges
  • AI
  • Wearable
  • Virtual reality
  • Simulations

Barriers to learning

People… basically.

“[Managers] don’t see it is their role to help people learning, encouraging, coaching, etc. and we sometimes forget to think of solutions for line managers to help them with this.”

Including learning professions.

The trouble is L&D leaders have little time or desire to tune into the voice of their users – only 3 in 10 are proactive in understanding how staff learn what they need to do their jobs (static over the last 3 years) and fewer organisations pull stakeholders into steering groups to help set direction ( just 35% this year compared to 42% last year.

This sort of study gives us some useful data to take to reluctant managers and bean-counting executives… and to examine our own practice. 

  • Do we ‘get’ what the stakeholders are looking for?
  • How can we package our solutions in a way they understand?
  • What ways can we get buy-in from those who don’t clearly see their place in organisational and professional development of staff?