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Moodle 2.0 for Business Beginner's Guide

Moodle 2.0 for Business Beginner's Guide

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Moodle 2.0 for Business Beginner's Guide

Moodle 2.0 for Business Beginner's Guide

4.2 (14)

Overview of this book

Many people will recognize Moodle as a Virtual Learning Environment that can be used in schools to teach lessons and organize student information. Fewer people will realize that Moodle can be used in businesses to dispense training, share important documents, and encourage teamwork. Moodle 2.0 for Business Beginner's Guide will show you how to set up Moodle in your corporation. By introducing a system within your company that will allow for a centralized, accessible repository of knowledge, staff training will become a lot more streamlined, and the retention of skills will improve, leading to huge productivity benefits. An easy-to-access, user-friendly system is crucial to keep communication flowing in any successful business. By putting your H.R. documents, newsletters, discussions, and training documents all in one place, which is accessible from the office or from home, you are giving your employees all the information that they need to be productive and become integrated members of your company. This book will show you how to get your important business documents online, as well as the recruitment and training processes. You will learn how to move any existing processes to Moodle, as well as set up new ones that will have you wondering what you did before Moodle came along!
Table of Contents (17 chapters)
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Moodle 2.0 for Business Beginner's Guide
Credits
About the Authors
About the Reviewers
www.PacktPub.com
Preface
2
Index

Chapter 7. Web Conferencing with Moodle

In other chapters, we have looked at communication tools in Moodle, namely forums and chat. Although the text chat does provide a level of synchronous communication, mostly Moodle alone delivers a strong asynchronous environment which allows time for thought and reflection in responses and interactions. These types of features enable building of communities of practice and knowledge sharing centers. However, sometimes having learners/participants involved in real-time, synchronous video, chat, and interaction is required.

In addition, as noted by Michelle in the case study at the end of the chapter from Remote-Learner, some people do learn better when given the opportunity to interact with the facilitators and other participants in this real-time environment. By providing the participants with the chance to ask questions with instant responses and enabling them to easily demonstrate the challenge or issue they are facing through screen sharing technology...

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