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A few weeks after the release of version 2.3 of Moodle has begun the testing process to be held in the coming weeks and we Participate in several dozen volunteers worldwide. Once this testing and after the code Appropriate corrections will release the new version, so far only available for evaluation.

In parallel we have also started working on the English translation of the new modules and modified In This new version, so That When finally released, the pack of our language is as late as possible. (as always, left hands for this work)   Peronalmente took a few days analyzing the draft version and I think it is time to take stock of the new features Offered by This new version and share information, to determine whether or not to migrate as soon as possible, If These improvements Represent clear advantages over the current situation each. Here we go.   First, I will comment That administrators now have a button on the Notifications page That Allows you to check for updates Both the main code of Moodle as the extensions. We have a new option in Settings-Site Server to configure some aspects of this utility.   Also some new features Have Been Incorporated in the display of the elements of the courses.

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A few weeks after the release of version 2.3 of Moodle has begun the testing process to be held in the coming weeks and we participate in several dozen volunteers worldwide. Once this testing and after the appropriate code corrections will release the new version, so far only available for evaluation.   In parallel we have also started working on the Spanish translation of the new modules and modified in this new version, so that when released finally, the pack of our language is as late as possible. (as always, left hands for this work)   Peronalmente took a few days analyzing the draft version and I think it is time to take stock of the new features offered by this new version and share information, to determine whether or not to migrate as soon as possible, if these improvements represent clear advantages over the situation current each. Here we go.   First, I will comment that administrators now have a button on the Notifications page that allows you to check for updates both the main code of Moodle as the extensions. We have a new option in Settings-Site Server to configure some aspects of this utility.   Also some new features have been incorporated in the display of the elements of the courses.   VIEW COMPLETE ARTICLE

A few weeks after the release of version 2.3 of Moodle has begun the testing process to be held in the coming weeks and we participate in several dozen volunteers worldwide. Once this testing and after the appropriate code corrections will release the new version, so far only available for evaluation.   In parallel we have also started working on the Spanish translation of the new modules and modified in this new version, so that when released finally, the pack of our language is as late as possible. (as always, left hands for this work)   Peronalmente took a few days analyzing the draft version and I think it is time to take stock of the new features offered by this new version and share information, to determine whether or not to migrate as soon as possible, if these improvements represent clear advantages over the situation current each. Here we go.   First, I will comment that administrators now have a button on the Notifications page that allows you to check for updates both the main code of Moodle as the extensions. We have a new option in Settings-Site Server to configure some aspects of this utility.   Also some new features have been incorporated in the display of the elements of the courses.   VIEW COMPLETE ARTICLE

1. Achievements of e-learning in 2011:

Definitely a strong adoption of all philosophy 2.0 (Enterprise 2.0) in the digital training world, with new tools, new training initiatives focused on collaboration in the organization structured training. And the first steps (really, finally ...) of Mobile Learning in many large organizations. It has been a year of change and 2012 will continue on the same line. Also, 2011 has strengthened the concept of being "in the cloud" that many e-Learning professionals have become (rightly or not) in a business mantra. Increasingly, e-Learning solutions will be on cloud systems and this must be taken into account (changing the cost structure, risk, security, opportunities, etc.). Finally remark that the rapid learning has taken significant steps forward: next more mature tools like Captivate and Articulate, now there are specialized tools and high quality. In many cases, it is easier to produce content to order it: you can read what he writes Craig Wess eLearning 24/7 about it.

2. Challenges of e-learning for 2012:

We are entering a phase of maturity with regard to the implementation of tools for collaboration and "social networks" in e-learning, and this means that the market scenario change much. Especially since the "big player" being added to its training solutions tools HR management, because until today has been quite interesting that will be used for training solutions that are not integrated with solutions from other areas of the HR and talent management, career planning, skills system, etc.. Increasingly we will see the adoption of technology solutions that address the training but also the full range of HR needs.

3. Outlook e-learning market in 2012:

Definitely a market that is increasingly matured into logical high level quality of services and products. Furthermore, what we are seeing is increasingly tailored solutions because each organization is different, but within a framework of quality that each provider has to offer. An example, not worth to design a technology solution e-Learning "as" if it is not based on a proven product acceptance and quality, which then fits the needs of each organization. It is an intermediate between "as" and "pre-designed". It serves to ensure quality but adaptation.

4. E-learning Innovations 2012:

Together with a higher level of maturity of the instances of social learning, we see strong growth of mobile learning, which in 2011 has finally come out of its "eternal adolescence." We have seen concrete projects and a strong technological and cultural progress both in this regard.

5. Achievements of m-learning in 2011:

First concrete projects in large organizations. Devices like iPad tablets have entered a timid but successful in many companies (Apple has begun selling their devices to companies after many years I tried barely). All this has meant a change in the design of what is e-Learning. The very fact that tackling a new project, all of us to consider: "What about this, how it will work on a mobile device?" proves the relevance mLearning finally acquired in organizations.

6. Forecasts for the m-learning 2012:

We need to expand its use throughout the organization. So far many companies have experimented with public department or individual such as managers or technicians (those who move from one place to another all the time, and they needed this type of training support) but now need to put massive deployments interest and test the effectiveness of these training logical "always on" and "on demand".

7. Forecasts for the video learning 2012:

Increasingly, e-learning is video-based. Avanzo Group, for example, 80% of the content production for companies is based 100% on video. The video is fast-level understanding of the concepts, is very friendly, very effective, can show more than describe. I anticipate that growth in 2012 will be up even higher. Mind you, this does not fit all learning contexts. There are cases in which read (books, papers) is more effective. But for many online training, which requires a very high level of care, the video helps. It is also worth considering that the video has a very high relevance in the mobile, and it is faster a video of 30'' to read a document.

8. Forecasts for Augmented Reality 2012:

Speaks increasingly augmented reality. Why? I think mainly because it is strictly related to mobile learning. Go hand in hand. If I add the functionality of a system as simple as RA as Layar to a mobile device and focused use of the tool for training, I quickly realized that the RA in the context of mobility is more relevant. For example I can create interactive elements in geographic space (in a factory, a plant, a construction site) and these associate training content. Simply desplazándome through space, my mobile device will be the one I report that there are elements to receive training associated with that object or site. Contextualized training and demand. Very effective.

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1. Achievements of e-learning in 2011:

Definitely a strong adoption of all philosophy 2.0 (Enterprise 2.0) in the digital training world, with new tools, new training initiatives focused on collaboration in the organization structured training. And the first steps (really, finally ...) of Mobile Learning in many large organizations. It has been a year of change and 2012 will continue on the same line. Also, 2011 has strengthened the concept of being "in the cloud" that many e-Learning professionals have become (rightly or not) in a business mantra. Increasingly, e-Learning solutions will be on cloud systems and this must be taken into account (changing the cost structure, risk, security, opportunities, etc.). Finally remark that the rapid learning has taken significant steps forward: next more mature tools like Captivate and Articulate, now there are specialized tools and high quality. In many cases, it is easier to produce content to order it: you can read what he writes Craig Wess eLearning 24/7 about it.

2. Challenges of e-learning for 2012:

We are entering a phase of maturity with regard to the implementation of tools for collaboration and "social networks" in e-learning, and this means that the market scenario change much. Especially since the "big player" being added to its training solutions tools HR management, because until today has been quite interesting that will be used for training solutions that are not integrated with solutions from other areas of the HR and talent management, career planning, skills system, etc.. Increasingly we will see the adoption of technology solutions that address the training but also the full range of HR needs.

3. Outlook e-learning market in 2012:

Definitely a market that is increasingly matured into logical high level quality of services and products. Furthermore, what we are seeing is increasingly tailored solutions because each organization is different, but within a framework of quality that each provider has to offer. An example, not worth to design a technology solution e-Learning "as" if it is not based on a proven product acceptance and quality, which then fits the needs of each organization. It is an intermediate between "as" and "pre-designed". It serves to ensure quality but adaptation.

4. E-learning Innovations 2012:

Together with a higher level of maturity of the instances of social learning, we see strong growth of mobile learning, which in 2011 has finally come out of its "eternal adolescence." We have seen concrete projects and a strong technological and cultural progress both in this regard.

5. Achievements of m-learning in 2011:

First concrete projects in large organizations. Devices like iPad tablets have entered a timid but successful in many companies (Apple has begun selling their devices to companies after many years I tried barely). All this has meant a change in the design of what is e-Learning. The very fact that tackling a new project, all of us to consider: "What about this, how it will work on a mobile device?" proves the relevance mLearning finally acquired in organizations.

6. Forecasts for the m-learning 2012:

We need to expand its use throughout the organization. So far many companies have experimented with public department or individual such as managers or technicians (those who move from one place to another all the time, and they needed this type of training support) but now need to put massive deployments interest and test the effectiveness of these training logical "always on" and "on demand".

7. Forecasts for the video learning 2012:

Increasingly, e-learning is video-based. Avanzo Group, for example, 80% of the content production for companies is based 100% on video. The video is fast-level understanding of the concepts, is very friendly, very effective, can show more than describe. I anticipate that growth in 2012 will be up even higher. Mind you, this does not fit all learning contexts. There are cases in which read (books, papers) is more effective. But for many online training, which requires a very high level of care, the video helps. It is also worth considering that the video has a very high relevance in the mobile, and it is faster a video of 30'' to read a document.

8. Forecasts for Augmented Reality 2012:

Speaks increasingly augmented reality. Why? I think mainly because it is strictly related to mobile learning. Go hand in hand. If I add the functionality of a system as simple as RA as Layar to a mobile device and focused use of the tool for training, I quickly realized that the RA in the context of mobility is more relevant. For example I can create interactive elements in geographic space (in a factory, a plant, a construction site) and these associate training content. Simply desplazándome through space, my mobile device will be the one I report that there are elements to receive training associated with that object or site. Contextualized training and demand. Very effective.

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This video (subtitled in Castilian) describes the advantages of using free and open educational resources.

He held the 3rd place in the "Why is education important open?" organized by the Department of Education in the United States.

What do you think?

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This video (subtitled in Castilian) describes the advantages of using free and open educational resources.

He held the 3rd place in the "Why is education important open?" organized by the Department of Education in the United States.

What do you think?

VIEW COMPLETE ARTICLE

Social networks are coming into our organizations as instruments of innovation, which makes them powerful strategic tools.

Unfortunately, although its use is available to any organization and seemingly easy application, the most common is that their implementation is a failure.

It is difficult for a group of people effectively share their knowledge with the aim of improving processes, tasks, products or create new ways to sell or produce, but it is especially difficult for them to be carried out.

1. Is the community sponsored? The heads organizational leaders and managers support this type of structure, know your goals, share them and are willing to offer their support in the findings, projects or accomplishments that community who know draw regularly.
2. Is the community well-led? The leader, the community committee and those who have significant roles in the community are considered experts in the organization, have recognized authority on the issues they claim to solve, both for managers and for community members. These leaders are diverse and reflect the different perspectives that exist in the organization.
3. Are the objectives of the community are relevant to the business? The business objectives of the community are very strategic to the company, are clearly stated, are concrete and shared throughout the organization, especially by members of the community. The possible outcomes would have a significant impact on the results or in the way of running the business.
4. Are the roles of the members of the community are clear? All persons belonging to the community clearly know what their role is, how to behave at different stages of development of ideas, especially those with special roles of dynamic knowledge integration-processing or reports, "mentoring" of ideas.
5. Do the procedures are adjusted community? The procedures of the community are set to the same objectives, especially with regard to participation, selection and preparation of the ideas or for actual implementation. People are prepared to take on the established procedures are known and if necessary have been trained in them.
6. Are the resources available to the community meet its goals? Persons have the time and space technologies (virtual or) sufficient to carry out their work, especially with more complex functions roles or more laborious. It has considered how to provide resources to develop ideas and, if necessary, to implement them and monitor them.
7. Is the link between the virtual community and the formal organization is solved? There is awareness among participants that what is discussed there, if a sufficiently high standard, will not stay in a mere conversation but will become reality. The actual organization is willing to listen and resourcing the implementation of the ideas that emerge from the community. Bridges have been established (procedures) between real and virtual organization.
8. Is the technology used is appropriate? The technology is appropriate and tailored to the creative process of discussion and implementation and monitoring if any. Do not choose any technology that has been used for other purposes other communities, or choosing a general purpose technology. Also the tools are operated properly, training is especially important in the case of the facilitators.
9. Does the emotional environment of the community is right? The people in the community feel committed to the objectives, have a passion / urgency of the solutions discussed in the community. There is giving and other emotional conditions for the occurrence of the phenomena of creativity, collective intelligence, involvement in the changes and ideas.
10. Have you planned revitalization activities and processes? Are planned activities (meetings, awards ...) and management processes related to communication, involvement, training, recognition, pay, What happens in the community have consequences outside the community. People are aware of the importance of doing good work in the community as an essential part of their organizational and professional future consideration.

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Social networks are coming into our organizations as instruments of innovation, which makes them powerful strategic tools.

Unfortunately, although its use is available to any organization and seemingly easy application, the most common is that their implementation is a failure.

It is difficult for a group of people effectively share their knowledge with the aim of improving processes, tasks, products or create new ways to sell or produce, but it is especially difficult for them to be carried out.

1. Is the community sponsored? The heads organizational leaders and managers support this type of structure, know your goals, share them and are willing to offer their support in the findings, projects or accomplishments that community who know draw regularly.
2. Is the community well-led? The leader, the community committee and those who have significant roles in the community are considered experts in the organization, have recognized authority on the issues they claim to solve, both for managers and for community members. These leaders are diverse and reflect the different perspectives that exist in the organization.
3. Are the objectives of the community are relevant to the business? The business objectives of the community are very strategic to the company, are clearly stated, are concrete and shared throughout the organization, especially by members of the community. The possible outcomes would have a significant impact on the results or in the way of running the business.
4. Are the roles of the members of the community are clear? All persons belonging to the community clearly know what their role is, how to behave at different stages of development of ideas, especially those with special roles of dynamic knowledge integration-processing or reports, "mentoring" of ideas.
5. Do the procedures are adjusted community? The procedures of the community are set to the same objectives, especially with regard to participation, selection and preparation of the ideas or for actual implementation. People are prepared to take on the established procedures are known and if necessary have been trained in them.
6. Are the resources available to the community meet its goals? Persons have the time and space technologies (virtual or) sufficient to carry out their work, especially with more complex functions roles or more laborious. It has considered how to provide resources to develop ideas and, if necessary, to implement them and monitor them.
7. Is the link between the virtual community and the formal organization is solved? There is awareness among participants that what is discussed there, if a sufficiently high standard, will not stay in a mere conversation but will become reality. The actual organization is willing to listen and resourcing the implementation of the ideas that emerge from the community. Bridges have been established (procedures) between real and virtual organization.
8. Is the technology used is appropriate? The technology is appropriate and tailored to the creative process of discussion and implementation and monitoring if any. Do not choose any technology that has been used for other purposes other communities, or choosing a general purpose technology. Also the tools are operated properly, training is especially important in the case of the facilitators.
9. Does the emotional environment of the community is right? The people in the community feel committed to the objectives, have a passion / urgency of the solutions discussed in the community. There is giving and other emotional conditions for the occurrence of the phenomena of creativity, collective intelligence, involvement in the changes and ideas.
10. Have you planned revitalization activities and processes? Are planned activities (meetings, awards ...) and management processes related to communication, involvement, training, recognition, pay, What happens in the community have consequences outside the community. People are aware of the importance of doing good work in the community as an essential part of their organizational and professional future consideration.

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El miércoles 18 de julio, en la sala de sesiones de la Cámara de Diputados (ex Congreso Nacional) se realizó el lanzamiento oficial de esta Red que tiene a la Casa de Bello, a través de la Escuela de Salud Pública, como una de las instituciones que la conforman.

El miércoles 18 de julio, en la sala de sesiones de la Cámara de Diputados (ex Congreso Nacional) se realizó el lanzamiento oficial de esta Red que tiene a la Casa de Bello, a través de la Escuela de Salud Pública, como una de las instituciones que la conforman.

El miércoles 18 de julio, en la sala de sesiones de la Cámara de Diputados (ex Congreso Nacional) se realizó el lanzamiento oficial de esta Red que tiene a la Casa de Bello, a través de la Escuela de Salud Pública, como una de las instituciones que la conforman.

El miércoles 18 de julio, en la sala de sesiones de la Cámara de Diputados (ex Congreso Nacional) se realizó el lanzamiento oficial de esta Red que tiene a la Casa de Bello, a través de la Escuela de Salud Pública, como una de las instituciones que la conforman.

Los investigadores de los países de ingresos bajos y medianos (PIBM) están invitados a aplicar para la cuarta ronda de la OMS / TDR Career Development Fellowship (CDF) en la investigación clínica y el desarrollo (I clínica + D).

Los candidatos seleccionados serán colocados con las principales instituciones de desarrollo de productos, incluyendo las compañías farmacéuticas que están participando en el programa de becas (las "instituciones anfitrionas").

El objetivo es el desarrollo de recursos humanos para promover la alta calidad clínica de I + D en PIBM.

Los investigadores de los países de ingresos bajos y medianos (PIBM) están invitados a aplicar para la cuarta ronda de la OMS / TDR Career Development Fellowship (CDF) en la investigación clínica y el desarrollo (I clínica + D).

Los candidatos seleccionados serán colocados con las principales instituciones de desarrollo de productos, incluyendo las compañías farmacéuticas que están participando en el programa de becas (las "instituciones anfitrionas").

El objetivo es el desarrollo de recursos humanos para promover la alta calidad clínica de I + D en PIBM.

Los investigadores de los países de ingresos bajos y medianos (PIBM) están invitados a aplicar para la cuarta ronda de la OMS / TDR Career Development Fellowship (CDF) en la investigación clínica y el desarrollo (I clínica + D).

Los candidatos seleccionados serán colocados con las principales instituciones de desarrollo de productos, incluyendo las compañías farmacéuticas que están participando en el programa de becas (las "instituciones anfitrionas").

El objetivo es el desarrollo de recursos humanos para promover la alta calidad clínica de I + D en PIBM.

Los investigadores de los países de ingresos bajos y medianos (PIBM) están invitados a aplicar para la cuarta ronda de la OMS / TDR Career Development Fellowship (CDF) en la investigación clínica y el desarrollo (I clínica + D).

Los candidatos seleccionados serán colocados con las principales instituciones de desarrollo de productos, incluyendo las compañías farmacéuticas que están participando en el programa de becas (las "instituciones anfitrionas").

El objetivo es el desarrollo de recursos humanos para promover la alta calidad clínica de I + D en PIBM.

La nueva versión de Moodle 2.3, a punto de ver la luz, incorpora una serie de mejoras que ya hemos comentado anteriormente en el artículo Moodle 2.3. Llega la nueva versión.

Como ya mencionamos entonces, Moodle 2.3 incorpora una nueva extensión para la Calificación avanzada de tareas, que se une a la Calificación por rúbricas que se incorporó en la versión 2.2 y de la que también hablamos en su momento en el artículo El sistema avanzado de calificaciones de Moodle 2.2. Evaluación por Rúbricas.

Este nuevo sistema de calificación avanzada "Marking guide" lo hemos traducido por "Guía de evaluación", ya que básicamente consiste en definir una lista de elementos que configuran la tarea y que serán evaluados de forma independiente por quien tenga la responsabilidad de calificar la tarea, normalmente el profesor.

El proceso para calificar una tarea por este sistema es muy sencillo: cuando creamos la tarea, en el formulario de configuración de la misma debemos definir en el campo "Método de calificación" que queremos calificar mediante "Guía de calificación".

Una vez guardada la tarea, en el menú de Ajustes de la tarea seleccionamos, en la opción "Calificación avanzada", la opción, "Definir guía de evaluación". Un nuevo formulario nos permitirá definir la lista de criterios por los que deseamos evaluar la tarea. Así, en cada criterio además de definir su nombre y la descripción del mismo, diferente para el alumno que para el profesor, deberemos definir la puntuación máxima permitida

La suma de calificaciones de los criterios deberá coincidir con la calificación máxima dada a la tarea, si bien, si no es así, el propio sistema realizará un escalado proporcional de forma automática.

Cuando el profesor vaya a evaluar la tarea vera cada uno de los criterios que conforman la Guía de evaluación y deberá calificar cada uno de ellos, de manera que a calificación total corresponderá a la suma de estas calificaciones parciales. El alumno, cuando consulte la calificación también verá el desglose de la misma según los criterios establecidos, aunque esto último se puede configurar para que no sea así.

Un aspecto interesante, es que las Guías de calificación ya realizadas pueden ser reutilizadas en otras tareas a modo de plantillas, de manera que podemos ahorrarnos mucho trabajo si construimos un sistema de Guías de evaluación estándar que utilizaremos habitualmente.

Desde luego se trata de un sistema muy útil para aquellos profesores que deban evaluar a sus alumnos según diferentes competencias y que no necesiten un sistema tan elaborado, matemáticamente hablando, como el que nos proporciona la evaluación por rúbricas, pero que sea un poco más detallado que la calificación estándar.

Si desea probar por usted mismo cómo es estes nuevo sistema de calificaciones, puede hacerlo libremente, en un Moodle 2.3 de pruebas que he habilitado para quien desee ver esta nueva versión y que permanecerá abierto hasta que se libere la versión definitiva.

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La nueva versión de Moodle 2.3, a punto de ver la luz, incorpora una serie de mejoras que ya hemos comentado anteriormente en el artículo Moodle 2.3. Llega la nueva versión.

Como ya mencionamos entonces, Moodle 2.3 incorpora una nueva extensión para la Calificación avanzada de tareas, que se une a la Calificación por rúbricas que se incorporó en la versión 2.2 y de la que también hablamos en su momento en el artículo El sistema avanzado de calificaciones de Moodle 2.2. Evaluación por Rúbricas.

Este nuevo sistema de calificación avanzada "Marking guide" lo hemos traducido por "Guía de evaluación", ya que básicamente consiste en definir una lista de elementos que configuran la tarea y que serán evaluados de forma independiente por quien tenga la responsabilidad de calificar la tarea, normalmente el profesor.

El proceso para calificar una tarea por este sistema es muy sencillo: cuando creamos la tarea, en el formulario de configuración de la misma debemos definir en el campo "Método de calificación" que queremos calificar mediante "Guía de calificación".

Una vez guardada la tarea, en el menú de Ajustes de la tarea seleccionamos, en la opción "Calificación avanzada", la opción, "Definir guía de evaluación". Un nuevo formulario nos permitirá definir la lista de criterios por los que deseamos evaluar la tarea. Así, en cada criterio además de definir su nombre y la descripción del mismo, diferente para el alumno que para el profesor, deberemos definir la puntuación máxima permitida

La suma de calificaciones de los criterios deberá coincidir con la calificación máxima dada a la tarea, si bien, si no es así, el propio sistema realizará un escalado proporcional de forma automática.

Cuando el profesor vaya a evaluar la tarea vera cada uno de los criterios que conforman la Guía de evaluación y deberá calificar cada uno de ellos, de manera que a calificación total corresponderá a la suma de estas calificaciones parciales. El alumno, cuando consulte la calificación también verá el desglose de la misma según los criterios establecidos, aunque esto último se puede configurar para que no sea así.

Un aspecto interesante, es que las Guías de calificación ya realizadas pueden ser reutilizadas en otras tareas a modo de plantillas, de manera que podemos ahorrarnos mucho trabajo si construimos un sistema de Guías de evaluación estándar que utilizaremos habitualmente.

Desde luego se trata de un sistema muy útil para aquellos profesores que deban evaluar a sus alumnos según diferentes competencias y que no necesiten un sistema tan elaborado, matemáticamente hablando, como el que nos proporciona la evaluación por rúbricas, pero que sea un poco más detallado que la calificación estándar.

Si desea probar por usted mismo cómo es estes nuevo sistema de calificaciones, puede hacerlo libremente, en un Moodle 2.3 de pruebas que he habilitado para quien desee ver esta nueva versión y que permanecerá abierto hasta que se libere la versión definitiva.

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A unas semanas de la salida de la versión 2.3 de Moodle ha comenzado el proceso de testeo que se realizará durante las próximas semanas y en el que participamos unas decenas de voluntarios a nivel mundial. Una vez finalizado este testeo y tras las correcciones de código oportunas se liberará la nueva versión, que hasta ahora solo está disponible para evaluación.

Paralelamente también hemos empezado a trabajar en la traducción al español de los módulos nuevos y de los modificados en esta nueva versión, con el fin de que cuando se libere definitivamente, el pack de nuestro idioma esté lo más avanzado posible. (como siempre, faltan manos para esta labor)

Peronalmente llevo unos días analizando la versión provisional y creo que es momento de hacer balance de las novedades que nos ofrece esta nueva versión y compartir la información, que determinará la conveniencia o no de migrar cuanto antes, si estas mejoras suponen claras ventajas sobre la situación actual de cada uno. Vamos allá.

En primer lugar, comentaré que ahora los administradores disponen de un botón en la página Notificaciones que permite comprobar la existencia de actualizaciones tanto del código principal de de Moodle como de la extensiones. Disponemos de una nueva opción en Ajustes del sitio-Servidor para configurar algunos aspectos de esta utilidad.

También se han incorporado algunas novedades en la visualización de los elementos de los cursos.

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