Phoebe pedagogic planner

This article or section is a stub. It does not yet contain enough information to be considered a real article. In other words, it is a short or insufficient piece of information and requires additions.

Draft

## Contents

* 1 Definition
* 2 Context
* 3 Software
* 4 Links
* 5 Bibliography

## Definition[edit | edit source]

"Phoebe is a web application designed to provide inspiration and practical support for learning design." (phoebe application home page, retrieved 15:20, 29 January 2009 (UTC)

Looking at the phoebe welcome screen, it currently (jan 2009) has four functionalities:

1. Create or modify your learning designs: Build your own design or adapt an existing design.
2. View shared learning designs: Let Phoebe’s collection of shared designs inspire you.
3. Browse Phoebe’s teaching and technology guidance: Find out about different tools and the learning activities they support.
4. Manage your design templates: Create and modify the templates from which you build your learning designs.

## Context[edit | edit source]

Phoebe has been developed by a team from the Technology-Assisted Lifelong Learning unit (TALL) at Oxford University and Oxford University Computing Services (OUCS) in partnership with Learning Technologies Group, and with funding from the JISC Design for Learning programme.

* Marion Manton: Project manager
* David Balch: Web developer
* Liz Masterman: researcher & evaluation specialist

## Software[edit | edit source]

* Phoebe can be used through the online Phoebe Beta system
* It also can be installed on your server (PHP/MySQL). Code is available through tarballs or through a subversion system.

## Links[edit | edit source]

* Phoebe Beta (online system)
* Phoebe Wiki. From this website you also can dowload presentations
* Project member's Bookmarks on delicious

## Bibliography[edit | edit source]

* Masterman, Liz,(2008). Jisc Design For Learning Programme, Phoebe Pedagogy Planner Project, Evaluation Report, Version 1.1. Available online: Evaluation report/PDF

Acknowledgement: This article or part of this article has been written during a collaboration with the EducTice group of INRP, which attributed a visiting grant to DKS in january 2009.