Full-Service Company supporting the Education, Training Sector
At Limina, we are a full-service company dedicated to supporting the education and training sector with innovative, impactful solutions. From designing immersive learning experiences to delivering tailored services, we aim to open opportunities for all and inspire meaningful change.
Our agile, collaborative approach ensures that every project is contextually relevant and actionable. By working closely with stakeholders, we develop dynamic solutions—whether courses, platforms, or resources—that captivate, engage, and empower learners to achieve their full potential. Together, we’re shaping a future of life-long learning, growth, and success.
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GRAPHICS & MULTIMEDIA
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Official Moodle™ Certified Partner
Official Moodle™ Certified PartnerWe’re proud to be one of only four companies in Africa accredited as a Certified Moodle Partner. This global recognition from Moodle HQ confirms Limina’s proven expertise in delivering secure, scalable, and fully customised learning management systems using Moodle. Whether cloud-based or offline, our solutions meet the highest international standards—combining technical excellence with deep contextual understanding across sectors. When you partner with Limina, you’re partnering with a trusted Moodle expert.
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MOODLE PACKAGES
MOODLE START & MOODLE GROW
A fully managed LMS — without the technical burden
Limina delivers a complete, supported Learning Management System, ready to use.
We handle:
– LMS setup and configuration
– Secure hosting and technical management
– Ongoing monthly support
There are no setup fees — you pay one simple monthly fee.
You get a reliable LMS that works from day one, without needing in-house technical expertise.
Our packages are built on Moodle, one of the world’s most trusted learning platforms.
LATEST NEWS
If AI Can Complete the Assignment, How Do We Know What Students Actually Learned?
As we ponder assessment in an era where AI can complete almost any assignment, the purpose of assessment takes centre stage. If assessment provides a process for us to measure how much learning has taken place, merely creating tasks that AI can complete blunts our ability to measure the actual learning. After all, if AI has done most of the work, a well-written essay or a perfectly completed assignment tells us very little about what a learner actually knows, understands or can do independently.
Rather than developing better AI detector tools to catch students in the act, how about rethinking assessment and how to measure learning in better ways? The past few decades taught us a lot about assessment design, as last week’s blog showed. We now move forward from that point, and in this blog we ask how we can measure learning.
The research confirms what teachers and trainers already know: good performance during instruction cannot automatically be read as evidence of lasting learning (Soderstrom and Bjork, 2015). So in an age of AI, we need to not only distinguish what learning has taken place, and what has “stuck”, but also distinguish between immediate performance and durable learning.
What Do We Know About Assessment?
At Limina, we spend a fair amount of time digging into research and specifically anything learning-related. Our purpose is to make sense of what the research is telling us and work out what it means for practice.
Assessment research is this month’s focus. It has travelled through quite a few territories over the past 50 years. Some ideas arrived, some were refined, and others kept resurfacing in new forms. Taken together, they tell an interesting story of how our understanding of assessment has changed.
So, before we get to the current questions around assessment and AI (next week!), we start the October Assessment blogs by asking: What have we learned about assessment over the past 50 years, and what does this mean for the way we design it today?
A Stroll Down Assessment Memory Lane
Over the past century, research into assessment research has wandered through different territories, so to speak.
Introducing the Limina Reflection Journal Plugin for Moodle
Bring Reflections, Evidence and Learning Together Across a Moodle Course
Last week, we explored how reflective learning can be deliberately designed into a course. Reflection can help students make meaning, examine their thinking, connect theory with practice, work with feedback and, where relevant, reconsider their assumptions or how they think and act.
We also looked at how reflection can support surface, deep and transformational learning, and how prompts, timing, feedback and evidence influence what students are able to do with that reflection.
That left us with a very practical question:
Our Limina Tech and Innovation team has been working on exactly that problem over the past few months.
The result is the Limina Reflection Journal, a Moodle activity that gives students one structured place to build a record of their reflection, evidence and development over time.
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