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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Official Moodle™ Certified Partner
We’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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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
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.
Reflection Matters a Great Deal, so How Can We Improve This in Course Development?
At the end of a three-week course, jam-packed with case studies, difficult conversations, feedback, and practice, a lonely box beckons, asking the student:
What did you learn?
The student responds: “I learnt that communication is important,” clicks Submit, and closes the tab. Reflection done and dusted, certificate received and printed, and life goes on.
When this is the only point in the course where students are encouraged to reflect, a great deal of potential learning can slip past. Throughout the course, decisions were made, assumptions tested, and feedback was given. Some ideas fitted comfortably with what students already believed, while others rubbed against long-held beliefs or ways of doing things. Without purposefully sitting and reflecting on this, the danger is that the learning slips by and remains (almost) unnoticed.
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