EDUCATIONAL+PORTAL+OF+THE+AMERICAS · EDUCATIONAL+PORTAL+OF+THE+AMERICAS!! ! 3! Resizing the text editor To resize the text editor, click on and drag the bottom right-hand corner

EDUCATIONAL PORTAL OF THE AMERICAS

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A ADDING RESOURCES 10 ADDING A FILE 12 ADDING A FOLDER 16 ADDING AN IMS CONTENT PACKAGE 17 ACTIVITIES 18 ADDING A LESSON 42 ADDING A SCORM 56

B BUILDING FEEDBACK 34

G GRADEBOOK 70 GROUPS 71

H HTML/TEXT EDITOR 2

I INSERTING/EDIT IMAGE 4

M MESSAGES BLOCK 69

O ONLINE USERS BLOCK 69

P PAGE 12 PEOPLE BLOCK 67

S SECTION SUMMARY 6

U UPLOADING A FOLDER 16 URL 19 USING LABEL 7 USING MESSAGING 66


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HTML/ Text editor You see the text editor (also known as the ‘HTML editor’ or sometimes the

‘TinyMCE’) whenever you enter content into the system, for example, when you edit section

headings, use a label to give an activity or resource a description, write quiz questions and

answers, or edit the content of blocks. The text editor has many icons to assist you when

entering content into it , and many of the icons and functions available will be familiar to

you if you use MS Word.

Buttons on the text editor The table below explains what icons and options available on the three rows of the text

editor:


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Resizing the text editor To resize the text editor, click on and drag the bottom right-hand corner of the editor box.

You can also see the text editor as a full screen by clicking on the Toggle Full screen mode button.

Inserting tables

§ To add layout to your texts, you can use the "Insert Tables" button in the toolbar.

§

§ Most table editing tools are only visible if you click the Enlarge Editor button.


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In the General Tab:

• Cols: Number of columns in the table. • Rows: Number of rows in the table. • Cellpadding: By default, the size of the cell adjusts automatically to its contents. But, if yo want your

cells to have a custom or a minimum size, independently of its contents, you can specify here that size in pixels.

• Cellspacing: The distance between cels, specified in pixels. • Alignment: Alignment oth the table: roght, center, left. • Border thickness: The border thickness of the table. If its value is 0, you will not see any border. • Width: This is the width of the table. It can be specified in pixels (700px) as in percentage (100%). If

in pixels, the table will have the same width no matter what size the window of the browser have. If specified in percentage, the table will resize relatively to the window size.

• Height: The same as the previous case. In most cases, you don’t need to specify both width and height, just one of them, as we want it to be.

• Class: This parameter is involved with the CSS Stylesheet that we have in our website. Unless you are a advanced user of HTML and CSS, we don’t recommend it use.

• Table Subtitle. Creates a cell before the first row so we can use it to place the table title.

Of these parameters, only the number of columns and cells are required, the rest is optional.

If we click on the Advanced tab, we can see a number of parameters that give us greater control over the look of the table. We cannot perform in-depth analysis of them, because it could lead us too far. The only comment is that in this tab you can specify a color for the background and the edges of the table.

Once we have inserted the table we can add rows or columns, and to determine a specific aspect to the selected cell. To do this we click the right mouse button on the table to select it. Then we place the pointer over the selected table and press the left button to display the context menu that will allow us to operate on the table in question.


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INSERTING/EDIT IMAGE After clicking on the "Insert/Edit image" icon you will be ready to start.

Minimum steps

1. Click on the Insert image icon 2. Click on "Find or upload and image.." . This is the Insert/edit image popup window tool. 3. Use File picker to select and existing image or upload a new one. 4. After selecting the file it will appear in the "Insert/edit image" window 5. Next put in an image description (alternative text) which will appear when the student moves

their mouse over the image. 6. Insert. You have done the minimum and you will then return text editor tool.

Example

The teacher wanted to add the "Insert/Edit image" icon in a line of text. In the text editor tool, the teacher typed some words, used the insert/edit image tool, inserted their picture and went on adding more text.

Overview of more things you can do

Before saving, or by clicking on the image and the using the insert image icon, you can do other things to the image with the tool. This includes uploading an image into the course file structure, changing the layout, spacing and resizing the displayed image, as well as some file maintenance.

The sections below will cover each of these operations.

General settings The general tab is the place to start to upload or change the image. It will show the current image location, the image title and give a preview of the image.


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Section summary The very top of your course (the General section) and every topic or week contains a summary. This is a

default label which allows you to place information about the specific topic or week. It could be an

introduction to the unit of study or a short summary of the weekly plan. Activities and resources are listed

below this section.

Because the information you add to the summary appears as a label, it should be very short so that the

course page doesn't become too long. If you find yourself wanting to say more than a sentence or two

then consider adding a resource to this topic instead (for example, the first activity might be a page

called About This Topic).

To provide a custom section title in the Navigation menu untick the "Use default section name" and

include the title in the 'Section Name' text box. If you leave the default section name the navigation

menu will contain 'General' for the general section and either 'Topic 1', 'Topic 2', etc for Topics format or

the Week dates for Weekly format.


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USING LABEL A label is a versatile module that can serve a spacer between resources on a course page. It can provide a space for embedding banners, sound or video files or displaying code from Web 2.0 widgets.

Adding images to a label

§ Follow the instructions for adding a label § Click the image icon in the HTML editor


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§ Click "Find or upload an image" § Choose and upload your image using the filepicker.(Details on how to do this here) § Leave Common module settings at "show" if you wish the label to be visible § Click "Save and return to course"

Adding sound or video to a label

If multimedia filters are enabled, a label is a neat way of displaying sound or video in an inline player on the course page.

§ Follow the instructions for adding a label § Click the media icon in the HTML editor

§ Click "Find or upload an sound,video or applet" § Choose and upload your sound or video file using the filepicker.(Details on how to do this here) § Note: You can search youtube for a video to embed if your admin has enabled the youtube

repository. § Leave Common module settings at "show" if you wish the label to be visible. § Click "Save and return to course"


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Adding code to a label

An example of this is the ability to embed a Google map into a label.

§ Follow the instructions for adding a label § Click the HTML icon in the HTML editor

§ This brings up the screen in code (HTML) view. § Paste the code you grabbed from Google maps into this screen § Scroll down and click "Update"


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§ Leave Common module settings at "show" if you wish the label to be visible. § Click "Save and return to course"


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ADDING RESOURCES A resource is an item that a teacher can use to support learning, such as a file or link. Moodle supports a range of resource types which teachers can add to their course sections. In edit mode, a teacher can add resources via a drop down menu. Resources appear as a single link with an icon in front of it that represents the type of resource.

§ File - a picture, a pdf document, a spreadsheet, a sound file, a video file. § Folder - folders help organize files and one folder may contain other folders. § IMS content package - add static material from other sources in the standard IMS format § Label - can be a few displayed words or an image used to separate resources and activities in a

topic section, or can be a lengthy description or instructions. § Page - the student sees a single, scrollable screen that a teacher creates with the robust HTML

editor. § URL - you can send the student to any place they can reach on their web browser. Flickr,

Youtube, Wikipedia or this page in Moodle Docs are a few examples.


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Page A page resource creates a link to a screen that displays the content created by the teacher. The

robust Text editor allows the page to display many different kinds of content such as plain text, images,

audio, video, embedded code or a combination of all these.

In certain cases it might be preferable to use the page resource instead of uploading a word-processed

document, particularly if the document contains text that is just to be read and not downloaded.

ADDING A FILE The link File replaces the Moodle 1.9 Link to a file or web site option and is the place where, within your course, you would ordinarily upload and display files such as a Microsoft PowerPoint slideshow or a PDF resource. Selecting this from the drop-down gives us the editing screen, the top part of which is shown in the following screenshot:


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In our How to Be Happy course, our teacher, Andy, is going to upload an Open Office (odt) file with a tip a day for staying cheerful in February, a somewhat grim month in the Northern Hemisphere. Here's how we do it:

• For Name, as in earlier versions of Moodle, type the text you wish students to click on to access the

resource.

• For Description, type a description which we can later decide to display or not. An Admin can set it so you

aren't required to type a description.

• Click Add to start uploading the document – the File Picker appears:

• If it's not offered by default, click Upload this file…

• Add the author name and license type

• Then, as with Moodle 19, click Browse… to locate the document and then Upload this file… to upload it.


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• You'll be returned to the main editing screen where the document appears as a blue link.

As we scroll down, and with Advanced set to Show, we see other settings, some new, and some familiar from previous versions of Moodle but with extra functionality:

• Display: Choose how you want the file to appear and if you want the actual file name and/or its description

to be shown.

• Advanced: With this enabled, you can decide the size of the pop up window and whether or not to filter

the content

• Common Module settings: (as with Moodle 1.9) Decide whether to make the document visible or not and

to set it for groups/groupings (which are now enabled by default)

• Restrict availability: This will only appear if the setting has been enabled in site administration and is a

feature that lets you decide when and under what conditions the file may be accessed.

•

• Activity completion: This will only appear if you've enabled it in your course. It's a feature allowing

students to check off what they have done or teachers to set activities to be automatically checked as

complete under certain circumstances.

• Save: According to your preference, as with Moodle 1.9


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Displaying a file As we went through the settings to upload and show our February Beat The Blues tips, we noticed a drop-down option Display. It gives a variety of ways a file such as our .odt document can appear on the course page in Moodle 2.0. How they display will depend on their file type.

Display: Automatic Leave this as the default if you want Moodle to decide for you! In the case of Andy's slideshow, it's the traditional way of displaying an uploaded document, where once clicked on, it appears with a prompt box saying something like (depending on your browser) "do you want to open or save this file?" Display: Embed This will show the Moodle page with heading, blocks, and footer. It will show the title/description of the item and display the file directly in the page as well, so is good for videos, flash animations and so on. Display: Force download When a user clicks on the file, the web browser pops up with a "where do you want to save this file?" box. Display: Open This offers no Moodle heading, blocks, footer or description; it just shows the file as it is. Display: In pop-up This will cause the link to the file to appear in a pop up window before prompting you to open or download it. You can set the size of the pop up window on the Advanced settings page.

Site administration | plugins | Activity modules | file gives us two other display options if so desired. These are: Display: In frame This will show the Moodle heading and the file description, with the file displayed in a resizable area below Display: New window This is very much like 'in pop-up', but the new window is a full browser window, with menus and address bar, and so on


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ADDING A FOLDER The next item in the Add a Resource drop-down is Folder, which replaces the confusingly named Display a Directory from earlier versions of Moodle. This is a very useful resource as it enables a number of files to be uploaded in one go, rather than individually, and it allows teachers to create a tidier looking course page by having their files showing inside a folder rather than in a long and rather tedious list. In our case, Andy is uploading a folder containing all his Happy Hints from 2009. Selecting the Folder option brings up the editing screen, the top section of which is shown in the following screenshot and which resembles that of the File option:

While Name and Description work in the same way as when we uploaded a file, the two options at the bottom deserve closer inspection: Add is where we are about to click to upload our (zipped) folder to Moodle. Create folder is where we would go to create a new folder if we wished. Clicking on it will give us the following box to enter our folder's name:

Uploading a folder Here's what we have to do in order to upload a whole folder rather than a single file:

• Click on Add. The File Picker appears as when we uploaded a single file


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• From the Upload this file…, browse for and upload a resource as before. We need to upload our folder as

a zipped folder, of course.

• The file link will appear in our editing screen for this resource. To the right of it is an icon -click it and it

offers some choices:

• Select the Unzip option

• The unzipped and zipped folders will both appear then. Click the icon again to Delete the zipped version if

you wish.

• Note you can also Rename it or Move it to a folder you have created.

We now have a third box that appears – the option to Download all the items listed below (as a

zipped folder)

• Save your folder in the usual way. It appears on the course page in the way we are familiar with, and when

clicked on, the files appear:


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•

Adding an IMS content package An IMS Content package is an international standard for simple learning content that is created by authoring software. It is useful if you have materials from a different LMS/VLE which you would like to reuse in Moodle. Moodle IMS CP can read it and show the content. IMS Content package via the Add a resource drop-down menu, but the settings are slightly different now:

• Name and Description are entered in the usual way

• Click on Choose a file… to upload the IMS package

• The File Picker appears – from Upload a file, upload your IMS package

• It will display underneath the Choose a file… button.

Note its neat movable navigation bar when deployed:


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Adding a link to a website with URL When we click on URL from the Add a resource drop down, we get the editing screen, the top part of which is shown in the following screenshot:

• The Name and Description fields are completed in the familiar way. We can decide further down whether

to include them or not in the display.

• External URL is where we type in the website we wish our students to visit. If we don't know its name, we

can open Google up in a new tab or window, locate it there and paste it in.

• Clicking Choose a link… would take us instead to the File Picker from where we could select a link from,

say, YouTube or Flickr or any other repository our Moodle might have.

• Scroll down to Options as shown in the next screenshot:


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Display allows us to choose how the URL will appear. We can choose from the following: 1. Automatic: The site appears, replacing the window or tab of our Moodle

2. Embed: The site appears embedded in a Moodle page with the navigation bar on top and, if we chose it,

the URL description underneath

3. Open: The site appears, replacing the window or tab of our Moodle

4. In Pop-up: The site appears in a new, popup window, keeping Moodle in the background. If this is

selected, the Show Advanced settings page then permits us to define the size of the popup window.

5. Display URL name and Display URL description are options we can choose to

include when the site is displayed with the Embed option

Activities An activity is a general name for a group of features in a Moodle course. Usually an activity is something

that a student will do that interacts with other students and or the teacher.

There are 14 different types of activities in the standard Moodle that can be found on the "add an

activity" drop down menu.

Assignments

Enable teachers to grade and give comments on uploaded files and assignments created on and

off line Chat

Allows participants to have a real-time synchronous discussion Choice

A teacher asks a question and specifies a choice of multiple responses Database

Enables participants to create, maintain and search a bank of record entries External tool

Allows participants to interact with LTI compliant learning resources and activities on other web

sites. Feedback

For creating and conducting surveys to collect feedback


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Forum

Allows participants to have asynchronous discussions Glossary

Enables participants to create and maintain a list of definitions, like a dictionary Lesson

For delivering content in flexible ways Quiz

Allows the teacher to design and set quiz tests, which may be automatically marked and

feedback and/or to correct answers shown SCORM

Enables SCORM packages to be included as course content Survey

For gathering data from students to help teachers learn about their class and reflect on their own

teaching

Wiki

A collection of web pages that anyone can add to or edit Workshop

Enables peer assessment

Different Assignment types

• There are four standard assignment types, but there are several other contributed assignment types, which can be downloaded from the modules and plugins database.

• Advanced Uploading of files - students can submit one or several items such as word-processed

documents with a note to their teacher. The teacher can comment on and send back the

uploaded file.

• Online text - students can type their response directly into Moodle using the Text editor

• Upload a single file - students typically submit one piece of work such as a word-processed

document or presentation

• Offline assignment - not a "true" assignment but a place for a teacher to add grades to work

done outside of Moodle.


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How do students submit their assignments?

• With the Upload a single file and Advanced uploading of files assignments, students see a button "upload file" which takes them to the file picker where they locate their file(s)

• With the online text assignment, students see a button "edit submission" which takes them to the Text editor where they type their response.

Note: Teachers don't see these buttons even if they switch to student view so do not worry if your assignment doesn't display as you're expecting - if you check it with a real student account, it will work!

Viewing and grading submitted assignments

• When students have submitted their assignments, the teacher clicks the 'View x submitted assignments' link (where 'x' is the number of assignments submitted)at the top right of the assignment:

• This takes them to the gradebook where they click "Grade" to view and grade the work:


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• With the Advanced Uploading of files assignment and Upload a single file assignment you have to download the students' files to view them - see (3) in screenshot below.

• A grade can be entered in the dropdown box (2) and feedback can be written in the text box (1)

• With the Advanced Uploading of files assignment, you have the option to re-upload their file with your comments from the "response files" button:

• With the Online text assignment, if you selected "comment inline" the students' work will appear in the feedback text box for you to write comments/corrections on:


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Quick grading assignments You may prefer to use "quick grading" by checking the box at the bottom of the submissions page. This enables you to quickly grade multiple assignments all on one page, rather than one by one in a new window. Simply add the grades and comments then when you're done, click "Save all my feedback" at the bottom of the page.

Which assignment suits you best?

You want students to type shorter or longer responses directly online

§ Use the online text assignment It works well for younger children who will only manage a sentence or two and works just as well for higher ed students who write long essays.

§ Advantage - quick for the student to get started; no need to use a word-processing

program and upload the file.

§ Disadvantage - potential worries that if the internet goes down, the work students have

typed in and not yet saved might be lost.

You want students to submit work you can download in a specified program

§ Use the "upload a single file" assignment

§ Advantage - better than students emailing work as the whole class's work is collated in

one space on your course.

§ Disadvantage - assignments must downloaded to be viewed (but they can

be downloaded in bulk) and the teacher needs the appropriate program to open them.

You want students to submit files at different times for a project

§ Use the Advanced uploading of filestype and in the settings, set the maximum number of separate files they can upload.


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§ Advantage - all project files are in one assignment area for grading so they get a single

grade.

§ Disadvantage - all project files are in one assignment area for grading -so they can only

have a single grade!

You want students to write a response to a video/sound file/image

§ Use the online text assignment type and use the Moodle media icon to add your video/sound/image file.

You want students to answer a series of questions on a video/sound file/image

§ Investigate the Quiz module. Assignments are really just for a single question.

You want to view, comment on and send back students' assignments

§ Use the Advanced Uploading of files type which allows you to download the assignment, add your comments and then re-upload back to the student.

§ Advantage: useful for teachers who like using the "tracking changes" options in word-

processing programs for example

§ Disadvantage: the files have to be downloaded, saved and re-uploaded. They can't be

edited online.

You want students to send you a note along with their uploaded work

§ Use the Advanced Uploading of files type and in the settings, check "Allow notes"

You want to allow students to redraft and decide when to submit the work

§ Use the Advanced Uploading of files type and in the settings check "Allow send for marking". Students can then control when their draft work is submitted to the teacher.

You want students to keep an ongoing journal or do an iterative assignment

§ Use the online text assignment or Upload a single file and in the settings check "Allow resubmitting".


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Iterative assignments

§ Advantage: the work remains in one place and is constantly improved, graded (if needed) and improved again.

§ Disadvantage: unless the student copies and pastes their original text in the online text

assignment every time, there is no record/history of previous attempts (such as with the Wiki)

The online text assignment does not replicate the display of a journal or blog where each new

entry is additional to the previous ones.

Keeping records (archiving, exporting, backing up)

When students unenrol from a Moodle area, their records become invisible through the Gradebook interface. In order to have the information to hand, departments or course teaching teams may need systems in place to keep their own records for the data retention period required in their particular context. There are two separate procedures for exporting student submissions and marks.

To export marks (with or without feedback):

1. Go to your course area 2. From its front page Settings block, select Grades; the Grader Report loads. 3. From the Grader Report Settings block, select Export; a menu displays. 4. From the menu, if you need easy viewing and running calculations you probably want to select

one of the spreadsheet formats; a page of export settings loads 5. Use the Visible Groups pulldown menu to limit the export to specific groups, as required 6. In Options, you indicate whether feedback comments are included 7. In Grade Items To Be Included lists you can, if required, omit particular Activities from the report 8. When you've finished with the settings, click on Submit; a preview of your export displays 9. Click on Download to export to the format you chose, and save the file.

To download the original student submissions:

1. In your course area, click the link to the Assignment whose submissions you want to download. 2. Click on the link to View [n] Submitted Assignments; its Grader then loads. 3. Click the link to 'Download All Assignments As A Zip', and save the file.


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Adding a Chat to your course

§ With the editing turned on,in the section you wish to add your chat, click the dropdown menu Add an activity and choose Chat

Course settings

Name of this chat room

§ Whatever you type here will form the link learners click on to enter the chat so it is helpful to give it a name that suggests its purpose - for example "Student council discussion" or "Field trip planning meeting".


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Next chat time

§ The day and hour of the next chat session. This will appear in the calendar so students know the schedule but it doesn't stop them accessing the chatroom at any other time.

§ If you don't want them in the chatroom at other times, then hide it (with the eye icon) or use Conditional activities to restrict access.

§ If you don't wish to schedule chat times then ignore this and choose from the next settings.

Note:For courses involving users across different time zones, it is useful to know that the time you set here will be adjusted to match the time zone of the user viewing it.

Repeat sessions

§ There are four options for scheduling future chat sessions:

1. Don't publish any chat times- there are no set times and students are welcome to chat at any time.

2. No repeats - publish the specified time only- only the Next chat time will be published. This could be used to schedule special events or meetings or simply to help learners identify a common time in which they can expect to find other learners in the chat room.

3. At the same time every day- Daily chats are useful for scheduling daily office hours or work sessions with learners.

4. At the same time every week--This setting will schedule a chat for the same day and time every week, which could be useful for instance for meeting and reviewing key ideas and questions related to the week’s content/assessment.

Save past sessions

§ Choose from the dropdown how many days to save - or save everything by selecting Never delete messages

§ If you have any concerns about discussions that might take place in your chat room, you may want to keep transcripts te check the suitablility of what is discussed. If your learners are using the chatroom to collaborate on a group project you won't want to delete the messages until the project is complete.

Everyone can view past sessions

§ Decide here whether or not allow everyone to view past chat sessions. (Teachers can always view past sessions)

Other settings There are the usual Common module settings and - if admin has enabled them - the Restrict access settings Conditional activities.


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Locally assigned roles

§ In Settings > Chat administration > Locally assigned roles selected users can be given additional roles in the activity, such as the capability to delete chat logs.

§ Role permissions for the activity can be changed in Settings > Chat administration > Permissions.

Choice administration settings

§ With the editing turned on, choose from the dropdown Add an Activity the option Choice.

Name

§ A short name of the choice (e.g. "Favourite colour"). This will be displayed on the course's homepage.

Introduction text

§ Type the description of the choice activity here. It should contain the question that you want your students to answer. An example of the choice text could be "What is your favourite colour?"

Limits

§ Enabling this option allows you to limit the number of participants who can select each particular choice. When that number has been reached, no one else can select that choice.

Warning!! If you unintentionally check this box but don't add a number then your students won't be able to select any choices and will get confused :)


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Options

§ Specify here the options that participants have to choose from. They will become radio buttons when the choice is saved.

§ You need a minimum of 2 for it to work. You can leave other options blank or click "Add 3 fields to form" to add more options.

§ If Limits is disabled, then any number of participants can select any of the options.

a choice activity may be created with only one option.


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Adding a database activity

To add a database activity:

1. Click the "Turn editing on" button at the top right of the course homepage. 2. Select Databases from the "Add an activity" dropdown menu. 3. Give your new database a name and a description. 4. Select the general options (see below) and the common module settings. 5. Click the "Save and display" button at the bottom of the page. 6. Define the fields or use a preset. 7. Define the templates. 8. Add one or two same entries then edit the templates as appropriate.

General options

Available from/to The dates the database is visible to students.


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The database will also be open for data entry, provided we are not within the date range specified by the "read only from/to" settings.

Read only from/to The dates the database is available for viewing, but not open for data entry.

The "available from/to" settings override the "read only from/to" settings. So if a database has "read only from" 1 January, and "available from" 1 February, students will not be able to view its content during January.

Required entries The number of entries each student is required to enter before the database activity can be considered complete. The student will see a reminder message if s/he has not submitted the required number of entries.

Entries required before viewing The number of entries the student needs to submit before s/he can see entries by other students. If the student has not submitted the required number of entries, s/he will only see the entry page and not the list or single view pages.

Note: If entries are required before viewing, the database auto-linking filter should be disabled. This is because the database auto-linking filter can't determine whether a user has submitted the required number of entries.

Maximum entries The maximum number of entries the student can submit before s/he is blocked. This prevents people from spamming the system, either in the hope that one entry is good enough or, on a public site, as a way of advertising.

Comments Enables commenting on entries. The comments field appears on the single view template when this is enabled.

Require approval? Allows you to require each entry to be approved by someone with the appropriate role before other users can view it.

RSS articles Enables you to publish an RSS feed of entries in the database. The option here sets the number of entries available in the feed.

Note: RSS feeds need to be enabled by your system administrator.


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Rating a database

Lets you allow posts to be rated, which will enter a score in the gradebook for the students' submissions in the database. The grade is set using the dropdown menu below this option.

Common module settings

See Common module settings for more information. Essentially you can set how different Groups in the course see or interact with each other and set an ID for grading purposes in this area.

Site administration settings

The database activity module has additional settings which may be changed by an administrator in Settings > Site administration > Plugins > Activity modules > Database.

Enabling RSS feeds RSS feeds must first be enabled in Settings > Site administration > Advanced Features

Building Feedback After setting a new Feedback you design it by adding questions. Select the type of question from the

drop down list and then click the Add question to activity button.


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Position This number controls the order of the questions. Position 1 is the question nearest the top of the page, so when you create or edit a question, you can choose from the dropdown of available positions (which will vary depending on how many other questions there are). You can also rearrange questions by clicking the position up and down arrows on the main add questions screen.

Required These questions are required to be answered and will prompt the user if they are left unaswered. These questions are highlighted with a red star for users, and have a yellow exclamation point beside them when editing Feedback questions.

Available question types

Captcha An test to make sure a real person is filling in the form and not an automatic spamming program of some sort. Asks a person to write out some distorted text which is displayed on screen. You normally won't need this unless you find you are getting spammed a lot.

Information This allows you to choose to display one of three types of information: the time of responding; the course and/ or the category where the feedback is located.

Label Like a standard Moodle label, this allows you to add abritrary text between questions allowing for extra explanation or to divide the Feedback into sections.


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Longer Text Answer This option is for creating a text box (you specify how big it will appear in rows and columns) which people can write a long answer into.

Multiple choice - multiple answers This will give you a series of options with a checkbox next to each one. The respondent can check as many as they want and there is currently no way to specify a limit to how many they can choose which is lower than the total.

Multiple choice - single answer allowed (dropdownlist) This will give you a dropdown list from which only one answer can be selected

Dropdownlist (rated) This is similar to the dropdownlist option, except that each option has a numerical value associated with it. This means that if asking a question like:

How much do you enjoy being in class?

§ I love it § I like it § It's OK § I don't like it § I hate it

it's not possible to (easily) get out an "average" score - particularly if you're asking the same question before and after an event or course. If the Dropdownlist (rated) option is used, then numerical values are associated with each option, allowing an average or other measurements of any responses. The above question might look like:

How much do you enjoy being in class?

§ [5] I love it § [4] I like it § [3] It's OK § [2] I don't like it § [1] I hate it

which might allow for an average (e.g. "4.5 this term, up from 3.9 last term") to be calculated.

Numeric answer Here, you ask a question which must have a number as an answer and specify the acceptable range e.g. "How many arms would you like, if more than 2 were possible? (please specify 0-10)" with a range of 0-10 set in the options. It helps if you specify the acceptable range in the question text.


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Multiple choice - single answer This will give you a series of radio buttons, which starts on 'Not selected' and then has your options afterwards. Only one can be chosen and 'Not selected' is a valid answer if the question is not set to 'required'.

Radiobutton (rated) This is the same as the Multiple choice one above, but you can allocate a numerical value to each of the answers as well, which makes things a little more quantitative if you intend to analyse the results statistically.

Short Text Answer This option lets you specify a single line answer, with an input box which is a set number of characters long (you choose). You also specify the maximum number of characters you will accept, so that the answer is not too long and/or does not run over the length of the box on screen.

Forum To add a forum:

1. As an editing teacher for a course, click "Turn Editing On", and go to the topic or week section in which you want to create the forum.

2. From the dropdown menu labeled "Add an activity", select "Forum". This will take you to the forum settings page titled "Adding a new forum" page.

Forum name A short name of the forum (e.g. "Favourite colour"), which will be displayed on the course homepage.

Forum type There are five forum types to choose from:

§ A single simple discussion - A single topic discussion developed on one page, which is useful for short focused discussions

§ Standard forum for general use - An open forum where anyone can start a new topic at any time; this is the best general-purpose forum


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§ Each person posts one discussion - Each person can post exactly one new discussion topic (everyone can reply to them though); this is useful when you want each student to start a discussion about, say, their reflections on the week's topic, and everyone else responds to these

§ Q and A Forum - Instead of initiating discussions participants pose a question in the initial post of a discussion. Students may reply with an answer, but they will not see the replies of other Students to the question in that discussion until they have themselves replied to the same discussion.

§ Standard forum displayed in a blog-like format

A News forum is a special type of forum that is automatically created with a new course.

Forum introduction

Place the description of the forum here. It has the standard Moodle HTML editor toolbar to assist the teacher.

TIP: It is a good practice to include precise instructions for students regarding the subject of the

forum and the rating and grading criteria that might be used in this forum (see below).


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Subscription mode When a user is subscribed to a forum it means that they will receive notification (via popup and/or email, depending on the user’s messaging settings preferences) of each new posting. By default, posts are recorded about 30 minutes after the post was first written. Depending upon the email settings of each forum member, they may be sent an email immediately after the 30 minute edit window is closed, or in a batch at a time fixed by the site administrator (see below).

People can usually choose whether or not they want to be subscribed to each forum. However, the teacher can choose to force subscription on a particular forum then all course users will be subscribed automatically, even those that enrol at a later time.

There are 4 subscription mode options:

§ Optional subscription - Participants can choose whether to be subscribed § Forced subscription - Everyone is subscribed and cannot unsubscribe § Auto subscription - Everyone is subscribed initially but can choose to unsubscribe at any time § Subscription disabled - Subscriptions are not allowed.

The subscription mode and subscribe or unsubscribe links appear in the Settings menu under Forum administration when viewing the forum. teachers can quickly change the mode via the 'Subscription mode' options and view the current subscribers via the 'Show/edit current subscribers' link.

Tips:

§ Forcing everyone to subscribe is especially useful in the news forum and in forums towards the beginning of the course (before everyone has worked out that they can subscribe to these emails themselves).

§ Changing the setting from "Yes, initially" to "No" will not unsubscribe existing users, it will only affect those who enrol in the course in the future. Similarly changing "Yes, initially" will not subscribe existing course users but only those enrolling later.

§ There is also a "Subscriptions not allowed" setting which prevents Students from subscribing to a Forum. Teachers may choose to subscribe to a forum if they wish.

Read tracking for this forum? "Read tracking" for a forum allows users to track read and unread messages in the forum.

There are three options for this setting:

§ Optional (default) - students can turn tracking on or off for the forum at their discretion § On - tracking is always on in this forum for all members

§ Not quite sure about this statement. This seems to only be true for users who have read tracking

enabled in their user settings (Tested in Moodle 2.0.4 and athttp://demo.moodle.net/) § Off - tracking is always off in this forum for all members


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Maximum attachment size The maximum file size that may be attached to a forum post will first be determined by the Moodle site settings. The teacher may want a smaller size limit for the forum. Server file capacity, student downloading speeds and discouraging images in a document centered discussion are a few reasons to limit file size.

Maximum number of attachments The maximum number of attachments a user can add to their forum post (from 0 to 100) can be specified here.

Post threshold for blocking Students (i.e. users which don't have the 'Exempt from post threshold' permission) can be blocked from posting more than a specified number of posts in a given period.

Grade Forum posts can be rated using a scale (pre existing number or word scales). By default, only teachers can rate forum posts, though students can be given permission to do so if desired (see Forum permissions below). This is a useful tool for giving students participation grades. Any ratings given in the forum are recorded in the gradebook.

Aggregate type You can set an aggregate type, in other words, decide how all the ratings given to posts in a forum are combined to form the final grade (for each post and for the whole forum activity). Some scales do not lend themselves to certain types of aggregates. There are five options:

§ Average of ratings (default) - This is the mean of all the ratings given to posts in that forum. It is especially useful with peer grading when there are a lot of ratings being made.

§ Count of ratings - The counts the number of rated posts which becomes the final grade. This is useful when the number of posts is important. Note that the total can not exceed the maximum grade allowed for the forum. A count may be used if the teacher simply wants to acknowledge that a reply was given in the case students being required to make a certain number of posts in the discussion. Note: Count of ratings does not work for the "Separate or Connected Ways of Knowing" scale or custom scales due to the limitation imposed by the max grade.

§ Maximum rating - The highest rating is returned as the final grade. This method is useful for emphasising the best work from participants, allowing them to post one high-quality post as well as a number of more casual responses to others.

§ Minimum rating - The smallest rating is returned as the final grade. This method promotes a culture of high quality for all posts.

§ Sum of ratings - All the ratings for a particular user are added together. Note that the total is not allowed to exceed the maximum grade for the forum. Note: Sum of ratings does not work for the "Separate or Connected Ways of Knowing" scale or custom scales due to the limitation imposed by the max grade.


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Restrict ratings to posts with dates in this range The teacher can allow only posts within a certain date range to be rated. This is useful if the teacher wants to keep students focused on the most recent content and maintain a specific pace within the forum or course.

RSS feed for this activity This turns RSS on or off for this forum. When set to “None,” RSS is disabled. When set to “Discussions,” the RSS feed will send out new discussions to subscribers. When set to “Posts,” the RSS feed will send out any new posts to subscribers.

Number of RSS recent articles This number sets the number of articles that go out via RSS. If this number is set to 5, then the 5 most recent articles will be sent to subscribers. As new posts (or discussions) get added, the oldest post/discussion gets replaced on the RSS feed. If your forum gets a lot of posts every day, you will want to set this number high.

The administrative cron (admin/cron.php) must run after the forum is created and posts or discussions have been made. Otherwise the user will receive an error "Error reading RSS data"

Note: RSS feeds must be enabled for the site and for forums in order for the RSS settings to appear.

Common module settings

Group mode

The group mode setting has three options:

1. No groups 2. Separate groups - each group can only see their own group, others are invisible 3. Visible groups - each group works in their own group, but can also see other groups

If the group mode is set to separate groups:

§ Teachers are given the option of adding a new discussion topic for all participants or for a selected group. If a teacher adds a new discussion topic for a selected group, then only group


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members can reply to it. If a teacher adds a new discussion topic for all participants, then students can't reply to it. (This is to ensure that groups are kept separate.)

§ Students can only start discussions for their own group. § Students can only reply to discussions started by other group members or discussions for their

own group started by a teacher.

If the group mode is set to visible groups:

§ Teachers are given the option of adding a new discussion topic for all participants or for a selected group. If a teacher adds a new discussion topic for a selected group, then only group members can reply to it.

§ Students can only start discussions for their own group.

§ Students can only reply to discussions started by other group members or teachers.

Teachers, and other users with the capability moodle/site:accessallgroups set to allow, can view and post in all forum discussions, regardless of the group mode setting.

Note: Single simple discussions cannot be set to separate groups (as this feature is not

implemented). Instead, a standard forum should be used, with the teacher copying and pasting

the same discussion topic for each separate group. If required, a permissions override may be set

to prevent students from starting new discussions.

Note 2: There is a further setting in 2.0, enabled at system level admin > development that hides

groups-enabled activities from a student if they are not in a group.

Visible to students

You can hide the activity from students by selecting "Hide" here. It is useful if you wouldn't like to make the activity available immediately.

Adding a glossary

To add a glossary:

1. Click the "Turn editing on" button. 2. Select Glossary from the "Add an activity" dropdown menu.


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3. On the Adding a new glossary page give your new glossary a descriptive name. 4. Describe the purpose of the glossary, provide instructions or background information, links etc. in

the Description area. 5. Select the general and grade options and the common module settings (see below). 6. Click the "Save changes" button at the bottom of the page.

Glossary administration settings

Entries shown per page This sets the number of words and definitions that students will see when they view the glossary list. If you have a large number of automatically-linked entries you should set this number lower to prevent long loading times.

Is this glossary global? Administrators can make a global glossary, with entries linking throughout the whole Moodle site. Any course may contain a global glossary, though the best practice is to place a global glossary on the site front page.


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Glossary type Here you can decide whether the glossary will be main or secondary. The glossary system allows you to export entries from any secondary glossary to the main one of the course. In order to do this, you should specify which glossary is the main one. You can only have one main glossary per course.

Duplicated entries allowed This allows the entry of more than one definition for a given word.

Allow comments on entries Students and teachers can leave comments on glossary definitions. The comments are available through a link at the bottom of the definition.

Allow print view This provides a printer-friendly version link for students. (Teachers are always provided with a printer-friendly version link.)

Automatically link glossary entries If the Glossary auto-linking filter is enabled by an administrator (see Filters for further details), then turning this on allows individual entries in this glossary to be automatically linked whenever the concept words and phrases appear throughout the rest of the same course. This includes forum postings, internal resources, week summaries and so on.

Note: Enabling linking for the glossary does not automatically turn on linking for each entry - linking needs to be set for each entry individually. If you do not want particular text to be linked (in a forum posting, say) then you should add <nolink> and </nolink> tags around the text. Note that category names are also linked.

This entry is case sensitive This setting specifies whether matching exact upper and lower case is necessary when performing automatic linking to these entries. For example, if this is turned on, then a word like "html" in a forum posting will NOT be linked to a glossary entry called "HTML".

Match whole words only If automatic linking is enabled, then turning this setting on will force only whole words to be linked. For example, a glossary entry named "construct" will not create a link inside the word "constructivism".


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Approved by default That allows the teacher to define what happens to new entries added by students. They can be automatically made available to everyone; otherwise the teacher will have to approve each one.

ADDING A LESSON It is important to have a clear idea of the lesson structure before starting the creation of the lesson. We have used paper and pen to create a flow diagram. We know which images, videos, and text are needed on each page and have a clear idea of the formative and summative questions that will enable us to challenge our students and assess how well they have understood the significance of the Doomsday Book. We are now in a position to create the lesson:

1. Enter the Year 7 History course and turn on editing.

2. In Topic 1, select Add an Activity and click Lesson.

3. In the Name section, enter an unambiguous name for the lesson as this is the text that students will click

on to enter the lesson.

4. Enter the values as shown in the following screenshot:


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1. In the General section, we do not want to impose a time limit on the lesson. We do need to state how

many options there are likely to be on each question page. For multiple choice questions, there are usually four

options.

2. In the Grade section, we want the essay that they compose at the end of the lesson to be marked in the same

way that other essays have been marked.

3. In the Grade options, our preference is to avoid using the lesson questions as an assessment activity. We

want it to be a practice lesson where students can work through the activities without needing to earn a score.

We have turned off scoring. The students' final essay submission will be marked in line with our marking policy.

Students can retake it as many times as they want to.


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1. In the Flow control section, we have clicked the Show advanced button to see all of the options

available. We want students to be able to navigate the pages to check answers and go back to review answers if

necessary. They can take the lesson as often as they want as we intend it to be used for revision purposes for a

timed essay or in the summer examination. We have ignored the opportunity to add features such as menus and

progress bars as we will be creating our own navigation system.

This section also concerns the look and feel of the pages if set to a slide show, an option we are not planning to use.

1. We are planning to create a web link on each page rather than have students download files so we will not

be using the Popup to file or web page option. If you are concerned about the stability of your Internet

connection for the weblinks to videos you plan to show, there is an alternative option. This would involve

downloading the files to your computer and converting them to .flv files. They can then be uploaded to the

file picker in the usual way and a link can be created to each one using the Choose a file button shown

here. Moodle's video player would play the videos and you would not be reliant on an unstable Internet

connection to see the results.


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2. The Dependent on section allows further restrictions to be imposed that are not appropriate for this

lesson. We do however, want to mark the essay that will be submitted in accordance with the custom

marking scheme developed earlier in the course. The box in the Outcomes section must be checked.

3. Clicking the Save and return to course button ensures that the newly created lesson, The Domesday

Book, awaits in Topic 1.

ADDING A QUIZ

Creating a new quiz is a two-step process. In the first step, you create the quiz activity and set its options which specify the rules for interacting with the quiz. In the second step you add questions to the quiz. This page describes the options you can set for the quiz activity. The page Building Quiz describes how to set up the questions for the quiz.

Quiz options There are a large number of options and your administrator should already have chosen the default values for most of them so that you will not have to modify them for the type of quiz that you use most often. The administrator may also have classified some of the settings as 'advanced' which means that they will be hidden from the set-up screen by default. This can help to keep the screen simpler. You can turn on the display of these advanced options by clicking on the Show advanced settings button. They will then remain visible until you click on Hide advanced settings.

Quiz administration

When you first set up your quiz from Add an activity > Quiz, you will get the following settings, (which can also be changed later in the Edit Settings link of the Quiz administration settings block)

General Name

This is the standard name field. This name will appear on the home page of the course,

navigation menu and other places which will show or provide links to this quiz. Introduction

Write an introduction for the quiz. A student will see the introduction immediately after clicking

on the quiz name. The student will see this description before they click on the "Attempt quiz"

link and thus before the quiz timer is started (if used). This is a good place to include any special

instructions for taking the quiz like the number of attempts allowed, time limit or scoring rules. Open the quiz

You can specify times when the quiz is accessible for people to make attempts. Before the

opening time the quiz will be unavailable to students. They will be able to view the quiz

introduction but will not be able to view the questions.


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Note: You can make the quiz available at different times for different groups or users in the Group or User override sections of the Quiz Adminstration settings block.

Close the quiz

After the closing time, the students will not be able to start new attempts. Answers that the

student submits after the quiz closing date will be saved but they will not be marked.

Even after the quiz has closed students will still be able to see the quiz description and review

their attempts. What exactly they will see depends on the settings you choose for review options

(see below).

Note: The quiz closing time is the last access time AND the time when the quiz must be completed. If a time limit is set, regardless of whether there is time left on the timer, the quiz closing time determines when a student's attempt ends.

Time limit

By default, quizzes do not have a time limit, which allows students as much time as they need to

complete the quiz. If you do specify a time limit, several things are done to try and ensure that

quizzes are completed within that time:

1. A countdown timer is shown in the quiz navigation block 2. When the timer has run out, the quiz is submitted automatically with whatever answers

have been filled in so far 3. If a student manages to cheat and goes over the allotted time, no marks are awarded for

any answers entered after the time ran out

Note: If a quiz closing time is set, a student's attempt will end on or before this time, regardless of whether there is time left on the timer. Thus, if a quiz closing time is set together with a time limit of say 3 hours, it is recommended that students are informed that they must begin their quiz attempt at least 3 hours before the quiz closing time.

Note: You can make the quiz available last a different period of time for different groups or users in the Group or User override sections of the Quiz Administration settings block (see below).

Attempts allowed


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Students may be allowed to have multiple attempts at a quiz. This can help make the process of

taking the quiz more of an educational activity rather than simply an assessment. If the quiz is

randomized then the student will get a new version for each attempt. This is useful for practice

purposes.

Note: You can change the allowed number of attempts for different groups or users in the Group or User override sections of the Quiz Administration settings block.

Grading method

When multiple attempts are allowed, there are different ways you can use the grades to calculate

the student's final grade for the quiz.

§ Highest grade - the final grade is the highest (best) grade in any attempt

§ Average grade - the final grade is the average (simple mean) grade of all attempts

§ First grade - the final grade is the grade earned on the first attempt (other attempts are ignored)

§ Last grade - the final grade is the grade earned on the most recent attempt only

Layout Question order

If 'Shuffled randomly' is selected, then the order of questions in the quiz will be randomly

shuffled each time a student starts a new attempt at the quiz. The intention is to make it a little

harder for students to copy from each other. New page

For longer quizzes it makes sense to stretch the quiz over several pages by limiting the number

of questions per page. When adding questions to the quiz, page breaks will automatically be

inserted according to the setting you choose here. However, you will also be able to move page

breaks around by hand later on the editing page.

Note that changing this setting has no effect on questions you have already added to

the quiz. The setting will only apply to questions you add subsequently. To change the page

breaks in an existing quiz, you need to go to the quiz editing screen, tick the 'Show page breaks'

checkbox, then use the repaginate control.

Question behaviour How questions behave


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§ Deferred feedback - Students must enter an answer to each question and then submit the entire quiz, before anything is graded or they get any feedback.

§ Adaptive mode and Adaptive mode (no penalties) - Allows students to have multiple attempts at the question before moving on to the next question. The question can adapt itself to the student's answer, for example by giving some hints before asking the student to try again.

§ Manual grading - Used for essay questions (irrespective of what the quiz is set to) but you can now choose to have every question in the quiz manually graded, if you wish.

§ Interactive mode - After submitting one answer, and reading the feedback, the student has to click a 'Try again' button before they can try a new response. Once the student has got the question right, they can no longer change their response. Once the student has got the question wrong too many times, they are just graded wrong (or partially correct) and get shown the feedback and can no longer change their answer. There can be different feedback after each try the student makes.

§ Immediate feedback - Similar to interactive mode in that the student can submit their response immediately during the quiz attempt, and get it graded. However, they can only submit one response, they cannot change it later.

§ Deferred feedback or Immediate feedback with Certainty-based marking (CBM) - With CBM, the student does not only answer the question, but they also indicate how sure they are they got the question right. The grading is adjusted by the choice of certainty, so that students have to reflect honestly on their own level of knowledge in order to get the best mark.

Each attempt builds on the last

If multiple attempts are allowed and this setting is set to Yes, then each new attempt contains

the results of the previous attempt. This allows the student on the new attempt to concentrate

on just those questions that were answered incorrectly on the previous attempt. If this option is

chosen then each attempt by a particular student uses the same questions in the same order,

independent of randomization settings. To show a fresh quiz on every attempt, select No for this

setting.

Review options This section controls what information students will be shown when they review their past attempts at the quiz, and during the attempt in adaptive mode. It is a maxtrix with check boxes.

The various pieces of information that can be controlled are:

The attempt

Will show how the student responded to each question. Whether correct

Displays whether the students response to each question is correct or incorrect. Marks

Reveals the marks awarded to the student and the grade for the quiz. Specific feedback

Will show the feedback for the response to the answer as set when adding the question to the

quiz. Each response to a question can have feedback for both correct and incorrect answers.


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General feedback

Displays the general feedback for the whole question as set when adding the question to the

quiz. You can use the general feedback to give students some background to what knowledge

the question was testing.

Right answer

Reveals the correct answer to each question, whether the student answered correctly or not (See

note below). Overall feedback

Displays feedback for the entire quiz as set in the quiz settings (See note below).

For each of the above items, you can determine the timeframe when the students will see them:

During the attempt

is only available when ‘How questions behave’ has been set to ‘Immediate feedback’, ‘Immediate

feedback with CBM’ and ‘Interactive with multiple tries’. If set to one of these options then

a ‘Check’ button will appear below the answer and when clicked the student will submit that

response and then receive immediate feedback. Immediately after the attempt

means within 2 minutes of the student clicking "submit all and finish". Later, while the quiz is still open

means after 2 minutes, but before the close date (if the quiz does not have a close date, this

phase never ends). After the quiz is closed

means what it says (you never get here for quizzes without a close date).

Tip: Checking any of the boxes in the timeframe row, will reveal the test to the student. For

example, to allow students to see their quiz immediately after taking it but not later, make sure

none of the boxes in "Later" or "After" rows are checked. The student will be able to see their

grade but not get into the quiz.

Note: Currently, the Answers display is a bit inconsistent between different question types. For example, the matching question type shows students which of their responses are correct, but does not tell them the right answer for the ones they got wrong. The short answer and multiple choices question types do tell the student what the correct answer is.

Users with the capability 'View hidden grades' moodle/grade:viewhidden (typically teachers and administrators) are not affected by these settings and will always by able to review all information about a student's attempt at any time.

In your list of review options, you must have 'The attempt' (the first option in the lists) selected before you can enable the options to show 'Whether correct', 'Specific feedback', 'General


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feedback', and 'Right answer'. If you choose not to let the students review the attempt, your only options are to display 'Marks' and 'Overall feedback'.

Display Decimal places in grades

This option determines how many digits will be shown after the decimal point when the grade is

displayed. A setting of 0 for example means that the grades are displayed as integers. This

setting is only used for the display of grades, not for the display or marking of answers.

Extra restrictions on attempts Require password

This field is optional.

If you specify a password in here then participants must enter the same password before they

are allowed to make an attempt on the quiz. This is useful to give only a selected group of

students access to the quiz. Require network address

This field is optional.

You can restrict access for a quiz to particular subnets on the LAN or Internet by specifying a

comma-separated list of partial or full IP address numbers. This is especially useful for a

proctored (invigilated) quiz, where you want to be sure that only people in a certain room are

able to access the quiz. For example: 192.168. , 231.54.211.0/20, 231.3.56.211

There are three types of numbers you can use (you can not use text based domain names like

example.com):

1. Full IP addresses, such as 192.168.10.1 which will match a single computer (or proxy).

2. Partial addresses, such as 192.168 which will match anything starting with those numbers.

3. CIDR notation, such as 231.54.211.0/20 which allows you to specify more detailed subnets.

Spaces are ignored. Browser security

The options in this section offer various ways to try to restrict how students may try to 'cheat'

while attempting a quiz. However, this is not a simple issue, and what in one situation is


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considered 'cheating' may, in another situation, just be effective use of information technology.

(For example, the ability to quickly find answers using a search engine.)

Note also that this is not just at problem of technology with a technical solution. Cheating has

been going on since long before computers, and while computers make certain actions, like copy

and paste, easier, they also make it easier for teachers to detect cheating - for example using the

quiz reports. The options provided here are not fool-proof, and while they do make some forms

of cheating harder for students, they also make it more inconvenient for students to attempt the

quizzes, and they are not fool-proof.

Full screen pop-up with some JavaScript security

There is a limit to what the quiz, which runs on a web server, can do to restrict what the student

sitting at their computer can do while attempting the quiz. However, this option does what is

possible:

§ The quiz will only start if the student has a JavaScript-enabled web-browser.

§ The quiz appears in a fullscreen popup window that covers all the other windows and has no

navigation controls.

§ The students are prevented, as far as is possible, from using facilities like copy and paste.

§ This setting does not work well with the MyMobile theme for mobile devices included in the

standard installation. In particular, quiz time limits do not function correctly (MDL-32047).

Require the use of Safe Exam Browser

This option will only appear if your administrator has enabled it in Settings > Site administration

> Development > Experimental > Experimental settings.

Safe Exam Browser is a customised web browser that must be downloaded and installed on the

computer that the student uses to attempt the quiz. It restricts student use more effectively than

a pop up window option. Features include full screen, without web navigation options, shortcut

keys including copy and paste are disabled and of course surfing the web during an exam.

Overall feedback Overall feedback is shown to a student after they have completed an attempt at the quiz. The text that is shown can depend on the grade the student got.

For example, if you entered:

Grade boundary: 100%

Feedback: "Well done"

Grade boundary: 40%


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Feedback: "Please study this week's work again"

Grade boundary: 0%

Then students who score between 100% and 40% will see the "Well done" message, and those who score between 39.99% and 0% will see "Please study this week's work again". That is, the grade boundaries define ranges of grades, and each feedback string is displayed to scores within the appropriate range.

Grade boundaries can be specified either as a percentage, for example "31.41%", or as a number, for example "7". If your quiz is out of 10 marks, a grade boundary of 7 means 7/10 or better.

Note that the maximum and minimum grade boundaries (100% and 0%) are set automatically.

You can set as many or as few grade boundaries as you wish. The form allows you up to 5 ranges at first, but you can add more by clicking the "Add 3 fields to form" button underneath.

If you're getting confusing error messages about a boundary being out of sequence (when it's obviously *in* sequence), or "boundaries must be between 0% and 100%" (and they are) -- check that the Maximum Grade for this quiz is set to something greater than zero.

Common module settings Group mode

Here you can choose whether the quiz should be organized by group. This only has an effect on

the review screens of the teachers where it determines which groups of students they see. Visible to students

Determines whether the quiz will be visible to students. If you are still in the process of setting

up the quiz then it is highly advisable to leave this set to 'Hide'. Otherwise students might view or

even attempt the quiz before it is tested and ready. This setting is common to all activities and

can also be toggled by clicking on the eye icon behind the activity's name on the course page.

Restrict access settings The Restrict access area becomes visible in Moodle activities and resource settings if Conditional Activities have been enabled.


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Group and User overrides

Dates, timing and number of allowed attempts may be changed for individual users or groups by following the links Group Overrides or User Overrides in the Quiz Administration settings block.

Group overrides To change a quiz setting for a particular group, click the "add group override" button in Quiz Administration>Group overrides, make the changes you wish and save or enter another override.

User overrides To change a quiz setting for a particular user or users, click the "add user override"button in Quiz Administration>Group overrides, make the changes you wish and save or enter another override.


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ADDING A SCORM his is what I have to do to make my SCORM 1.2 package work for me in Moodle 2.0. I hope this will help you or get some idea about how you can upload SCROM 1.2 package to Moodle 2.0 1. Go to to your folder where you have your SCORM 1.2 files are located. 2. Do not right click and zip the file. If you right click and create a zip package, it creates folder with in folder.

3. Go inside of your folder and select all or CTRL + A and Right click on any file WinZip | Add to Zip |


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4. Keep your zip file name simple. I had problem after uploading SCORM file with long name with spaces

Simple name for SCORM package My SCROM package worked in Moodle when I renamed the file with simple name with out any spaces


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5. Go to your Moodle site and Add an Activity and SCORM Package

Add a name and description for your SCROM package and choose a package file


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7. When you choose a file, File Picker window will open and select Upload a file and browse and attach your SCROM File

8. Select your SCROM package and open and click on Upload this file to Moodle


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9. Your SCORM package is ready for Moodle.

10. When you click your SCROM package, you will get a option to preview or normal mode. Click on Normal and Enter to see your QUIZ

Successfully uploaded SCROM 1.2 package to Moodle 2.0


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ADDING A SURVEY

The Survey module is a course activity that provides a number of verified survey instruments, including COLLES (Constructivist On-Line Learning Environment Survey) and ATTLS (Attitudes to Thinking and Learning Survey), which have been found useful in assessing and stimulating learning in online environments. Teachers can use these to gather data from their students that will help them learn about their class and reflect on their own teaching.


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1. Turn on editing for the course. 2. In the section you wish to add an activity, use the "Add an activity" drop down menu. 3. Select the Survey activity. 4. Give the survey a name. 5. Select the type of survey you want to give from the dropdown list (see below). 6. Click Continue. 7. On the following screen, edit the introductory text if necessary. 8. Click OK. 9. The next screen displays the question set you have chosen. Click Check and Continue at the

bottom of the page.

Survey types Currently, Moodle only offers specific types of surveys (future versions will enable you to create your own).

The available surveys have been chosen as being particularly useful for evaluating online learning environments that use a constructivist pedagogy. They are useful to identify certain trends that may be happening among your participants. (To see a paper where these are used in a detailed analysis, see: http://dougiamas.com/writing/herdsa2002)

COLLES - Constructivist On-Line Learning Environment Survey

The COLLES comprises an economical 24 statements grouped into six scales, each of which helps us address a key question about the quality of the on-line learning environment:

§ Relevance How relevant is on-line learning to students' professional practices? § Reflection Does on-line learning stimulate students' critical reflective thinking? § Interactivity To what extent do students engage on-line in rich educative dialogue? § Tutor Support How well do tutors enable students to participate in on-line learning? § Peer Support Is sensitive and encouraging support provided on-line by fellow students? § Interpretation Do students and tutors make good sense of each other's on-line communications?

Underpinning the dynamic view of learning is a new theory of knowing: social constructivism, which portrays the learner as an active conceptualiser within a socially interactive learning environment. Social constructivism is an epistemology, or way of knowing, in which learners collaborate reflectively to co-construct new understandings, especially in the context of mutual inquiry grounded in their personal experience.

Central to this collaboration is the development of students' communicative competence, that is, the ability to engage in open and critical discourse with both the teacher and peers. This discourse is characterised by an empathic orientation to constructing reciprocal understanding, and a critical attitude towards examining underlying assumptions.

The COLLES has been designed to enable you to monitor the extent to which you are able to exploit the interactive capacity of the World Wide Web for engaging students in dynamic learning practices.


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(This information has been adapted from the COLLES page. You can find out more about COLLES and the authors of it at: http://surveylearning.moodle.com/colles/)

ATTLS - Attitudes to Thinking and Learning Survey

The theory of 'ways of knowing', originally from the field of gender research (Belenky et al., 1986) provides us with a survey tool to examine the quality of discourse within a collaborative environment.

The Attitudes Towards Thinking and Learning Survey (ATTLS) is an instrument developed by Galotti et al. (1999) to measure the extent to which a person is a 'connected knower' (CK) or a 'separate knower' (SK).

People with higher CK scores tend to find learning more enjoyable, and are often more cooperative, congenial and more willing to build on the ideas of others, while those with higher SK scores tend to take a more critical and argumentative stance to learning.

Studies have shown that these two learning styles are independent of each other (Galotti et al., 1999; Galotti et al., 2001). Additionally, they are only a reflection of learning attitudes, not learning capacities or intellectual power.

ADDING A WIKI

A wiki is a collection of collaboratively authored web documents. Basically, a wiki page is a web page everyone in your class can create together, right in the browser, without needing to know HTML. A wiki starts with one front page. Each author can add other pages to the wiki by simply creating a link to a page that doesn't exist yet.

Wikis get their name from the Hawaiian term "wiki wiki," which means "very fast." A wiki is indeed a fast method for creating content as a group. It's a hugely popular format on the Web for creating documents as a group. There is usually no central editor of a wiki, no single person who has final editorial control. Instead, the community edits and develops its own content. Consensus views emerge from the work of many people on a document.

In Moodle, wikis can be a powerful tool for collaborative work. The entire class can edit a document together, creating a class product, or each student can have their own wiki and work on it with you and their classmates.


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§ As an editing teacher for a course, click "Turn Editing On", and go to the section in which you want to add the wiki.

§ From the dropdown menu labeled "Add an activity", select "Wiki". This will take you to the wiki settings page titled "Adding a new wiki".

§ In an existing wiki, the wiki settings can be found in Settings > Wiki administration > Edit settings.

Wiki administration settings

Wiki name

§ The name you give to your wiki here will appear as the link on the course page for your students to click.

MSG EVENT

Wiki description

§ Explain the purpose of your wiki here. (This description may or may not be compulsory depending on your admin's settings.)

First page name

§ The name you add here will form the first page of your new wiki.


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Wiki mode

§ Choose between "Individual wiki" where each student gets their own, or "Collaborative wiki" where students work together on a single wiki.

Default format

§ Set the default type of editing your wiki will use. Chooose from

§ HTML - editing using the normal text editor

§ Creole - a popular wiki editing language. If this is selected, a small editing toolbar will appear.

§ NWiki - a wiki editing language used in the contributed NWiki module.

Force format If you check this box then students cannot choose their own method of editing the wiki.

Using Messaging

To send a message to an individual

From the Messages block or from your profile

§ Click on the blue link Messages in the Messages block or click the Messages link from Navigation>My profile and then type a name into the Search people and messages box. To narrow the search down further, click the blue Advanced link to search for a person "only in my courses" or with keywords in messages:

§ Type the message in the box and click the Send a message button


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From the Online users block

§ Click the name of one of the people currently online and click the Send message link in their profile. § Type the message in the box and then click on the Send a message button.

To read and reply to a message

§ If the Messages block shows you have a message, click the envelope icon (with the number of messages)

§ Type your reply into the box and then click on the Send a message button. § If you receive a popup notification of a message, click Go to message to read and reply to it.

To send a message to selected course participants (for teachers only)

§ Click on the Participants link in the People block on the course page. § Select participants from the list or use the "Select all" button at the bottom of the list. § Choose "Add/send message" from the "With selected users..." drop-down menu. § Type the message then click the "Preview" button. § Assuming you are satisfied with the message, click the "Send" button.


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To send a message to users in many courses (admins and managers only)

§ See Bulk user actions

Managing contacts People may be added to your list of contacts (or blocked from contacting you) by clicking the Add contact(or Block contact) icon under their name in the Messages window.

By default the contact list is empty. In order to send a message or to create a shortcut to the person you are sending, search for them in the search box.

Message history

A record of messages sent to/from a person may be obtained by clicking the "History" icon by their name or by clicking Recent messages/All messages when they are displayed on the page - see screenshot below:

Si queremos leer el mensaje en ese momento tan sólo tenemos que pulsar el enlace Ir a mensaje. Los usuarios notarán que aparece una notificación en el área inferior de la ventana, al estilo de las que envían los programas de mensajería más comunes tales como Messenger. Esto evitará el problema con el bloqueo de ventanas emergentes que teníamos anteriormente.

People block Main page ► Managing a Moodle course ► Blocks ► People block

The People block contains a link to the list of the course participants.

The participants profiles are available by clicking on their name or picture. The list can be sorted by first name,

surname, city, country and last access. There is a pull down menu which can filter the list for a specific role (tutors,

students).

BLOQUE PERSONAS

Desde la página principal del curso activamos la edición y en el menú Agregar un bloque seleccionamos Personas. Esto añadirá el bloque Personas a la página principal del curso.


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Online users block Main page ► Managing a Moodle course ► Blocks ► Online users block

The Online users block shows a list of users who have been logged into the current course. The list is updated on a

regular basis (the default is every 5 minutes but this may be changed - see below).

Note that even though a user may have been logged into a course within the last 5 minutes, it does not necessarily

mean that this user is still online.

§ If you hold the cursor over somebody's name, you will see how long ago that person was last "seen" in the

course

§ If you click on the envelope icon next to somebody's name, you will be able to send a private message to

that person (using Moodle's messaging system)

Note: If separate groups are enabled in a course and this block is added onto the course page, only members of the

group will be displayed in the list.

Messages block Main page ► Managing a Moodle course ► Blocks ► Messages block

The message block displays a list of new messages you have received, with a link to your Messages window.

To add a Messages block to your course page:


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1. Click on the "Turn editing on" button.

2. Select Messages from the Add blocks menu.

3. If appropriate, move the Messages block up and/or left, using the arrow icons under the block title.

Gradebook All the grades for each student in a course can be found in the course gradebook, or 'Grader report' in Settings >

Course administration > Grades.

The grader report collects items that have been graded from the various parts of Moodle that are assessed, and

allows you to view and change them as well as sort them out into categories and calculate totals in various ways.

When you add an assessed item in a Moodle course, the gradebook automatically creates space for the grades it will

produce and also adds the grades themselves as they are generated, either by the system or by you.

The grades displayed are initially displayed as the raw marks from the assessments themselves, so will depend on

how you set those up e.g. an essay out of 36 will appear as however many raw marks that student got, not a

percentage (although this can be changed later, see below).

Note that various default options for the gradebook are set at system level by the administrator and can be marked

as being overridable by you, or fixed. This means that the options will not always be set up the same way for every

user when they see the grader report for the first time.

Display

Along the top of the grader report are several rows: first the course, then the category, then the columns for each graded activity (for example: Assignment, Quiz, Lesson). Any activities settings which were left "uncategorised" will appear in the general category which is named after the course by default (any category name can be changed).

You can add a row showing the range of possible scores by selecting 'Show ranges' in 'My report preferences.

There are three ways that the categories can be displayed:

§ Grades only - without the category totals column § Collapsed - Category total column only § Full view - grades and the aggregates (the totals column for the category)

Each section has a small icon immediately to the right of its name. Clicking this will cycle through these display modes for that category. + goes to grades only view, o goes to full view and - goes to collapsed view.

We can also use the Search text field, simply write the name and / or surname of a student and press the Enter key. It is desirable to also add to the group the teacher or teachers who will be responsible.


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Remember that it is possible for a student or teacher is a member of more than one group. Column Potential members will see next to the name and in brackets the number of groups to which a user belongs. When selected will be displayed in the selected user Affiliation group or groups to which they belong.

Once we have finished click on Return to the groups to continue to create groups and add members to an existing group.

Groups A teacher can organize users into groups within the course or within particular activities. Activities that have groups

enabled allow users to filter contributions by group.

For example, enabling either separate or visible groups on an assignment drop-box enables staff to filter the student

submissions to see only those from a particular tutor group.

Using groups with discussion forums allow teachers to restrict interaction between students. Separate groups mean

only students in the same group can see and participate in discussions within a particular forum. Visible groups allow

students to see other group's discussions, but only participate in their own group's discussions.

Creating a group

To create a group

1. Click the 'Create group' button in Settings > Course administration > Users > Groups 2. Add a group name and optional description (displayed above the list of group members on the participants

page), enrolment key and picture (displayed on the participants page and next to forum posts) 3. Click the 'Save changes' button 4. Select the group to which you want to add participants, then click the 'Add/remove users button 5. In the "Potential members" list, select the users you want to add to the group. Multiple users may be

selected using the Crtl key. 6. Click the Add button to add the users to the group


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Auto-create groups

Groups may be created automatically via the 'Auto-create groups' button in Settings > Course administration > Users > Groups. To see all the settings, click the Show Advanced button.

Select members from ... allows you to choose from roles or available cohorts. Specify and Group/Member count work together.

You can specify if you would like to create

§ X number of Groups or § each group contain x number of students

When selecting Members per group the Prevent last small group will allocate additional members to

an existing group rather then create a new group with fewer members than x.

A naming scheme can be created automatically. # is replaced by sequential numbers, and @ by letters. For example:

§ Group @ will create group with a naming scheme Group A, Group B, Group C . . . § Group # will create group with a naming scheme Group 1, Group 2, Group 3 . . .

Create in grouping and Grouping name allows you to create a new grouping and allocate the new autocreated groups to be created to it.


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Prior to creating the groups, you can view the groups.

Groups overview

A overview of groups and groupings is available via the Overview tab in Settings > Course administration > Users > Groups.

The table may be filtered to display particular groupings or groups.

Using groups

Using groups on the course or activity level will allow the teacher to:

§ Completely isolate groups of students by sight and activity from each other. § Partially separate groups, where one group can see other groups and each groups' activity, but not interact

with the other group(s). § Identify each group with an icon.

Group levels

A group or grouping can be used on two levels:

§ Course level - The group mode defined at the course level is the default mode for all activities defined within that course. This is determined in the course settings.

§ Activity level - Each activity that supports groups can also have its own group mode defined. If the course setting "Force group mode" is set to "Yes" then the option to define the group mode for individual activities is not available. If it is set to "No", then the teacher may change the group mode:

Group modes

There are three group modes:

§ No groups - There are no sub groups, everyone is part of one big community § Separate groups - Each group can only see their own group, others are invisible.


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§ Visible groups - Each group works in their own group, but can also see other groups. (The other groups' work is read-only.)

Documents

EDUCATIONAL+PORTAL+OF+THE+AMERICAS · EDUCATIONAL+PORTAL+OF+THE+AMERICAS!! ! 3! Resizing the text editor To resize the text editor, click on and drag the bottom right-hand corner