Moodle Workshop-January 8 2009

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Division of Foreign LanguagesTel Aviv University

Getting Started with Moodle: The Basics

WORKSHOP PACKAGE

Moodle Workshop for Teachers of English for Academic Purposes

Elana Spector-CohenJanuary 8, 2009

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Table of Contents

Introduction

.3Comparison of HighLearn (Virtual TAU) andMoodle.4

Criteria of E-LearningReadiness.....5

Moodle's Design Philosophy..6-7

Expectations for Our Courses.7Important Terms and Features of Moodle.....7-9

Appendix: Hands-onTasks..10-22

Task 1: Update your Moodle profile (10) Task 2: Determine your course settings

(10) Task 3: Post an announcement on the

"Latest News"forum (11)

Task 4: Insert a block summary, a labeland an

image (11-12) Task 5: Add an event to the course

calendar (12) Task 6: Post a document (13) Task 7: Post a link to a web site (13-14) Task 8: Create 'Choice' module (14) Task 9: Create and open a forum (15) Task 10: Upload an assignment (15-16) Task 11: Create a glossary (17)

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Introduction

Dear Friends and Colleagues,

Thank you for participating in this workshop, for your willingnessto learn and for your support of our Division's 'technological

turn'.

Change is natural and takes place regularly in all aspects of ourlives. Some types of change are welcome and self-initiated,while others stem from an external source and may or may notbe positively embraced. Innovation and change can induce avariety of reactions: excitement, anxiety, elation, and fear, toname just a few. Yet, change and innovation are important forimprovement of educational systems and especially for our ownprofessional development.

In order for an innovation to be successful, there are manyissues that need to be taken into account. Among these are:

wide consultation, detailed planning, a coherent policy that is clearly communicated,including the ultimate long-term benefits of theinnovation, commitment, freedom from the constraints of fear, recognition of the role of teachers in successfulimplementation and of 'teacher overload', support, including resources such as teaching andreference materials, shared experiences including common problems andstrategies for solving them, careful monitoring procedures, learning from past experience.

Thus, your active participation and collaboration, grounded onyour vast experience and commitment to professional growth,

are the essential ingredients that will guarantee the success of this initiative. We are very much aware of the concerns thatmany of you have, and we encourage you to voice them freely.By communicating openly and sharing comments, observations,insights, and experiences, we will be able to work together andhelp each other face this exciting, if daunting, new challenge.

It is our firm belief that the long-term benefits of the integrationof technology into our teaching are positive and will transformus professionally, both as a Division and as individuals.

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Our commitment to the success of this endeavor is total and wewill be there to support you every step of the way. Yourpresence here today is a show of support for our efforts in thisdirection. Thank you!

Rosalie and ElanaComparison of HighLearn (Virtual TAU) and

Moodle

Administrative Functions from Teacher'sPerspective

HighLearn Moodle

1. Individual contact details for eachparticipant in course

2. Ability to track each student'sprogress per activity assigned

3. Uploading course documents( Word/ PDF)

4. Ability to check homeworkassignments and provide feedback fromwithin site /document

(new)

5. Uploading Audio/Visual (e.g. videoclips, podcasts)

6. Global storage of materials for"AV" course that can be transferred toother courses

7. Publishing grades by instructor

8. Creating learning groups

9. Creating Wikis (collaborativeediting of online content)

10. Creating computer generatedtests/quizzes

(alsowith Hot

Potatoes)11. Creating polls and viewing results 12. Creating discussion forums 13. Creating visual calendars withupdates and announcement of yourcourses

14. Embed media Administrative Functions from Student'sPerspective

HighLearn Moodle

1. Ability to download homeworkassignments

2. Ability to upload homework tocourse site

3. Ability to showcase projects 4. Ability to create web pages(student/instructor)

5. Ability to participate in forums inEnglish

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Soare we ready?Sarantos Psycharis (2005)

Criteria of E-Learning Readiness

http://www.eurodl.org/materials/contrib/2005/Sarantos_Psycharis.htm

Resources Education Environment

Technicalreadiness

Humanresourcesreadiness

Economicreadiness

Readinessof

content

Educationalreadiness

Entrepren-eurial

readiness

Leadershipreadiness

Readinessof culture(org. and

staff)

6. Ability to participate insynchronous learning/discussions

Communication Functions HighLearn Moodle1. Sending individual/class studentemail messages instructor/students

2. Platform maintains personalhistory of messages sent and received

3. Posting announcements byinstructor

4. Posting announcements byinstructor (posted on site and also sentby email)

5. Forum messages/announcementssent automatically on email

6. Email updates regardingsubmission of assignments and gradingsent automatically to teacher/students

7. Built-in blogging feature

Criteria of E-Learning Readiness

" an attempt to correlate the factors of e-learning readinessmentioned in the literature and to classify them into 3 majorcategories that constitute the components of everyorganization. The 3 categories suggested, are as follows:

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1. Resources - includes the technological readiness, whichinvestigates the access to the Internet or/and the intranetprovided, the available technological systems and the way theyare used as far as e-learning is concerned, the economicreadiness, which examines the willingness of the organization toinvest in e-learning and the readiness of the human resources,

examining the knowledge and the skills possessed by the onesinvolved in e-learning.

2. Education - includes the readiness of content, whichexamines the availability of the educational content, its form, itscharacteristics, the degree of its reuse and its adequacy for theenhancement of personalized teaching; it also includes theeducational readiness, which examines the ability of anorganization to organize, analyze, design, implement andevaluate an educational program.

3. Environment - includes the entrepreneurial readiness, whichexamines the structure and the practices of the organizationthat affect e-learning, the readiness of culture, which examinesthe organization's as well as the staff's behavior and attitudes inrelation to e-learning, and the leadership's readiness whichexamines the support provided by the administration."

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Moodle's Design Philosophy Four UnderlyingNotions

1. Constructivism : People actively construct new knowledgeas they interact with their environment. Everything you read,see, hear, feel, and touch is tested against your priorknowledge and if it is viable with your mental world, mayform new knowledge you carry with you. Knowledge isstrengthened if you can use it successfully in your widerenvironment. You are not just a memory bank passivelyabsorbing information, nor can knowledge be transmittedto you just by reading something or listening to someone.

This is not to say you cant learn anything from reading aweb page or watching a lecture, its just pointing out thatthere is more interpretation going on than a transfer of information from one brain to another.

2. Constructionism : Learning is particularly effective whenconstructing something for others to experience. This can beanything from a spoken sentence or an Internet posting, tomore complex artifacts like a painting, a house or a softwarepackage. For example, you might read a page several timesand still forget it by tomorrow but if you were to try andexplain these ideas to someone else in your own words, orproduce a slideshow that explained these concepts, thenyoud have a better understanding that is more integratedinto your own ideas. This is why people take notes during

lectures, even if they never read the notes again.

3. Social Constructivism: Extends the notion of constructionism into a social group constructing things for one another, collaboratively creating a small culture of shared artifacts with shared meanings. When one isimmersed within a culture like this, one is learning all thetime about how to be a part of that culture, on many levels. Avery simple example is an object like a cup. The object canbe used for many things, but its shape does suggest someknowledge about carrying liquids. A more complexexample is an online course not only do the shapes of thesoftware tools indicated certain things about the way onlinecourses show work, but the activities and texts producedwithin the group as a whole will help shape how each personbehaves within that group.

4. Connected and Separate: Concerned with individualmotivation within a discussion.

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Separate Behavior : when someone tries to remainobjective and factual, and tends to defend his/her ownideas using logic to find holes in their opponents ideas. Connected Behavior : a more empatheticapproach that accepts subjectivity, trying to listen and ask questions in an effort to understand the other points of

view. Constructed Behavior : when a person issensitive to both separate and constructed behavior and is able to choose either of them as appropriate to thecurrent situation.

A healthy amount of connected behavior within a learningcommunity is a very powerful stimulant for learning, not onlybringing people closer together but promoting deeperreflection and re-examination of their existing beliefs.

Implications of Social ConstructionistPhilosophy

1. Helps instructor focus on experiences that would bebest for learning from the learners points of view, ratherthan just publishing and assessing information s/he thinksstudents should know.2. Helps instructor realize how course participants canbe teachers as well as learners.3. Instructors job changes from transmitter of knowledge to facilitator and guide.4. As a facilitator, the instructor is an influencer androle model of class culture, connecting with students in apersonal way that addresses their own learning needs,and moderating discussion and activities in a way thatcollectively leads students towards the learning goals of the class.

Expectations for Our Language Courses

1. Participate in ongoing professional developmentoffered at the Division of Foreign Languages2. Maintain and use an online course site for everyclass taught:

organize by content with related performancetasks

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include resources (Word, PowerPoint, PDF) aswell as interactive activities (e.g. exercises, quizzes,online assignments, forums, polls) incorporate multimedia resources (e.g. video,podcast, links to Internet sites)

3. Systematically promote digital literacy

Important Terms and Features of Moodle

1 . Navigation or breadcrumbs trail in Moodle: displayshyperlinks, showing where the student is at in relation tothe course or site main page. This allows the user to easilyreturn to a previous screen, and should be used over theback/forward buttons on the browser.

2 . Turn editing on: seen by the course creators only. Toreveal Moodles features for adding content and arrangingside blocks in your course, click turn editing on. Thisaction will reveal features for adding activities andresources in the content area of the course, and allow youto work with side blocks.

3 . Side blocks: Course templates have BLOCK areas on theleft and right sides. Side bocks can be added, removedand moved around on the course homepage to fit yourneeds.

4. Course Content Area blocks: organized according totopics/weeks and appearing in the middle of the screen

contains all course content (resource and activities).5. Resources / Activities : Whenever you add a differentactivity or resource to your course, an icon will appear inthe relevant course content area block representing thespecific Moodle module (e.g. forum, journal, assignment,etc.). This is where you upload and create all coursematerials.1. Activities block : lists all Moodle modules addedduring course creation (e.g. forums, quizzes, assignments,resources). The activities block will grow as you adddifferent types of activities to your course. 2. Search Forums block: allows participants to do aGoogle-like search of all Forums, for the occurrence of their search value.3. Administration block: administrative features.a.Turn editing on/off allows you to edit

b. Settings allows you to change the look of yourclass. The course Settings screen is where the onlinelearning experience is structured for your students.Moodle allows course creators to select differentformats for their course, including Topic or Weekly

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MANY FUNCTIONS ARE DEFAULT. You can edit thefollowing:

Summary: Enter a brief description of yourcourse, about a paragraph of information thatdescribes it to someone visiting the site front page. Format : Select a display format for the course

(topic or weekly). Number of weeks/topics : If you chose either Topic or Weekly format, select the number of topicsor weeks your course will be comprised of. Force language : make it English or Hebrew.

c. Assign roles gives teacher / teaching assistant/student roles.

d. Groups allows you to create student groups.e. Backup allows your class data to be backed up.f. Reset allows you to restore your backed up class

data.g. Reports shows you all the activity in your class for a

set amount of time.h. Questions lists all items you have created andshort cut to creating new items/quizzes.i. Scales allows you to define special scales forevaluation (e.g. Excellent, Good, etc.).

j. Files allows you to upload and view all files (e.g.graphics, Word, PP, Excel docs, etc.) in your course, forinclusion in an activity.

k. Grades lists grades of the tests and quizzes of each

enrolled student4. My Courses block: displays a list of all Moodlecourses that a participant is enrolled in, allowing one-clickaccess to another course home page. 5. Latest News (Announcements) block: The Newsforum within your course provides a way in which you canpost course news (announcements) you want participantsto receive. Any posting made in this forum will display as alisted item in the Latest News block.6. Upcoming Events block: displays upcomingCalendar events in an abbreviated list, with links to theactual event so all details can be viewed. If this event isan Assignment Forum, Quiz or Chat closing date, theparticipants can link directly to this activity. 7. Calendar block: displays calendar with color-coding for individual User events, Group events (if definedin course), Course events and General events (relevant toall TAU users).8. Recent Activity block: displays two types of information for a participant: an abbreviated list of what

they have done since their last login (displayed within the

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block), and a more detailed Full report of recent activity. This latter feature provides the participant with a Normalview displaying a list of recent activity by module, or anAdvanced view where report criteria can be set. RecentActivity is a great way to quickly spot-check courseparticipation of a specific learner, using the Advanced

search feature.

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Appendix : Hands-on Tasks

Task 1Update your Moodle profile

1. At the top right-hand side of the screen, click yourname where it says:

You are logged in as {your name} ( Logout )2. Click the tab 'Edit profile'.

Under the 'General' category:3. In the window next to 'Email display': choose 'Allowonly other course members to see my email address'.4. In the window next to 'Email activated': choo se 'Thisemail address is enabled'.5. In the window next to 'City/town': type your city ortown.6. In the window next to 'Select a country': type Israel.7. In the window under 'Description': write a few wordsabout yourself.

Under the 'Picture of' category:8. To add a picture: click the 'Browse' feature andattach your digital picture from your computer, disk-on-key or CD.9. In the window next to 'Picture description', type yourname.

At the bottom, click 'Update profile'.

Task 2Determine your course settings: the 'look' of your course and topic vs. weekly organization

1. Click 'Turn editing on' (topright).2. Click the 'Administration' sideblock.3. Click 'Settings'.

Under the 'General' category:4. In the 'Summary' window, type a short introductionto your course.5. In the 'Format' window, choose either 'Topicsformat' or 'Weekly format'.6. Choose 'Number of weeks/topics' (you can alwayschange it later).

Under the 'Language' category:

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http://moodle.ruppin.ac.il/login/logout.php?sesskey=grzkr32fKHhttp://moodle.ruppin.ac.il/login/logout.php?sesskey=grzkr32fKH


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7. Click 'Force language' and make sure it is on'English'.

At the bottom, click 'Save changes' .

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Task 3Post an announcement on the "Latest News"forum (first block in content area)

1. Click 'Turn editing on' (top right).To change the name 'Latest News' to'Announcements and Latest News':

2. Click the editing icon to its right.3. Next to 'Forum name', type 'Announcements andLatest News'.

In order for students to receive announcements byemail:

4. Next to 'Force everyone to be subscribed?', click

'Yes, forever'.5. Click 'Save and return to course'.To post an announcement:

6. Click 'Announcements'.7. Click 'Add a new topic'.8. Type an appropriate subject in the 'Subject' window(e.g. Today's Lesson: July 13)9. Type your message in the 'Message' window.(Explore features such as font size/color, adding a 'smiley',etc.)10. Click 'Mail now'.11. Click 'Post to forum'.

Task 4Insert a block summary, a label and an image(picture/graphic) for a content block (week ortopic)

To insert a block summary:1. Click 'Turn editing on' (top right).

2. Click the 'Edit summary' icon at the top left of yourcontent block (either the first week or topic).3. In the text box next to 'Summary', type a summaryof this content block (e.g. a short explanation of contentand activities for that block). (Explore features such asfont size/color, adding a 'smiley', etc.)

To add a label in the block:1. Click 'Turn editing on' (top right).2. Click 'Add a resource'.

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3. From the drop-down menu, click 'Insert a label'.4. In the window next to 'Label Text', type your label(topic).5. Notice that you have the option to make this visibleto students or to hide, in the window next to 'Visible'('Show' or 'Hide'). This is useful if you only want to display

the item later on (click 'Hide' now and when theappropriate time comes, edit and click 'Show').6. Click 'Save and return to course' .

To add an image (make sure you have already saved thepicture on your computer, disk-on-key or CD):

4. Click the 'Insert image' icon (7 th from the right inthe second row).5. At the bottom left, click 'Browse', and similar toattaching a document in email, find the image on yourcomputer. Double-click on the image and the name of thepicture should appear in the 'Browse' window.6. Click 'Upload' (next to 'Browse' function).7. In the 'File browser' window, find the name of yourimage file and click on it. The picture you chose shouldappear at the right.8. The URL of your image should appear next to the'Image URL' window (at the very top).9. In the window next to 'Alternate name', type a shortname for the image.10. In the 'Layout' category, choose what 'Alignment'you would like. (Usually 'Right' works nicely, but play

around with it.)11. Click 'OK' (top right).12. Moodle will return you to your 'Summary' window.

The text and picture should now appear. You may alsochange the size of the image, by clicking on it and thenmoving the arrows at the corners.13. Click 'Save changes'.

Task 5Add an event to the course calendar

1. Click 'Turn editing on' (top right).2. Go to the side block (on the right) called 'UpcomingEvents'.3. Click 'New Event'.4. Under 'Type of event': click the appropriate eventtype ( notice that they are color coded) .

a. User event (event unique to the individualuser only)

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b. Group event (if Groups are enabled, selectgroup for whom event is for)c. Course event (for learners within the courseonly)

5. In the window next to 'Name': type a brief description of the event (e.g. project presentations, final

exam, reception hour).6. In the window next to 'Date': choose the relevantdate.7. In the window next to 'Duration': choose theappropriate duration.8. In the window next to 'Repeats': choose theappropriate setting (usually it is 'No repeats').9. Click 'Save changes'.

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Task 6Post a document (Word, PowerPoint or PDF)

Note: Make sure you have already saved the file onyour computer, disk-on-key or CD.

1. Click 'Turn editing on' (top right).2. Click 'Add a resource'.3. From the drop-down menu, click 'Link to file or website'.

Under the 'General' category:4. In the window next to 'Name', write a short (butspecific) name for your document.5. In the window next to 'Summary', write a shortdescription of the file (optional).

Under the 'Link to a file or web site' category:6. Click 'Choose or upload a file'. NOTE: I suggestyou save files in separate folders (each contentblock should have a folder), similar to how youshould subdivide 'My Documents' on yourcomputer. To make a folder, click 'Make a folder',type a name and click 'Create'. When you upload afile, make sure you click on that folder and onlythen upload and save.7. In the new window that opens, scroll down and click'Upload a file' (at the bottom).

8. Use the 'Browse' function (similar to attachments onemail), and find the file on your computer.9. Double click on the chosen file, and its name shouldappear in the 'Browse' window.10. Click 'Upload this file'.11. Find the file name and click 'Choose' next to it (onthe far right).12. It should now appear in the 'Location' window, in the'Link to a file or web site' category.

Under the 'Window' category:13. Click 'New window'. This means your file will openup in a new, separate window.

Under the 'Common module settings' category:14. Choose whether you would like this document tovisible or hidden (you can always edit and change on).15. Click 'Save and return to course' (at thebottom).

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Task 7Post a link to a web site

1. Click 'Turn editing on' (top right).

2. Click 'Add a resource'.3. From the drop-down menu, click 'Link to file or website'.

Under the 'General' category:4. In the window next to 'Name', write the name of theweb site.5. In the window next to 'Summary', write a shortdescription of the web site (optional).

Under the 'Link to a file or web site' category:6. Past the URL (the Internet address) of the web site into the'Location' window

(paste over the http:// that is already there, so you don'thave the http twice).Under the 'Window' category:

7. Click 'New window'. This means your file will openup in a new, separate window.

Under the 'Common module settings' category:8. Choose whether you would like this document tovisible or hidden (you can always edit and change on).9. Click 'Save and return to course' (at thebottom).

Task 8Create a 'Choice' module (poll)

1. Click 'Turn editing on' (top right).2. Click 'Add an activity'.3. Click 'Choice'.

Under the 'General' category:4. In the window next to 'Choice name', type a namefor your task (poll).5. In the window next to 'Choice text', type yourquestion.

Under the 'Limit' category:6. For 'limit the number of responses', this optionallows you to limit the number of participants that canselect each particular option. Once Limits have beenenabled, each option can set a limit. When the limit isreached then no-one else can select that option. A limit of zero (0) means that no-one can select that choice. If Limits

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are disabled then any number of participants can selectany of the options this is probably what you wouldwant.

Under the Choice 1, 2, 3, etc. categories:7. Type your options

Under the 'Restrict answers to this time period'

category:8. This setting allows you to define a time window withinwhich participants are allow to make a choice. To set anopen-ended close date, just set the time very far in thefuture. If you don't need this at all, then 'uncheck' the box.

Under the 'Miscellaneous Settings' category:8. In the window next to 'Publish results', choose theoption you would like (e.g. Show the results to a studentafter they answer).9. In the window next to 'Privacy of results', choosewhether you'd like the results to be shown anonymouslyor by students' name.10. In the window next to 'Allow choice to be updated' unless you want students to be able to change their votes,choose 'No'.11. Next to 'Show column for unanswered', choose thisif you'd like to reveal how many participants did not vote.

12. Click 'Save and return to course' (at the bottom).

.

Task 9Create and open a forum

1. Click 'Turn editing on' (top right).2. Click 'Add an activity'.3. From the drop-down menu, click 'Forum'.

Under the 'General' category:4. In the window next to 'Forum name', type a concisebut specific name for your forum.5. In the window next to 'Forum description', type thequestion you would like your students to answer/task youwould like your students to perform. Make sure thatyour directions are explicit.6. In the window next to 'Force everyone to besubscribed?', if you would like everyone to get the forumpostings, choose' Yes, forever'; if not, choose 'No'.7. Click 'Save and return to course' (at thebottom).

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Task 10Upload an Assignment:A. To be handed in and checked onlineB. To be handed in and checked offline

A. To be handed in and checked online(submitted and graded on the Moodle site)

1. Click 'Turn editing on' (top right).2. Click 'Add an activity'.3. Click ' Assignments online text'.

Under the 'General' category:4. In the window next to 'Assignment Name', type aspecific name for your assignment.5. In the window next to 'Description", type yourassignment in detail.6. In the window next to 'Grade', choose the maximumgrade allowed on the assignment (usually 100).7. If you would like the assignment to be availablefrom a certain date and due on a certain date, choose therelevant dates from the 'Available from' and 'Due Date'windows. If you do not want to restrict dates, click'Disable' next to each.8. If you would like to prevent submissions after thedue date, next to 'Prevent late submissions' click 'Yes'. If you will allow late submissions, click 'No'.

Under 'Online text' category:9. If you click the 'Allow resubmitting' option, then studentswill be allowed to resubmit assignment after they havebeen graded (for you to re-grade). This is useful if youwould like to encourage students to revise and improvetheir work (relevant only for online submissions).

10. If you click 'Email alerts to teachers', then you are alertedwith a short email whenever students add or update anassignment submission (relevant only for onlinesubmissions).

11. If you click 'Comment inline', then the original submission

will be copied into the feedback comment field duringgrading, making it easier to comment inline (e.g. using adifferent color) or to edit the original text. There seemsto be a problem with this option at TAU, so do notuse it (i.e. click 'No').

Under 'Common module settings' category:12. Next to 'Group mode', the group can be one of threelevels:

No groups - there are no sub groups, everyoneis part of one big community

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Separate groups - each group can only seetheir own group, others are invisible Visible groups - each group works in their owngroup, but can also see other groups

The group mode can be defined at two levels:1. Course level: The group mode defined at the

course level is the default mode for all activitiesdefined within that course2. Activity level: Each activity that supportsgroups can also define its own grouping mode. If thecourse is set to "force group mode" then the settingfor each activity is ignored.

13. Click 'Save and return to course' (at the bottom).

B. To be handed in and checked offline (onpaper, email, etc.)

1. Click 'Turn editing on' (top right).2. Click 'Add an activity'.3. Click ' Assignments offline activity'.

Under the 'General' category:4. In the window next to 'Assignment Name', type aspecific name for your assignment.5. In the window next to 'Description", type yourassignment in detail, including how you would likestudents to submit the task (e.g. bring it on paper to class)6. In the window next to 'Grade', choose the maximumgrade allowed on the assignment (usually 100).

7. If you would like the assignment to be availablefrom a certain date and due on a certain date, choose therelevant dates from the 'Available from' and 'Due Date'windows. If you do not want to restrict dates, click'Disable' next to each.8. If you would like to prevent submissions after thedue date, next to 'Prevent late submissions' click 'Yes'. If you will allow late submissions, click 'No'.

Under 'Common module settings' category:9. See directions on previous task usually the defaultis 'no groups', so the entire class sees it.10. Click 'Save and return to course' (at thebottom).

Task 11Create a glossary

1. Click 'Turn editing on' (top right).2. Click 'Add an activity'.

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If you are showcasing student work, eithertype or copy-paste the work into the window, or addthe work as an attachment. (Go to the 'Attachment'and 'browse' features). Note: see Task 7 fordirections on how to upload a document.

5. Click 'Save changes'.

Task 12Create a Moodle Quiz

A. To open and set parameters for the quiz (beforeadding items)

1. Click 'Turn editing on' (top right).2. Click 'Add an activity'.3. From the drop-down menu, click 'Quiz'.

Under the 'General' category:4. Next to the 'Name' window, give your quiz a specificname (e.g. Vocabulary Quiz on the Biometrics Unit).5. Next to the 'Introduction' window, you can give ashort introduction to your quiz.

Under the 'Timing' category:6. Choose the relevant options. If you would like itopen, just leave the default.

Under the 'Display' category:7. For the 'Shuffle questions' option: If you enable thisoption, then the order of questions in the quiz will be

randomly shuffled each time a student attempts the quiz. This is not related to the use of Random Questions, this isonly about the displayed order of questions. The intentionis to make it a little harder for students to copy from eachother.8. For the 'Shuffle within questions' option: If youenable this option, then the parts making up the individualquestions will be randomly shuffled each time a studentstarts an attempt at this quiz, provided the option is alsoenabled in the question settings. The intention is simply tomake it a little harder for students to copy from eachother. This only applies to questions that have multipleparts, such as Multiple Choice or Matching Questions. Formultiple choice questions the order of the answers isshuffled only when this option is set to "Yes". Formatching type questions the answers are always shuffled,this setting controls whether in addition the order of thequestion-answer pairs is shuffled.

Under the 'Attempts' category:9. For 'Attempts allowed': Students may be allowed tohave multiple attempts at a quiz. This can help make the

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process of taking the quiz more of an educational activityrather than simply an assessment.

Under the 'Grades' category:10. For 'Grading method': When multiple attempts areallowed, there are different ways you can use the gradesto 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(mean) of all attempts. First grade: the final grade is the grade on thefirst attempt (all other attempts are ignored). Last grade: the final grade is the grade on themost recent attempt only.

11. For 'Decimal digits in grades': By using this settingyou can select the number of digits that should be shownafter the decimal point when displaying student scores orgrades. For example choosing '0' means the displayedgrades will be rounded to integers. This setting onlyaffects the display of grades. It does not affect the internalcalculations and rounding of the grades.

Under the 'Overall feedback' category:12. The overall feedback is some text that is shown to a

student after they have completed an attempt at the quiz. The text that is shown can depend on the grade thestudent got. For example, if you enter:Grade boundary: 100%

Feedback: Well doneGrade boundary: 40%Feedback: Please study this week's work again

Then students who score between 100% and 40% will seethe "Well done" message, and students who scorebetween 39.99% and 0% will see the other message.

13. Click 'Save and display'.

B. To add items to the quiz1. On the right, click 'Create new question'.2. Choose the item type:

Multiple Choice: the respondent chooses frommultiple answers. There are two types of multiplechoice questions - single answer and multiple answers. Short Answer: In response to a question (that mayinclude a image), the respondent types a word orphrase. There may several possible correct answers,with different grades. Answers may or may not besensitive to case.

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True/False: In response to a question (that mayinclude an image), the respondent selects from twooptions: True or False. Matching: A list of sub questions is provided, alongwith a list of answers. The respondent must "match"the correct answers with each question. Embedded Answers (Cloze): These very flexiblequestions consist of a passage of text (in Moodleformat) that has various answers embedded within it,including multiple choice, short answers and numericalanswers. Essay: In response to a question (that may includean image) the respondent writes an answer in essayformat.

To add a multiple choice question:3. Click 'Multiple Choice' (for 'Create new question').

Under the 'General' category:4. In the window next to 'Question name', give theitem a specific name that will help you to immediatelyrecognize the question without seeing it (particular to thatitem only e.g. could be the test name and then thespecific vocabulary item being tested).5. In the window next to 'Question text', type yourquestion stem.6. Under 'One or multiple answers?' click 'One answeronly' or 'Multiple answers allowed', depending on howmany options are correct.

7. Click 'Shuffle answers'.Under the Choice 1, 2, 3, etc. category:8. In the window next to 'Answer', type your answer(correct or incorrect).9. In the window next to 'Grade':

Give 100% if it's the only correct answer. Give 0 if it is the wrong answer. If you have 2 correct answers, give 50% to each,etc.

10. In the window next to 'Feedback', type any feedbackyou would like (praise, a hint, or explanation why thechoice is correct or incorrect).11. At the bottom, click 'Save changes'.12. On the right, find your new item, click on the boxbefore it, and then click 'Add to quiz' on the bottom.13. Repeat the process of adding new items.14. On the left, click 'Save changes'.

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Moodle Workshop-January 8 2009

Documents

Transcript of Moodle Workshop-January 8 2009