The document discusses using Moodle's course management system features to assess student performance, specifically assignments, forums, and quizzes. It provides step-by-step instructions on how to create assignments, forums, and quizzes in Moodle, including setting due dates, file limits, grading scales, and question types. The document aims to help instructors understand Moodle's assessment capabilities and effectively utilize its features.
The document provides instructions for resolving 5 common issues with Blackboard: 1) accessing documents, 2) guest access, 3) course copying, 4) discussion board settings, and 5) weighted grades. For each issue, it describes who it applies to, difficulty to learn and troubleshoot, time to troubleshoot, and step-by-step instructions to resolve the problem. The overall document is a how-to guide for supporting basic Blackboard functions.
This document summarizes the new features in Moodle 2.7, including:
1. A new module editing menu that declutters the interface.
2. A single assignment module that combines multiple assignments into one and allows settings like group assignments, reopening submissions, and blind marking.
3. Enhancements to forums like advanced forums with anonymous posts, read tracking options, and ability to set digest preferences for each forum.
This document provides an overview and sample sections from a user manual for an online classroom application. The manual was written to be intuitive for both instructors and students with varying technical skills. It includes a table of contents listing the sections and features covered. Sample sections describe the online classroom interface, instructor control panel options like uploading slides and content, and creating and managing slide lists.
The document explains how to set the group mode in Quickmail on Moodle to control which groups course participants can email. It describes the three group mode options: No Groups allows emailing all participants, Separate Groups restricts emailing to a participant's own group, and Visible Groups shows all groups but limits emailing to within groups. The steps are to turn on editing, open the Quickmail configuration, select the desired group mode from the dropdown, and save changes.
Workshop on WebELS Meeting and Learning Systemjohn_berena
The document provides information about a workshop on the WebELS meeting and learning system. The workshop will cover the administrator tasks, slide presentation authoring, meeting sessions, and course authoring functions of the WebELS system. It will include demonstrations of the meeting module for real-time distance communication and the learning module for on-demand self-learning. The target participants are administrators, faculty, and students who will learn how to use the different features and functions available within their user roles.
En2501 composer template editor user manualHeo Gòm
This document provides a user manual for the Composer Template Editor. It describes how to create and edit templates for personalized photo products using various tools and options. Templates can be designed with frames, backgrounds, images, and text. Settings include paper size, margins, and output options. The manual covers tasks for template design, properties, and layer controls for organizing the sheet layout.
The document provides guidance on using the quiz module in Moodle 3.2. It outlines two methods for adding a quiz: setting up questions first or using a question bank. Details are given on setting up a quiz including general information, timing, grades, layout, question behavior, and other sections. Instructions are provided on adding question types like multiple choice and importing questions from a file. The document also discusses viewing quiz grades in the gradebook and generating grade reports.
The document provides a user manual for a learning management system (LMS) created using Moodle for a Data Structures course. The LMS allows students to access interactive lessons, videos, assignments, quizzes and more. It also includes reporting features and a standalone version that can be downloaded. The manual outlines the system overview, user access levels, navigation and key features to help users get started with the LMS.
The document provides instructions for resolving 5 common issues with Blackboard: 1) accessing documents, 2) guest access, 3) course copying, 4) discussion board settings, and 5) weighted grades. For each issue, it describes who it applies to, difficulty to learn and troubleshoot, time to troubleshoot, and step-by-step instructions to resolve the problem. The overall document is a how-to guide for supporting basic Blackboard functions.
This document summarizes the new features in Moodle 2.7, including:
1. A new module editing menu that declutters the interface.
2. A single assignment module that combines multiple assignments into one and allows settings like group assignments, reopening submissions, and blind marking.
3. Enhancements to forums like advanced forums with anonymous posts, read tracking options, and ability to set digest preferences for each forum.
This document provides an overview and sample sections from a user manual for an online classroom application. The manual was written to be intuitive for both instructors and students with varying technical skills. It includes a table of contents listing the sections and features covered. Sample sections describe the online classroom interface, instructor control panel options like uploading slides and content, and creating and managing slide lists.
The document explains how to set the group mode in Quickmail on Moodle to control which groups course participants can email. It describes the three group mode options: No Groups allows emailing all participants, Separate Groups restricts emailing to a participant's own group, and Visible Groups shows all groups but limits emailing to within groups. The steps are to turn on editing, open the Quickmail configuration, select the desired group mode from the dropdown, and save changes.
Workshop on WebELS Meeting and Learning Systemjohn_berena
The document provides information about a workshop on the WebELS meeting and learning system. The workshop will cover the administrator tasks, slide presentation authoring, meeting sessions, and course authoring functions of the WebELS system. It will include demonstrations of the meeting module for real-time distance communication and the learning module for on-demand self-learning. The target participants are administrators, faculty, and students who will learn how to use the different features and functions available within their user roles.
En2501 composer template editor user manualHeo Gòm
This document provides a user manual for the Composer Template Editor. It describes how to create and edit templates for personalized photo products using various tools and options. Templates can be designed with frames, backgrounds, images, and text. Settings include paper size, margins, and output options. The manual covers tasks for template design, properties, and layer controls for organizing the sheet layout.
The document provides guidance on using the quiz module in Moodle 3.2. It outlines two methods for adding a quiz: setting up questions first or using a question bank. Details are given on setting up a quiz including general information, timing, grades, layout, question behavior, and other sections. Instructions are provided on adding question types like multiple choice and importing questions from a file. The document also discusses viewing quiz grades in the gradebook and generating grade reports.
The document provides a user manual for a learning management system (LMS) created using Moodle for a Data Structures course. The LMS allows students to access interactive lessons, videos, assignments, quizzes and more. It also includes reporting features and a standalone version that can be downloaded. The manual outlines the system overview, user access levels, navigation and key features to help users get started with the LMS.
1. Google offers many features beyond its basic search engine, including searching news, images, books, videos, locations, and scholarly papers. It also allows users to communicate, share documents and files, translate text, create calendars and blogs, and more.
2. These features have potential for language teaching by allowing teachers to find authentic materials, assign research projects, collaborate on documents, practice different skills like summarizing news articles, and connect with other classrooms internationally.
3. Specific ideas are given for how each feature could be used, such as using image search for a guessing game, book search to find readings, calendar feature to practice time expressions, and blogger for student reflections. Teachers are encouraged to explore these
This document discusses technology for language centers. It begins by outlining the purposes of language centers as preservation, maintenance, and development of local, national/lingua franca, and international languages. It then defines technology and discusses common perspectives toward it in learning. The document outlines challenges to technology in Timor Leste and how it can be used for documentation, standardization, and dissemination of language materials in centers. Specific tools like the internet, databases, and software are discussed.
CALL refers to computer-assisted language learning, which uses computer technology to teach and facilitate learning of any language with a focus on learner-centered strategies. Some challenges to implementing CALL in Indonesian schools include lack of facilities that are too expensive and unavailable in all schools, teachers who are unskilled in technology and may view it as lowering their status, and computers being too expensive for students to access. Ideal CALL teachers should possess qualities that help address these challenges.
This document discusses using email and chat for language learning. Email benefits include exposure to real communication situations. Basic email skills include communication strategies, account management, and privacy. The document provides an example email project on endangered animals that involves students researching a species online, emailing an organization with questions, and presenting findings. Chat can be text-based or audio. Educational chat includes collaborative tasks and practice. Using chat can improve English through negotiation and discourse familiarization. When structuring chat lessons, teachers should consider objectives, groupings, introduction, task, and closing stages. Setting clear expectations and tasks is important for chat lessons. An example proposes a beginner chat lesson where students practice greetings and introductions.
Internet based-work-project (Dudeney & Hockly)Neny Isharyanti
The document discusses using Internet-based projects (IBPWs) in language classrooms. It provides examples of basic low-level and high-level IBPWs focusing on actors/movies and global warming. It also describes Internet-based simulations and webquests, noting their structured nature and skills they help develop like research, analysis, and word processing. Steps for creating webquests are outlined, and useful webquest resources are shared. The document advocates for incorporating Internet resources into cooperative, interdisciplinary project work to promote critical thinking.
This document discusses best practices for designing, distributing, and analyzing questionnaires. It describes the key stages of developing a questionnaire including selecting participants, designing question content and format, pre-testing, and coding responses. Important considerations for question design are outlined such as using clear, unambiguous questions aligned with research objectives. The benefits and drawbacks of open-ended versus closed questions are compared. Common problems with question types are identified. Effective coding of questionnaire responses into a summary sheet and software is explained. Piloting the questionnaire with similar participants to identify issues is strongly recommended.
Tips on preparing a public speaking presentation. To be used with the powerpoint file.
Presented in ECC Public Speaking Workshop 2015, 3 March 2015 at Faculty of Language and Literature, Satya Wacana Christian University, Salatiga, Indonesia
This document discusses different types of interviews and considerations for conducting interviews. It describes structured, semi-structured, and unstructured interviews. Structured interviews are quick but provide less detailed information, while unstructured interviews provide more in-depth data but are more difficult to analyze. Semi-structured interviews combine aspects of both. Factors like the type of participants, location, timing, question phrasing, recording responses, obtaining consent, and analyzing the data are important to consider for effective interviews.
Word processors can be useful tools in the classroom for both teachers and students. Teachers can create materials and use features like inserting images, links, and tracking changes. Activities for students include skills like file management, creative writing using tools like thesaurus and spell check, structuring documents using fonts and forms, and dictation. When using word processors, teachers should consider varying technological skill levels and progressing from simple to more complex activities.
The Benefits and Implications of Learning English through Facebook GroupsNeny Isharyanti
Presented in GloCALL 2015, Daejeon, Korea, 12-14 November 2015
Abstract
The benefits of Social Networking Sites (SNSs) for academic purposes have been extensively researched. In the studies of social capital and how through SNSs social capital can be formed and maintained, some studies have suggested that SNSs may build strong network and such network could benefit students in terms of educational attainment, achievement, and psychosocial factors (Ye, 2006; Ellison, Steinfield, & Lampe, 2007; Phua & Jin, 2011; Lin, Peng, Kim, Yeun Kim, & LaRose, 2012; Tamam, 2013) . However, the studies also found some barriers and implications of SNSs in the process of learning.
Most of the studies in social capital in SNSs were conducted in the context of formal education settings, in which SNSs were treated either as a part of certain courses, or relevant to students' formal education status. This study is going to be conducted in the context of informal discussion in English learning Facebook groups, with various types of members, both formal students and those who are interested in learning English. In particular, the study is going to employ the framework of social capital and actor-network theory in analyzing the discourse among the learners in order to find out the influencing factors and types of social capital that may be beneficial in learning English.
Keywords
Social Networking Sites, Social Capital, Actor-Network Theory, Computer-Mediated Discourse Analysis, Learning English
Bio
Neny Isharyanti is currently a lecturer at the English Education program of Faculty of Language and Literature, Satya Wacana Christian University, Salatiga, Indonesia. Her research interests include Computer-Mediated Discourse Analysis and sociolinguistics.
This document discusses using word processors in the classroom and provides tips for teachers and activities for students. It suggests that word processors are familiar to students and allow for both in-class and at-home activities. The document then lists various features of word processors that teachers can use to create materials, such as inserting images and links, and provides examples of activities for students, such as creative writing, structure exercises, and reading comprehension tasks. It concludes by noting that teachers should consider students' varying technology skills and start with simple activities that become more complex.
This document provides an overview of inferential statistics and statistical tests that can be used, including correlation tests, t-tests, and how to determine which tests are appropriate. It discusses the assumptions of parametric tests like Pearson's correlation and t-tests, and how to check assumptions graphically and using statistical tests. Specific procedures for conducting correlation analyses in Excel and SPSS are outlined, along with how to interpret and report the results.
This document provides tips for effective oral presentations. It discusses that effective presentations involve not just content mastery but also planning and delivery. Good presentations can reduce stress, boost self-esteem, and lead to job and career success. Key components of an effective presentation include an introduction to grab attention and outline the purpose and structure, a body to present the main topics and supporting ideas, and a conclusion to summarize and recommend. Proper preparation, use of visual aids, maintaining eye contact, and handling questions well are important for successful delivery. Getting feedback helps improve future presentations.
materials for SWOT analysis and POAC management style for the participants of English Department Leadership Training, Faculty of Language and Literature, Satya Wacana Christian University, Salatiga, Indonesia
The document discusses various assessment features in Moodle including assignments, forums, and quizzes. It provides instructions on how to create assignments, forums, and quizzes in Moodle and offers tips for effective assessment practices using each tool. The document also covers grade management features in Moodle.
The document provides instructions for creating and grading assignments in Moodle. It describes the new single assignment module that allows for editable text and file submissions. It outlines 10 steps for setting up an assignment, including general information, availability, submission settings, feedback options, grading scale, and access restrictions. It also gives 4 steps for viewing submissions, grading, providing feedback comments and files, and saving changes.
This document provides information and instructions for using the main features of Blackboard Learn (also known as eCampus), Texas A&M School of Law's learning management system. It describes what Blackboard Learn and Collaborate are, how to access grades, submit assignments, take exams and quizzes, use discussion boards, and get help. Key features covered include lectures, videos, assignments, discussions, multimedia, audio/video conferencing, and online exams.
Blackboard is a learning management system used at Texas A&M School of Law that allows students to access course materials online, participate in discussion boards, take quizzes and exams, and submit assignments. It includes Blackboard Learn for the core course content and Blackboard Collaborate for online meetings. Students can view their grades through the Blackboard Gradebook and submit assignments by uploading files or writing online. Exams are taken through Blackboard and may include different viewing and navigation options set by the instructor. Discussion boards allow for communication through forums and threads, which students can create or reply to. Technical support is available through Blackboard help pages, videos, and the university help desk.
1. Google offers many features beyond its basic search engine, including searching news, images, books, videos, locations, and scholarly papers. It also allows users to communicate, share documents and files, translate text, create calendars and blogs, and more.
2. These features have potential for language teaching by allowing teachers to find authentic materials, assign research projects, collaborate on documents, practice different skills like summarizing news articles, and connect with other classrooms internationally.
3. Specific ideas are given for how each feature could be used, such as using image search for a guessing game, book search to find readings, calendar feature to practice time expressions, and blogger for student reflections. Teachers are encouraged to explore these
This document discusses technology for language centers. It begins by outlining the purposes of language centers as preservation, maintenance, and development of local, national/lingua franca, and international languages. It then defines technology and discusses common perspectives toward it in learning. The document outlines challenges to technology in Timor Leste and how it can be used for documentation, standardization, and dissemination of language materials in centers. Specific tools like the internet, databases, and software are discussed.
CALL refers to computer-assisted language learning, which uses computer technology to teach and facilitate learning of any language with a focus on learner-centered strategies. Some challenges to implementing CALL in Indonesian schools include lack of facilities that are too expensive and unavailable in all schools, teachers who are unskilled in technology and may view it as lowering their status, and computers being too expensive for students to access. Ideal CALL teachers should possess qualities that help address these challenges.
This document discusses using email and chat for language learning. Email benefits include exposure to real communication situations. Basic email skills include communication strategies, account management, and privacy. The document provides an example email project on endangered animals that involves students researching a species online, emailing an organization with questions, and presenting findings. Chat can be text-based or audio. Educational chat includes collaborative tasks and practice. Using chat can improve English through negotiation and discourse familiarization. When structuring chat lessons, teachers should consider objectives, groupings, introduction, task, and closing stages. Setting clear expectations and tasks is important for chat lessons. An example proposes a beginner chat lesson where students practice greetings and introductions.
Internet based-work-project (Dudeney & Hockly)Neny Isharyanti
The document discusses using Internet-based projects (IBPWs) in language classrooms. It provides examples of basic low-level and high-level IBPWs focusing on actors/movies and global warming. It also describes Internet-based simulations and webquests, noting their structured nature and skills they help develop like research, analysis, and word processing. Steps for creating webquests are outlined, and useful webquest resources are shared. The document advocates for incorporating Internet resources into cooperative, interdisciplinary project work to promote critical thinking.
This document discusses best practices for designing, distributing, and analyzing questionnaires. It describes the key stages of developing a questionnaire including selecting participants, designing question content and format, pre-testing, and coding responses. Important considerations for question design are outlined such as using clear, unambiguous questions aligned with research objectives. The benefits and drawbacks of open-ended versus closed questions are compared. Common problems with question types are identified. Effective coding of questionnaire responses into a summary sheet and software is explained. Piloting the questionnaire with similar participants to identify issues is strongly recommended.
Tips on preparing a public speaking presentation. To be used with the powerpoint file.
Presented in ECC Public Speaking Workshop 2015, 3 March 2015 at Faculty of Language and Literature, Satya Wacana Christian University, Salatiga, Indonesia
This document discusses different types of interviews and considerations for conducting interviews. It describes structured, semi-structured, and unstructured interviews. Structured interviews are quick but provide less detailed information, while unstructured interviews provide more in-depth data but are more difficult to analyze. Semi-structured interviews combine aspects of both. Factors like the type of participants, location, timing, question phrasing, recording responses, obtaining consent, and analyzing the data are important to consider for effective interviews.
Word processors can be useful tools in the classroom for both teachers and students. Teachers can create materials and use features like inserting images, links, and tracking changes. Activities for students include skills like file management, creative writing using tools like thesaurus and spell check, structuring documents using fonts and forms, and dictation. When using word processors, teachers should consider varying technological skill levels and progressing from simple to more complex activities.
The Benefits and Implications of Learning English through Facebook GroupsNeny Isharyanti
Presented in GloCALL 2015, Daejeon, Korea, 12-14 November 2015
Abstract
The benefits of Social Networking Sites (SNSs) for academic purposes have been extensively researched. In the studies of social capital and how through SNSs social capital can be formed and maintained, some studies have suggested that SNSs may build strong network and such network could benefit students in terms of educational attainment, achievement, and psychosocial factors (Ye, 2006; Ellison, Steinfield, & Lampe, 2007; Phua & Jin, 2011; Lin, Peng, Kim, Yeun Kim, & LaRose, 2012; Tamam, 2013) . However, the studies also found some barriers and implications of SNSs in the process of learning.
Most of the studies in social capital in SNSs were conducted in the context of formal education settings, in which SNSs were treated either as a part of certain courses, or relevant to students' formal education status. This study is going to be conducted in the context of informal discussion in English learning Facebook groups, with various types of members, both formal students and those who are interested in learning English. In particular, the study is going to employ the framework of social capital and actor-network theory in analyzing the discourse among the learners in order to find out the influencing factors and types of social capital that may be beneficial in learning English.
Keywords
Social Networking Sites, Social Capital, Actor-Network Theory, Computer-Mediated Discourse Analysis, Learning English
Bio
Neny Isharyanti is currently a lecturer at the English Education program of Faculty of Language and Literature, Satya Wacana Christian University, Salatiga, Indonesia. Her research interests include Computer-Mediated Discourse Analysis and sociolinguistics.
This document discusses using word processors in the classroom and provides tips for teachers and activities for students. It suggests that word processors are familiar to students and allow for both in-class and at-home activities. The document then lists various features of word processors that teachers can use to create materials, such as inserting images and links, and provides examples of activities for students, such as creative writing, structure exercises, and reading comprehension tasks. It concludes by noting that teachers should consider students' varying technology skills and start with simple activities that become more complex.
This document provides an overview of inferential statistics and statistical tests that can be used, including correlation tests, t-tests, and how to determine which tests are appropriate. It discusses the assumptions of parametric tests like Pearson's correlation and t-tests, and how to check assumptions graphically and using statistical tests. Specific procedures for conducting correlation analyses in Excel and SPSS are outlined, along with how to interpret and report the results.
This document provides tips for effective oral presentations. It discusses that effective presentations involve not just content mastery but also planning and delivery. Good presentations can reduce stress, boost self-esteem, and lead to job and career success. Key components of an effective presentation include an introduction to grab attention and outline the purpose and structure, a body to present the main topics and supporting ideas, and a conclusion to summarize and recommend. Proper preparation, use of visual aids, maintaining eye contact, and handling questions well are important for successful delivery. Getting feedback helps improve future presentations.
materials for SWOT analysis and POAC management style for the participants of English Department Leadership Training, Faculty of Language and Literature, Satya Wacana Christian University, Salatiga, Indonesia
The document discusses various assessment features in Moodle including assignments, forums, and quizzes. It provides instructions on how to create assignments, forums, and quizzes in Moodle and offers tips for effective assessment practices using each tool. The document also covers grade management features in Moodle.
The document provides instructions for creating and grading assignments in Moodle. It describes the new single assignment module that allows for editable text and file submissions. It outlines 10 steps for setting up an assignment, including general information, availability, submission settings, feedback options, grading scale, and access restrictions. It also gives 4 steps for viewing submissions, grading, providing feedback comments and files, and saving changes.
This document provides information and instructions for using the main features of Blackboard Learn (also known as eCampus), Texas A&M School of Law's learning management system. It describes what Blackboard Learn and Collaborate are, how to access grades, submit assignments, take exams and quizzes, use discussion boards, and get help. Key features covered include lectures, videos, assignments, discussions, multimedia, audio/video conferencing, and online exams.
Blackboard is a learning management system used at Texas A&M School of Law that allows students to access course materials online, participate in discussion boards, take quizzes and exams, and submit assignments. It includes Blackboard Learn for the core course content and Blackboard Collaborate for online meetings. Students can view their grades through the Blackboard Gradebook and submit assignments by uploading files or writing online. Exams are taken through Blackboard and may include different viewing and navigation options set by the instructor. Discussion boards allow for communication through forums and threads, which students can create or reply to. Technical support is available through Blackboard help pages, videos, and the university help desk.
TalentLMS is a cloud-hosted learning management system that offers features for course authoring, e-commerce, training administration, and extended learning. It provides an instructor interface for course creation, conferencing tools, and customizable learner interfaces. Courses can be authored and content added, including files, tests, videos, and other media. TalentLMS emphasizes ease of use, reusability of content, and mobile responsiveness. Both free and paid plans are available.
E tool in yoga ,a module for teaching and learningsatyant khatyian
E tool in yoga ,a module for teaching and learning
Self-declarations-The content is exclusively meant for academic purposes for enhancing teaching and learning. Any other use for economic/commercial purpose is strictly prohibited. The users of the content shall not distribute, disseminate or share it with anyone else and its use is restricted to advancement of individual knowledge. The information provided in this e-content is authentic and best as per knowledge
This job aid provides teachers with step-by-step instructions for setting up a classroom blog using KidBlog.org to meet Common Core technology standards. It outlines how to create an account, set up a class, make posts, approve comments, add and remove users, and adjust blog settings. Screenshots and concise directions are provided for each step to simplify the process and alleviate frustration. The job aid is designed to reduce cognitive load on users by presenting content in a clear, visually organized manner.
The document provides step-by-step instructions for setting up a Turnitin assignment in Sloodle. It outlines 12 steps for configuring assignment name, submission type, access dates, groups, advanced options, and student view. Key steps include selecting the week/topic block, configuring general information and advanced options, setting common module settings like groups, restricting student access dates, and saving to view the assignment interface.
The presentation provided Moodle administrators with tips on customizing the front page and user profiles, managing courses and users efficiently, utilizing reports, and converting courses from Blackboard to Moodle. Tips included changing front page settings, adding custom fields, batch creating users from files, moving large course backups, using meta-courses, and the cut and paste or tool-based methods for course conversions. More resources were also shared for Moodle support.
The document outlines the key features of a learning management system for secondary schools, including general features for students and teachers, administrative features, and course-specific features. General features include a personalized dashboard, collaborative tools, calendar, file management, text editor, messaging, and progress tracking. Administrative features allow for user authentication, course creation, role management, and reporting. Course features focus on direct learning paths, multimedia integration, group management, marking workflow, in-line feedback, peer assessment, grading, and security/privacy.
The document provides instructions for how to use Moodle by explaining how to add and edit courses. It describes various course settings like category, name, format, start date, groups, and availability. It also explains how to add resources like files, folders, pages and how to add activities to the course like assignments, forums, quizzes, surveys, and workshops. The document provides explanations for most of the settings and options available for customizing courses on Moodle.
The document provides instructions for how to use Moodle by explaining how to add and edit courses. It describes various course settings like category, name, format, start date, groups, and availability. It also explains how to add resources like files, folders, pages and how to add activities to the course like assignments, forums, quizzes, surveys, and workshops. The document provides explanations for most of the settings and options available for customizing courses on Moodle.
Training presentation for senior management and faculty members teaching online.
Although customized to BellsTech, Theme structure is same across MOODLE and Microsoft 365 and can be used by educators in other institutions.
The document describes several new features and improvements being released in Blackboard from SP6 to SP11. Key updates include a more modern user interface, quick course switching, automatic regrading of test questions, negative scoring options for multiple choice questions, course merging, improved calendar and grading features, and new early alert and student engagement tools.
This document provides an overview of blended learning with Blackboard. It discusses blended learning course design, the proposed workflow and system hands-on process, and demonstrates key Blackboard features. The agenda includes introducing blended learning, reviewing a blended learning course design template, demonstrating the typical higher education workflow process, and providing a hands-on demonstration of features like building course structure, creating assignments, tests, and discussions, participating in student activities, and grading assessments. The objective is to familiarize users with important Blackboard tools for delivering blended learning courses.
Moodle is a modular, object-oriented, dynamic learning environment. It can be used as a complete online learning system, for collaboration, or as a repository for self-study materials. Moodle allows for collaborative or independent courses and activities are at the core of learning. It was designed with social constructivist principles in mind where learning occurs through constructing artifacts for others in a collaborative community. Moodle provides customizable interfaces, authentication options, and course management tools like forums, assignments, quizzes and more to create an effective online learning experience.
Moodle is a modular, object-oriented, dynamic learning environment. It can be used as a complete online learning system, for collaboration, or as a repository for self-study materials. Moodle allows for collaborative or independent courses and activities are at the core of learning. It was designed with social constructivist principles in mind where learning occurs through constructing artifacts for others in a collaborative community. Moodle provides customizable interfaces, authentication options, and course management tools like forums, assignments, quizzes and more to facilitate online learning.
How to Moodle Course Creator essential 2.7 ManualStefanus Tjen
The document provides instructions for creating and managing courses in Moodle, including adding courses, setting course formats and settings, adding and configuring various activities and resources, and using tools like forums, assignments, and wikis. Key sections covered include creating a new course, course settings, course homepage and blocks, common activities and resources like labels, pages, books, files, folders, forums, and quizzes, and tools like the text editor and file picker.
The document discusses how to build an online course using Moodle. It describes how a Moodle course page is divided into sections, including a general section and weekly sections. It provides details on how to design the general section and weekly sections, including the content and activities to include. It then explains how to build lessons within each weekly section by adding pages for content, questions, and navigation between pages. The document also covers how to backup and save a completed Moodle course.
The document provides instructions for creating different discussion tools on Moodle:
1. It describes how to create an online forum for class discussions by adding a forum activity, setting discussion topics and subscription options.
2. It explains how to set up a chat room for real-time conversations, specifying the chat title, introduction, timing and storage of past sessions.
3. It outlines building a glossary for key terms, allowing students to access definitions and adding words, phrases or images.
Similar to Handout for Creating Online Assessments Using Moodle CMS PowerPoint (20)
Workshop: Evaluating online materials for learningNeny Isharyanti
This document outlines an online workshop for evaluating online materials for learning. The workshop covers pedagogy, instructional design, designing teaching materials, principles of evaluating online materials, aspects of evaluating materials, and practicing evaluation. It discusses defining learning objectives, identifying learning needs, developing learning activities, and designing and testing material prototypes. Principles of evaluation include assessing objectives and activities, learner fitness, and technical components. Bloom's Digital Taxonomy and curated lists of educational tools are presented as useful references for aligning objectives, activities, and tools.
Bahasa Inggris untuk Wawancara Beasiswa & PekerjaanNeny Isharyanti
Dokumen ini memberikan panduan tentang persiapan dan teknik yang efektif dalam menghadapi wawancara untuk beasiswa atau pekerjaan, termasuk persiapan latar belakang pribadi, tujuan, dan rencana; pertanyaan yang mungkin diajukan; dan standar bahasa Inggris yang disyaratkan. Dokumen ini juga menyarankan berlatih komunikasi lisan dan tulisan secara terus-menerus untuk meningkatkan kemampuan bahasa In
Pembelajaran Daring: Dari Perencanaan Hingga PenilaianNeny Isharyanti
Pembelajaran daring: Dari Perencanaan Hingga Penilaian memberikan panduan lengkap tentang desain pembelajaran daring mulai dari merumuskan tujuan pembelajaran, merancang kegiatan dan bahan pembelajaran, menyampaikan langkah pembelajaran hingga menilai pencapaian tujuan pembelajaran. Dokumen ini menjelaskan proses desain pembelajaran daring secara sistematis beserta contoh penerapannya tentang merawat diri selama pandemi.
This document discusses online socialization and promoting online learning communities. It begins by defining online socialization as the process of internalizing rules and values through virtual relationships. It then outlines the importance of online socialization for successful online learning. Key aspects of online learning communities discussed include teaching, social, cognitive, and transactional presences. The document also summarizes Salmon's five stage model for structured online activities and lists considerations for developing online socialization. Throughout, it provides examples of strategies to promote socialization before, during, and after online courses.
Employable Teacher Professional Identities: Concepts & PracticesNeny Isharyanti
A joint presentation with Dr. Drew Whitworth, presented in the webinar series of Faculty of Language and Arts, Universitas Kristen Satya Wacana, Salatiga, Indonesia, on 18 June 2020.
The document discusses netiquettes, which are rules for acceptable online behavior. It notes that netiquettes are important for remote learning as internet etiquette helps foster social and emotional skills. The document outlines some key netiquettes such as remembering the human on the other side, following the same behavior standards online as in real life, and respecting others' privacy. It also provides some tips for using netiquettes in the classroom, such as establishing communication rules and modeling good online behavior.
Best practices in English teachers Facebook groupsNeny Isharyanti
Presented in GloCALL 2015, Daejeon, Korea, 12-14 November 2015
Abstract
Social Networking Sites (SNSs) has become a ubiquitous tool in human's life. It does not only serve personal purposes of socializing and communication, some studies have also explored the benefits and the downsides of using them for professional purposes in various lines of jobs. In the case of educators, there is generally a positive tone in regards to the use of SNSs, suggesting that they can be useful in developing and improving professional competences among pre-service and in-service teachers (Forte, Humphreys, & Park, 2012; Power, 2013; Bissessar, 2014; Manca & Ranieri, 2014; Soomro, Kale, & Zai, 2014; Sumuer, Esfer, & Yildirim, 2014).
This study is going to explore the network and relationship among actors in SNSs, particularly on identifying actors that are influential in the network and the types of relationship among actors, as well as how the strength of the network contributes on the social capital of the teachers in their profession. Using the framework of computer-mediated discourse analysis and social capital applied on conversations in Facebook groups of English teachers from Indonesia, the study is expected to shed light on the best practices of informal teacher development through SNSs.
Keywords
Social Networking Sites, Social Capital, Actor-Network Theory, Teachers Professional Development, Computer-Mediated Discourse Analysis
Bio
Neny Isharyanti is currently a lecturer at the English Education program of Faculty of Language and Literature, Satya Wacana Christian University, Salatiga, Indonesia. Her research interests include Computer-Mediated Discourse Analysis and sociolinguistics.
This document provides an overview of statistics concepts including descriptive and inferential statistics. Descriptive statistics are used to summarize and describe data through measures of central tendency (mean, median, mode), dispersion (range, standard deviation), and frequency/percentage. Inferential statistics allow inferences to be made about a population based on a sample through hypothesis testing and other statistical techniques. The document discusses preparing data in Excel and using formulas and functions to calculate descriptive statistics. It also introduces the concepts of normal distribution, kurtosis, and skewness in describing data distributions.
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This document provides an overview of discourse analysis as a research method. It discusses what constitutes a discourse, including language-in-use and how form and function are related. Context is important to discourse analysis. The document also examines speech acts, discourse structure using examples, and differences between spoken and written discourse. It notes some complications that can arise in analyzing unstructured spoken interaction versus more structured settings.
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Tips on preparing a public speaking presentation. To be used with the handout file.
Presented in ECC Public Speaking Workshop 2015, 3 March 2015 at Faculty of Language and Literature, Satya Wacana Christian University, Salatiga, Indonesia
Materials presented on English Department Leadership Training for student clubs at Faculty of Language and Literature, Satya Wacana Christian University, Salatiga, Indonesia
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Handout for Creating Online Assessments Using Moodle CMS PowerPoint
1. CREATING ASSESSMENT USING MOODLE COURSE MANAGEMENT SYSTEM 1
Neny Isharyanti | neny@staff.uksw.edu
Faculty of Language and Literature | Satya Wacana Christian University | Salatiga, Indonesia
MY PROBLEMS IN ASSESSING STUDENTS’ PERFORMANCE:
HOW MOODLE CAN HELP ME ASSESSING STUDENTS’ PERFORMANCE:
FEATURES OF MOODLE THAT I AM FAMILIAR WITH:
WHAT I WANT TO KNOW MORE ABOUT THOSE FEATURES:
1 Materials are taken from Cole, J. and Foster, H. (2008) Using Moodle, 2nd Edition. Sebastopol, CA, USA: O’Reilly
Media, Inc.,
2. Isharyanti-Using Moodle for Assessments
SOME FEATURES OF MOODLE THAT YOU CAN USE FOR ASSESSING STUDENTS’
PERFORMANCE:
ASSIGNMENTS
THE USES OF ASSIGNMENTS
HOW TO CREATE AN ASSIGNMENT:
1. Click “Turn editing mode on.”
2. Select an assignment type from the “Add an activity” drop-down menu.
3. On the “Adding a new assignment” page, give your assignment a descriptive name.
4. In the Description area, carefully describe your assignment
5. Choose the grade scale you want to use for the assignment.
6. Set the “Available from” date and “Due date” for your assignment or check the Disable boxes.
7. Decide whether to prevent late submissions.
8. Choose the options for the type of assignment you have chosen:
Advanced uploading of files
• Set the maximum size for a file upload. (The top of the scale is set by your system
administrator. There is also a maximum upload size in your course settings.)
• Choose whether students may delete uploaded files at any time before grading.
• Set the maximum number of files each participant may upload. Note that students can’t
see this number, so it’s a good idea to write the actual number of requested files in the
FBS-LTC International Seminar 2009
assignment description.
• Choose whether to enable students to enter notes into the text area. This can be used
for communication with the grading person, for assignment progress description, or for
any other written activity.
• Decide whether to hide the assignment description prior to the date when the
assignment is available.
• Choose whether teachers should be alerted via email whenever students add or update
their submission.
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Online text
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• Decide whether to allow students to resubmit assignments after they have been graded
(for you to regrade).
• Choose whether teachers should be alerted via email whenever students add or update
an assignment submission.
3. Isharyanti-Using Moodle for Assessments
• Choose whether the student’s submission will be copied into the feedback comment
field during grading, making it easier to comment inline or to edit the original text.
Upload a single file
• Choose whether to allow students to resubmit assignments after they have been graded
(for you to regrade).
• Choose whether teachers should be alerted via email whenever students add or update
their submission.
• Set the maximum size for a file upload. (As mentioned previously, the top of the scale is
set by your system administrator and there is also a maximum upload size in your course
settings.)
Offline Activity
• Try it yourself!
9. Select the common module options:
Group mode
Another location to set the group mode for the activity. If group mode is forced in the course
settings, then this setting will be ignored.
Visible
This determines whether students may view the activity or not.
10. Click the “Save changes” button to make your assignment available.
GRADING AN ASSIGNMENT
CREATIVE PRACTICES IN ASSIGNMENTS
FBS-LTC International Seminar 2009
FORUM
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THE USES OF FORUM
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4. Isharyanti-Using Moodle for Assessments
ASSESSABLE USES OF FORUM
HOW TO CREATE A FORUM?
FOUR BASIC FORUM TYPES:
A single, simple discussion
You can create only one discussion in this forum. This will keep the conversation focused on one
particular topic.
Each person posts one discussion
Each person on the class can start only one discussion. This would be useful when each person needs
to post an assignment or a question. Each discussion can then have multiple replies.
Q & A forum
This forum requires students to post their perspectives before viewing other students’ postings. After
the initial posting, students can view and respond to others’ postings.
Standard forum for general use
There can be one or more discussions in this forum, and anyone with permission can post multiple
discussions.
ADDING A FORUM
1. Click the “Turn editing on” button.
2. Select Forum from the activity menu in the course section where you would like to add the
forum.
3. On the “Adding a new forum” page, give the forum a descriptive name.
4. Select the forum type you want to use.
5. Write a descriptive forum introduction.
6. Select the general options:
Force everyone to be subscribed?
FBS-LTC International Seminar 2009
If you select Yes, everyone in your course will automatically receive emails of new posts.
Otherwise, people can choose whether to subscribe.
Read tracking for this forum?
Read tracking highlights unread forum posts.
Maximum attachment size
When students attach files to their posts, you’ll want to limit the maximum size of their posts so
you don’t use up all your server space. This is especially important if you are paying a commercial
hosting company for your Moodle site.
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7. Select the grade options:
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Allow posts to be rated
Forum posts can be rated using either a numerical scale or a scale made up of words. By default,
only teachers can rate forum posts, though you can use a role override to allow students to rate
5. Isharyanti-Using Moodle for Assessments
each others’ posts. This is a useful tool for giving students participation grades. Any ratings given
in the forum are recorded in the gradebook.
Grade
If you allow posts to be rated, you can choose a scale rating using the Grade drop-down menu.
You can create your own scale, but for now, just pick the default “Separate and Connected ways
of knowing” scale or a number between 1 and 100. The points you choose are the total for the
entire forum.
Restrict ratings to posts with dates in this range
You can allow only posts within a certain date range to be rated. This is useful if you want to keep
students focused on the most recent content.
8. Select the post threshold for blocking options, if appropriate. Students can be blocked from
posting a certain number of times in a given period and warned when they are approaching the
threshold.
9. Select the common module options:
Group mode
This is another location in which to set the group mode for the activity. If group mode is forced in
the course settings, then this setting will be ignored.
Visible
This determines whether students may view the activity or not.
10. Click the “Save changes” button. The forum name will now be a link in the course section where
you added it. If you want to go back to change any of the options, you can click on the hand icon
to return to the editing forum page.
EFFECTIVE USES OF FORUM
QUIZZES
THE TYPES OF QUESTIONS THAT MOODLE CAN HANDLE:
FBS-LTC International Seminar 2009
EFFECTIVE QUIZ PRACTICES
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6. Isharyanti-Using Moodle for Assessments
HOW TO CREATE A QUIZ?
TWO PARTS OF A QUIZ
CREATING THE QUIZ BODY
1. Click “Turn editing on.”
2. Select Quiz from the “Add an activity” drop-down menu in the course section where you would
like to add the quiz.
3. In the “Adding a new quiz” page, give the quiz a descriptive name.
4. Write an introduction for the quiz. Be sure to include any special instructions for taking the quiz,
such as the number of attempts allowed or scoring rules.
5. Select the timing options:
Open the quiz; Quiz closes
Choose opening and closing dates for the quiz.
Time limit
Determine how long students have to complete the quiz. At the end of the allotted time, the quiz
is automatically submitted with the current answers.
Time delay between attempts
You can force a delay between multiple attempts of a quiz in order to prevent students from
gaming the system by immediately answering the same questions.
6. Select the display options:
Questions per page
This sets the number of questions the students will see at once. If you have more questions than
the number of questions per page, the students will see a navigation button at the bottom of the
page where they can view the questions on other pages.
Shuffle questions
Set this to Yes to randomly order the quiz questions when they are displayed to the students.
Shuffle within questions
Set this to Yes to randomly order the parts making up individual multiplechoice or matching
questions.
7. Select the attempts options:
FBS-LTC International Seminar 2009
Attempts allowed
Use this option to set the number of times a student can take a quiz. You can set it to unlimited
times or to a number from 1 to 6.
Each attempt builds on the last
If you allow multiple attempts, you can choose to let students build their answers over time. If
you set this to Yes, the student’s responses from the last attempt will be visible the next time she
tries to take the quiz.
Adaptive mode
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In adaptive mode an additional Submit button is shown for each question. If the student presses
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this button, then the response to that particular question is submitted to be scored and the mark
achieved is displayed to the student. The quiz will then allow the student to try again
immediately, but a penalty will be applied to the score. The penalty is set in the Apply Penalties
option.
8. Select the grades options:
7. Isharyanti-Using Moodle for Assessments
Grading method
If you allow multiple attempts, you can choose which score is recorded. Your choices are highest
grade, average grade, first attempt, and last attempt.
Apply penalties
This only applies if the quiz is run in adaptive mode.
Decimal digits in grades
Use this to set the number of decimal places in the grade for the quiz.
9. Select the options for students to review the quiz. You may choose whether to show students
their responses together with their scores, the correct answers, and general and/or specific
feedback:
Feedback
This is question response-specific text.
General feedback
This is text shown after attempting a question regardless of response given. It may be used to
provide background information or perhaps a link to further information.
10. Select the security options:
Show quiz in a secure window
Selecting this option will open the quiz in a new window without the forward and back buttons,
address bar, or other navigational features. This will prevent students from navigating to other
sites during the quiz.
Require password
You can set a password for the quiz that students will need to enter before they can take the
quiz. You can use this to restrict who takes a quiz and when they take it.
Require network address
This option restricts access to the test to certain IP address ranges. If you want to require
students to take a test from a certain lab on campus, set the network address range to cover the
networks in the lab. For example, if you want to require access from computers with an IP range
of 10.10.10.0 to 10.10.10.50, you would enter 10.10.10.0/50. To allow access from all computers
in a subnet (say, on the campus), enter the partial address you want to use.
11. Select the common module options:
Group mode
This is another location in which to set the group mode for the activity. If group mode is forced in
the course settings then this setting will be ignored.
Visible
This determines whether students may view the activity or not.
FBS-LTC International Seminar 2009
12. Add overall feedback, i.e., text that is shown to a student after he has completed an attempt at
the quiz. The text varies depending upon the quiz grade.
13. Click the “Save changes” button.
Once you have saved your changes, you’ll see the second editing screen where you will write and
select questions to include in the quiz body.
CREATING QUESTIONS FOR A QUIZ
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You can create your quiz questions on the “Editing quiz” page. Here, you’ll also categorize your quiz
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questions and add them to the quiz body you just created.
On the left of the page, you’ll see a block displaying the questions you’ve added to the current quiz.
Since this is a new quiz, there are no questions there, and Moodle tells us this.
8. Isharyanti-Using Moodle for Assessments
On the right of the page you’ll see a category selection menu labeled Category and a button labeled
“Edit categories.” Categories are used to organize your quiz questions for your course, and they can
be containers for sharing questions between courses. By default, there is one category, called
Default. If you click on the category menu, you’ll see it as an option.
Let’s start out by making a category to hold the questions for our quiz:
1. From the “Editing quiz” page, click on the “Edit categories” button.
2. Above the list of current categories, you will see a space to add a new category.
3. Choose which category to place your new category in. If no other categories have been created,
only Top will be available.
4. Type the name of your new question category in the text box.
5. Add a meaningful description in the “Category info” area.
6. If you’d like to share your question with teachers of other courses on your Moodle site, select Yes
in the Publish column.
7. Click the Add button. Your new question category will appear in the list of current categories.
8. When you are done adding categories, click on the Quiz link below the tabs to return to the
“Editing quiz” page.
Once you’ve created your categories, it’s time to add some questions:
9. From the “Editing quiz” page, select a category to which you want to add a question. The area
below the category will display the question-creation block.
10. Select the question type you want to create from the “Create new question” dropdown menu:
multiple choice, true/false, etc. details on how to create each kind of question is presented
below.
11. Fill in the form for the question type you are creating.
12. Click the “Save changes” button at the bottom of the form.
MULTIPLE CHOICE
Both single- and multiple-answer multiple-choice questions are possible.
To create a multiple-choice question:
1. Select “Multiple choice” from the “Create new question” drop-down menu.
2. On the multiple-choice question-editing page, start by giving the question a descriptive name.
You’ll use the name to track your questions later, so “Question 1” isn’t a good idea.
3. Create the question text. If you’re using the HTML editor, you can format the question just like a
FBS-LTC International Seminar 2009
word-processing document.
If you want to add an image to the question, you have two options:
• If you’ve already uploaded an image to your files area, it will be available to add to the
question stem in a drop-down menu under the Question text area.
• If you’re using the HTML editor, you can click the image icon. This will pop up the Insert
Image window. You can choose to upload an image into your files area from this window
or add the URL of an image on the Web. If you add a file to your files area, click the name
of the file after you upload it to insert the link into the URL text entry at the top of the
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screen. Then click OK.
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4. Set the default question grade.
5. If you are intending to run the quiz in adaptive mode, set the penalty factor for each wrong
response. The penalty factor should be a number between 0 and 1. A penalty factor of 1 means
9. Isharyanti-Using Moodle for Assessments
that the student has to get the answer right in her first response to get any credit for it at all. A
penalty factor of 0 means the student can try as often as she likes and still get the full marks.
6. If you wish, add general feedback, i.e., text shown after attempting a question regardless of
response given. General feedback will be displayed only if selected in the options for students to
review the quiz.
7. Choose whether students can select only one answer or multiple answers.
8. Choose whether answers should be shuffled.
9. Write your first response in the Choice 1 answer field.
10. Select a grade percentage for the answer. This is the percentage of the total points possible for
the question, selecting a given answer is worth. You can select negative percentages as well as
positive percentages. So if a question is worth 10 points, selecting one correct response out of
two in a multiple-choice question may give you 50 percent of the possible points (i.e., 5 points).
Selecting a wrong answer may take away 10 percent (i.e., 2.5 points).
11. If you wish, you can add feedback for each response. Feedback will be displayed only if selected
in the options for students to review the quiz. It may be a bit more work, but it’s good practice to
tell the students why each answer is right or wrong using the feedback area. If students know
why an answer is right or wrong, they can analyze their own thinking and begin to understand
the question.
12. Fill in the response choices in the rest of the form. Any unused areas will be ignored.
13. If you wish, you can add overall feedback for any correct/partially correct/incorrect answer. This
is especially useful for multiple-answer questions where it is difficult to control what feedback
students receive just using the answer-specific feedback.
14. Click the “Save changes” button to add the question to the category.
TRUE/FALSE
This is a simple multiple-choice question with only two possible answers.
SHORT ANSWER
Students answer this question by typing a word or phrase. You need to provide a list of acceptable
answers.
To create a short-answer question:
1. Select “Short answer” from the “Create new question” drop-down menu.
FBS-LTC International Seminar 2009
2. Give your question a descriptive name.
3. Create the question text. If you want students to fill in a blank, use the underscore to indicate
where the blank is.
4. Select an image to display if you want to add a picture to the question (see step 4 in the previous
section for more details).
5. If you wish, add general feedback.
6. Choose whether capitalization is important. Case-sensitivity can be tricky. Will you accept
“george Washington” as well as “George Washington” as an answer?
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7. Fill in the answers you will accept. Give each answer a percentage of the grade if required. You
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could give common misspellings partial credit with this option.
8. Add feedback for each acceptable answer.
NUMERICAL
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This is a short-answer question that accepts a numerical value instead of a word.
To create a numerical question:
1. Select Numerical from the “Create new question” drop-down menu.
2. Give the question a descriptive name.
3. Type the equation or numerical question for your students to solve. Moodle has a couple of text
filters, called Algebra and TeX, that allow you to type an equation and have it properly typeset
when displayed. You may need to ask your system administrator to enable the filters.
4. Select an image to display if you want to add a picture to the question (see step 4 in the section
“Multiple-choice questions” for more details).
5. If you wish, add general feedback.
6. Enter the correct answer and grade. You may choose to add a number of correct answers with
different levels of accuracy and corresponding different levels of credit.
7. Enter the accepted error, i.e., the range above or below the correct answer. For example, if the
correct answer is 5, but you will accept 4 or 6 as answers, your accepted error is 1.
8. Add feedback for each acceptable answer.
9. If you want to accept answers in multiple units (e.g., metric or imperial units), specify the unit
multiplier and the unit label in the areas.
10. Click the “Save changes” button to add the question to the category.
MATCHING
This is a standard two-column matching question.
To create a matching question:
1. Select Matching from the “Create new question” drop-down menu.
2. Give the question a descriptive name.
3. Enter the question text to tell the students what they are matching.
4. Select an image to display if you want to add a picture to the question (see step 4 in the section
“Multiple-choice questions” for more details).
5. If you wish, add general feedback.
6. For the first matching item, enter the question and a matching answer.
7. Fill in at least three questions and answers. You can enter as many as 10 items. You can provide
extra wrong answers by giving an answer with a blank question.
8. Click the “Save changes” button to add the question to the category.
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RANDOM SHORT-ANSWER MATCHING
The subquestions for the matching exercise are randomly drawn from short answer questions in the
category. You take random multiple short-answer questions and their correct answers and create a
matching question out of them. It’s an interesting way to reuse your short-answer questions in a new
format.
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To create a random short-answer matching question:
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1. Select “Random short-answer matching” from the “Create new question” dropdown menu.
2. Give the question a descriptive name.
3. Enter the question text to tell the students what they are matching, or use the default text.
4. If you wish, add general feedback.
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5. Select the number of questions you want to add to the matching question.
6. Click the “Save changes” button to add the question to the category.
DESCRIPTION
This is for embedding some text in the quiz. (It’s not a question type.) It can be used to give mid-quiz
instructions.
CALCULATED
A calculated question is a mathematical equation with placeholders for values that will be pulled
randomly from a dataset when a student takes the quiz. For example, if you wanted to create a large
number of multiplication problems to drill your students, you could create a question with two
placeholders and a multiplication sign such as {a} * {b}. When a student takes the test, Moodle will
randomly select values for a and b. The test will very rarely appear the same way twice. Calculated
questions can use more than simple arithmetic operators. The full list of operators includes abs, acos,
acosh, asin, asinh, atan, atanh, ceil, cos, cosh, deg2rad, exp, expm1, floor, log, log10, log1p, rad2deg,
round, sin, sinh, sprt, tan, tanh, atan2, pow, min, max, and pi. Each function’s placeholders and other
arguments are in parentheses. For example, if you want students to calculate the sine of one angle
and two times the cosine of another, you would enter sin({a}) + cos({b}*2).
To create a calculated question:
1. Select Calculated from the “Create new question” drop-down menu.
2. Give the question a descriptive name.
3. Enter your question into the question field. All variables you want Moodle to replace with
generated values must be placed in curly braces.
4. If you wish, add general feedback.
5. Enter the formula for the answer. Be sure to use the same placeholders so Moodle can substitute
the same values.
6. Determine the tolerance for error that you will accept in the answer. The tolerance and tolerance
type combine to give a range of acceptable scores.
7. Select the number of significant figures or decimal places you want in the correct answer.
8. Add correct answer feedback.
9. Enter the units for the answer (e.g., meters, kg, etc.). Moodle will look for the correct units. If you
want to enter other acceptable units, such as metric versus imperial distances, enter them along
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with a conversion factor.
10. Click the “Next page” button.
11. On the next page, choose whether to create substitution values for each placeholder only for this
question, or for other questions in the same category.
12. Click the “Next page” button.
13. Create a dataset for the question or questions in the category. For each placeholder, generate a
series of acceptable values. The more values you generate, the more a question can be used
without repeating values.
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14. Click the “Save changes” button.
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ESSAY
This is a question requiring a paragraph or two of text. Students are not assigned a grade until you
have reviewed and manually graded the question.
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To create an essay question:
1. Select Essay from the “Create new question” drop-down menu.
2. Give the question a descriptive name.
3. Enter the question text.
4. Select an image to display if you want to add a picture to the question (see step 3 in the section
“Multiple-choice questions” for more details).
5. If you wish, add general feedback and/or specific feedback.
6. Click the “Save changes” button to add the question to the category.
EMBEDDED ANSWERS (CLOZE)
This is a question with multiple question types embedded within it, such as multiple choice, short
answers, and numerical. There is currently no graphical interface to create these questions—you
need to specify the question format using the text box or by importing it from external files. The
Embedded Answers (Cloze) Moodle documentation page describes the syntax required to embed
answers.
To create a Cloze question:
1. Select “Embedded answers (Cloze)” from the “Create new question” drop-down menu.
2. Type the question text with embedded answers.
3. Continue to add text and embed questions until complete.
4. Click the “Save changes” button to add the question to the category.
5. Add the question to the quiz, then preview it, using the edit icon next to the question number to
make additional edits if required.
ADDING QUESTIONS TO THE QUIZ.
On the “Editing quiz” page, click on the “Add to quiz” icons (<<) to add individual questions, or select
a number of questions using the checkboxes and then click the “Add to quiz” button below the
question list.
If you want to add all of the questions you created to the quiz, click the “Select all” link and then click
the “Add to quiz” button.
Once you’ve added a question to the quiz, it appears on the left side of the page in the quiz question
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list. The question is still selectable on the right, but you can add it to the quiz only once. If you select
the question in the category list again and add it to the quiz, nothing will happen.
If you have created a lot of questions, you may want to sort the question list by type and name or by
age. You can also choose to display the question text below each question name by checking the box
“Show question text in the question list” above the question list.
Once you’ve added the questions to the quiz, you can change the order of the questions by clicking
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the arrow buttons in the Order column on the left side of the list of quiz questions.
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If you have more than just a few questions, it’s a good idea to limit the number of questions
displayed per page. Check the box “Show page breaks,” then set how many questions should be
displayed per page and click the Go button. You will also need to set the grade for each question. You
can set the number of points for each question in the Grade column. You may want to make certain
questions or question types worth more than others. Remember, the questions will be weighted to
13. Isharyanti-Using Moodle for Assessments
match the total points possible for the quiz you set in the quiz body. You should also set the
“Maximum grade” for the whole quiz. This does not have to be equal to the sum of the grades for the
individual questions. The grades achieved by the students will be rescaled to be out of this maximum
grade. When you’re done, click the “Save changes” button.
You can preview the quiz by clicking on the Preview tab at the top of the page. If you answer the
questions, you can submit the quiz by clicking the “Submit all and finish” button and see the
feedback and responses your students will see. Your students will see two scores at the top of the
page. The first is the raw score representing the total points they scored out of the maximum
possible points from each question. The second score is the weighted score representing the number
of points out of the maximum possible points for the quiz.
If you’ve enabled feedback after answering, each question will be displayed below the scores with
the answers marked correct or incorrect. If you’ve enabled the display of correct answers, they will
appear highlighted.
GRADE MANAGEMENT
SET PREFERENCES
ADVANCED FEATURES
VIEW GRADE
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SET PREFERENCES
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SET CATEGORIES
SET WEIGHT
SET GRADE LETTERS
GRADE EXCEPTIONS
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The softcopy of this handout, the presentation file, and the complete Moodle book by Cole and
Foster is available at ttp://neny.edublogs.org/professional-portfolio/ under ‘Conferences, Seminars
and Workshops’
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