This document provides an overview and instructions for using Moodle 2.0. It discusses navigating Moodle and managing course content. Key topics covered include logging in, page layouts, adding and arranging blocks, turning on editing, uploading files and creating folders, setting resource and activity visibility, and creating assignments for file uploads. The document is intended to help users understand Moodle basics and essential design elements.
This document provides an overview and instructions for using the Quickoffice Pro HD app for iPad. It includes information on:
- Connecting to cloud storage services like MobileMe, Google Docs, Dropbox, and others to view and manage files.
- Transferring files to and from the iPad using a web browser, disk mount, or iTunes.
- Viewing files and supported file types within the app.
- Organizing files using features like searching, creating folders, and renaming files.
- Using the Quickword word processing tool to create and edit documents directly on the iPad.
Polldaddy is an online survey and polling tool that makes it easy for users to create polls and surveys, add questions and answers, and embed the polls on websites. Educators can use Polldaddy features for quizzes, gathering feedback, and getting reviews from students, which saves time compared to paper-based methods. Polldaddy allows adding media like images and video to polls and filtering responses, and collects responses on mobile devices.
This document presents a strategic plan for BCIT to implement an enterprise-level virtual server environment to host virtual machines used in computing courses. Currently, virtual machines are installed directly on individual lab workstations, which causes problems with hard drive space limitations, accidental deletion of VMs, and difficulty with remote access. The plan proposes hosting VMs on a virtual server environment to address these issues. It analyzes related work from other institutions and potential solutions. It includes recommendations, cost estimates, and an implementation plan to transition to an enterprise virtual server environment at BCIT.
Red Hat Enterprise Linux 4: Introduction to System Administration is a documentation guide that covers:
1. The philosophy of system administration including automating tasks, documenting processes, communicating with users, understanding resources and security.
2. Resource monitoring on Linux systems using tools like free, top, vmstat and the Sysstat suite to monitor CPU, memory, storage and bandwidth usage.
3. Managing bandwidth and processing power on Linux including monitoring techniques in Red Hat Enterprise Linux and improving performance by addressing bottlenecks.
This document provides information about the book "Apple Pro Training Series: OS X Support Essentials" including copyright details and acknowledgments. It lists the book's authors as Kevin M. White and Gordon Davisson and provides publishing information showing it was published by Peachpit Press in 2013. The document also contains a dedication by one of the authors to his family and the book's technical editor and Apple reviewers are named.
Verio Web Hosting Virtual Server Handbookwebhostingguy
The document is a user guide for Blue Reef's Virtual Server System. It introduces the Virtual Server System as an alternative to owning a dedicated server. The Virtual Server System allows customers to have their own virtual servers hosted on Blue Reef's equipment to gain the benefits of a dedicated server at a lower cost than maintaining their own physical server. It provides an overview of the core virtual server services including web, FTP, email, and the Virtual Server Administrator interface for remotely managing virtual servers.
Sun GlassFish Web Space Server 100 Installation Guidewebhostingguy
Sun GlassFish Web Space Server 10.0 is a next-generation Web 2.0 application aggregation and presentation platform that enables businesses to pull together applications and content from various sources and present them as a unified portal. The document provides installation instructions for Web Space Server and describes its features which include social networking, enterprise widgets, identity management, and tools for users, administrators, and developers.
Quickoffice Connect allows users to access and share files stored on various cloud services directly from their iPad. It supports viewing documents, images, and multimedia files. The app provides options to transfer files to and from the iPad via a web browser or by mounting the iPad as a drive on a computer. Quickoffice Connect also enables sharing files publicly or with specific people using sharing services like SlideShare, Scribd, and Docstoc.
This document provides an overview and instructions for using the Quickoffice Pro HD app for iPad. It includes information on:
- Connecting to cloud storage services like MobileMe, Google Docs, Dropbox, and others to view and manage files.
- Transferring files to and from the iPad using a web browser, disk mount, or iTunes.
- Viewing files and supported file types within the app.
- Organizing files using features like searching, creating folders, and renaming files.
- Using the Quickword word processing tool to create and edit documents directly on the iPad.
Polldaddy is an online survey and polling tool that makes it easy for users to create polls and surveys, add questions and answers, and embed the polls on websites. Educators can use Polldaddy features for quizzes, gathering feedback, and getting reviews from students, which saves time compared to paper-based methods. Polldaddy allows adding media like images and video to polls and filtering responses, and collects responses on mobile devices.
This document presents a strategic plan for BCIT to implement an enterprise-level virtual server environment to host virtual machines used in computing courses. Currently, virtual machines are installed directly on individual lab workstations, which causes problems with hard drive space limitations, accidental deletion of VMs, and difficulty with remote access. The plan proposes hosting VMs on a virtual server environment to address these issues. It analyzes related work from other institutions and potential solutions. It includes recommendations, cost estimates, and an implementation plan to transition to an enterprise virtual server environment at BCIT.
Red Hat Enterprise Linux 4: Introduction to System Administration is a documentation guide that covers:
1. The philosophy of system administration including automating tasks, documenting processes, communicating with users, understanding resources and security.
2. Resource monitoring on Linux systems using tools like free, top, vmstat and the Sysstat suite to monitor CPU, memory, storage and bandwidth usage.
3. Managing bandwidth and processing power on Linux including monitoring techniques in Red Hat Enterprise Linux and improving performance by addressing bottlenecks.
This document provides information about the book "Apple Pro Training Series: OS X Support Essentials" including copyright details and acknowledgments. It lists the book's authors as Kevin M. White and Gordon Davisson and provides publishing information showing it was published by Peachpit Press in 2013. The document also contains a dedication by one of the authors to his family and the book's technical editor and Apple reviewers are named.
Verio Web Hosting Virtual Server Handbookwebhostingguy
The document is a user guide for Blue Reef's Virtual Server System. It introduces the Virtual Server System as an alternative to owning a dedicated server. The Virtual Server System allows customers to have their own virtual servers hosted on Blue Reef's equipment to gain the benefits of a dedicated server at a lower cost than maintaining their own physical server. It provides an overview of the core virtual server services including web, FTP, email, and the Virtual Server Administrator interface for remotely managing virtual servers.
Sun GlassFish Web Space Server 100 Installation Guidewebhostingguy
Sun GlassFish Web Space Server 10.0 is a next-generation Web 2.0 application aggregation and presentation platform that enables businesses to pull together applications and content from various sources and present them as a unified portal. The document provides installation instructions for Web Space Server and describes its features which include social networking, enterprise widgets, identity management, and tools for users, administrators, and developers.
Quickoffice Connect allows users to access and share files stored on various cloud services directly from their iPad. It supports viewing documents, images, and multimedia files. The app provides options to transfer files to and from the iPad via a web browser or by mounting the iPad as a drive on a computer. Quickoffice Connect also enables sharing files publicly or with specific people using sharing services like SlideShare, Scribd, and Docstoc.
This document provides a user guide for the BlackBerry PlayBook tablet. It includes sections on getting started with the device, using the touch screen and gestures, personalizing the tablet, connecting to Wi-Fi and Bluetooth, using the BlackBerry Bridge to connect to a smartphone, setting passwords and managing security settings, browsing the web and bookmarks, taking pictures and videos with the camera, viewing pictures and playing videos, playing music and creating playlists, and purchasing music from the Music Store.
This document provides a user manual for TS Editor 3.0, environmental time-series processing software. It describes the program's user interface, functions for opening, editing, analyzing, and visualizing time series data. The manual covers the ribbon menu, panels, documents, and over 90 functions organized into application functions, document functions, data handling, property analysis, editing, statistical analysis, visualization, and software cooperation categories.
- Oracle Data Integrator is a tool for integrating data between heterogeneous systems and applications. It has components for modeling data, designing interfaces, executing integration processes, and monitoring results.
- The core components include repositories to store metadata, a design studio to create interfaces and mappings, and run-time agents that execute integration processes.
- This guide will help users get started with Oracle Data Integrator by walking through installing the software, exploring an example ETL project, and learning how to design and run integrations.
This document is the Oracle Essbase Database Administrator's Guide, which provides information about installing, configuring, and managing Oracle Essbase multidimensional databases. It describes Essbase components like the database server, Studio modeling tool, and APIs. The guide also covers key Essbase features such as integration with other systems, data storage and querying capabilities, calculations, security, and ease of development. Finally, it includes a case study example of designing a sample Essbase database for a beverage company.
This document provides an overview and table of contents for a thesis on developing an online store website using the Joomla content management system (CMS). The introduction discusses the background, problem statement, objectives, benefits and research methods. The theoretical foundation chapter covers concepts of systems, information, databases, web servers, HTML and components used - XAMPP, Apache, MySQL, Joomla, Virtuemart and tools like Photoshop and Dreamweaver. It includes a system flowchart. The design and development chapter describes the hardware, software and steps to install XAMPP, database, Joomla locally and then deploy the site to a web host, and install Virtuemart. The testing and results chapter includes flowcharts
This document provides an overview and instructions for installing and configuring IBM Tivoli Web Access for Information Management. It discusses planning the installation, performing the SMP/E installation, customizing the Information Management installation, enabling access for users, and verifying the installation. The document is intended to help users install and set up Web Access to move an existing help desk application to the web. It contains information on installing and configuring necessary software and components, as well as customizing settings. Various sections provide details on tasks involved in the implementation and setup process.
This document provides an overview and instructions for setting up an Oracle Database for use as a data warehouse, including preparing the hardware environment, configuring initialization parameters, and accessing Oracle Warehouse Builder. It also covers identifying data sources by importing metadata from various sources like flat files into Oracle Warehouse Builder. The document contains information to help users build and populate their Oracle Database data warehouse.
This document provides a guide for developers on Liferay Portal 4.0. It covers setting up the development environment including required tools and libraries. It then discusses installing and configuring Liferay Portal on various application servers and with different database options. The document also includes information on upgrading Liferay versions, configuring mail servers, and running multiple portal instances. Finally, it describes customizing the portal through the use of the /ext directory and development with Eclipse.
This document provides practices for connecting to and setting up Oracle Data Integrator repositories. The tasks include creating database users for the ODI Master and Work repositories using SQL Developer. It also covers creating an ODI Master repository and connecting to it by defining a new ODI Master Login in Oracle Data Integrator. Finally, it involves creating an ODI Work repository and connecting to it.
This document provides instructions for integrating IBM Tivoli Workload Scheduler (ITWS) and IBM Content Manager OnDemand to provide centralized job log processing. It describes how to configure ITWS on both distributed and z/OS systems to collect log and report data and store it in Content Manager OnDemand for easy access and reporting. Implementation steps are provided for collecting log data from the JES spool, datasets, and ITWS logs on z/OS. Methods for collecting log data from distributed ITWS instances like the push and pull methods are also outlined. The integration provides a single point to access log data for troubleshooting and analysis purposes.
This document provides instructions for installing Plesk on Linux, FreeBSD, and Mac OS systems. The key steps are:
1. Download the Auto-installer utility for the desired OS from the Plesk website.
2. Run the Auto-installer, specifying whether to install from a local file, official update server, or other site.
3. The Auto-installer will then guide the user through the remainder of the installation process.
Prior to installing Plesk on FreeBSD, the 'kern_securelevel_enable="NO"' entry must be added to /etc/rc.conf and the server restarted. Instructions are provided for a single server installation; multi-server
This document is the table of contents for the SQL-Front manual, which outlines the program's features and functions. It lists 5 main parts: 1) Introduction 2) Features 3) Shareware 4) Contact 5) Program. Part 5 lists the program files and their functions, including opening, importing, exporting, editing, searching and viewing SQL files and database tables. The document provides a high-level overview of the topics that will be covered in the SQL-Front manual.
This document provides a user guide for Sugar Open Source v2.5. It introduces the reader to the basic concepts and functionality of the Sugar CRM system. The guide describes how to access and navigate the Sugar interface, which includes modules for managing contacts, accounts, leads, opportunities, cases, activities and more. It also covers administration settings and importing/exporting data.
This document provides installation and configuration instructions for Oracle Business Intelligence Applications specifically for organizations using Informatica PowerCenter. It covers prerequisites for supported databases, best practices for optimizing performance on different databases, and partitioning guidelines for large fact tables. The document contains information about new features in the current release and how to navigate the Oracle BI repository documentation.
The document contains tables showing percentage changes in stock prices of four companies (Telefonica, Celima, Coca Cola, Backus) over each day of the week in October. It also lists the top 15 countries by population and types of computers.
Scratch is a programming language that allows users to create interactive stories, games, and animations. A Scratch project contains sprites that can be programmed using block scripts to move and interact. Sprites have costumes that define their appearance and can be switched. The reference guide provides an overview of the Scratch interface and basic programming concepts.
The document provides instructions for setting up and using a SmartBoard interactive whiteboard. It describes how to move and install the SmartBoard, connect necessary cables, install software, orient and calibrate the board, and describes the different modes for demo/teaching, presentations, and taking meeting notes.
This document provides an introduction to a guide for teaching creative computing concepts using Scratch in a design-based learning approach over 20 sessions. It outlines the structure and content of the guide, as well as background information on creative computing, design-based learning, who the guide is intended for, and how it can be used and shared.
This document provides a user guide for the BlackBerry PlayBook tablet. It includes sections on getting started with the device, using the touch screen and gestures, personalizing the tablet, connecting to Wi-Fi and Bluetooth, using the BlackBerry Bridge to connect to a smartphone, setting passwords and managing security settings, browsing the web and bookmarks, taking pictures and videos with the camera, viewing pictures and playing videos, playing music and creating playlists, and purchasing music from the Music Store.
This document provides a user manual for TS Editor 3.0, environmental time-series processing software. It describes the program's user interface, functions for opening, editing, analyzing, and visualizing time series data. The manual covers the ribbon menu, panels, documents, and over 90 functions organized into application functions, document functions, data handling, property analysis, editing, statistical analysis, visualization, and software cooperation categories.
- Oracle Data Integrator is a tool for integrating data between heterogeneous systems and applications. It has components for modeling data, designing interfaces, executing integration processes, and monitoring results.
- The core components include repositories to store metadata, a design studio to create interfaces and mappings, and run-time agents that execute integration processes.
- This guide will help users get started with Oracle Data Integrator by walking through installing the software, exploring an example ETL project, and learning how to design and run integrations.
This document is the Oracle Essbase Database Administrator's Guide, which provides information about installing, configuring, and managing Oracle Essbase multidimensional databases. It describes Essbase components like the database server, Studio modeling tool, and APIs. The guide also covers key Essbase features such as integration with other systems, data storage and querying capabilities, calculations, security, and ease of development. Finally, it includes a case study example of designing a sample Essbase database for a beverage company.
This document provides an overview and table of contents for a thesis on developing an online store website using the Joomla content management system (CMS). The introduction discusses the background, problem statement, objectives, benefits and research methods. The theoretical foundation chapter covers concepts of systems, information, databases, web servers, HTML and components used - XAMPP, Apache, MySQL, Joomla, Virtuemart and tools like Photoshop and Dreamweaver. It includes a system flowchart. The design and development chapter describes the hardware, software and steps to install XAMPP, database, Joomla locally and then deploy the site to a web host, and install Virtuemart. The testing and results chapter includes flowcharts
This document provides an overview and instructions for installing and configuring IBM Tivoli Web Access for Information Management. It discusses planning the installation, performing the SMP/E installation, customizing the Information Management installation, enabling access for users, and verifying the installation. The document is intended to help users install and set up Web Access to move an existing help desk application to the web. It contains information on installing and configuring necessary software and components, as well as customizing settings. Various sections provide details on tasks involved in the implementation and setup process.
This document provides an overview and instructions for setting up an Oracle Database for use as a data warehouse, including preparing the hardware environment, configuring initialization parameters, and accessing Oracle Warehouse Builder. It also covers identifying data sources by importing metadata from various sources like flat files into Oracle Warehouse Builder. The document contains information to help users build and populate their Oracle Database data warehouse.
This document provides a guide for developers on Liferay Portal 4.0. It covers setting up the development environment including required tools and libraries. It then discusses installing and configuring Liferay Portal on various application servers and with different database options. The document also includes information on upgrading Liferay versions, configuring mail servers, and running multiple portal instances. Finally, it describes customizing the portal through the use of the /ext directory and development with Eclipse.
This document provides practices for connecting to and setting up Oracle Data Integrator repositories. The tasks include creating database users for the ODI Master and Work repositories using SQL Developer. It also covers creating an ODI Master repository and connecting to it by defining a new ODI Master Login in Oracle Data Integrator. Finally, it involves creating an ODI Work repository and connecting to it.
This document provides instructions for integrating IBM Tivoli Workload Scheduler (ITWS) and IBM Content Manager OnDemand to provide centralized job log processing. It describes how to configure ITWS on both distributed and z/OS systems to collect log and report data and store it in Content Manager OnDemand for easy access and reporting. Implementation steps are provided for collecting log data from the JES spool, datasets, and ITWS logs on z/OS. Methods for collecting log data from distributed ITWS instances like the push and pull methods are also outlined. The integration provides a single point to access log data for troubleshooting and analysis purposes.
This document provides instructions for installing Plesk on Linux, FreeBSD, and Mac OS systems. The key steps are:
1. Download the Auto-installer utility for the desired OS from the Plesk website.
2. Run the Auto-installer, specifying whether to install from a local file, official update server, or other site.
3. The Auto-installer will then guide the user through the remainder of the installation process.
Prior to installing Plesk on FreeBSD, the 'kern_securelevel_enable="NO"' entry must be added to /etc/rc.conf and the server restarted. Instructions are provided for a single server installation; multi-server
This document is the table of contents for the SQL-Front manual, which outlines the program's features and functions. It lists 5 main parts: 1) Introduction 2) Features 3) Shareware 4) Contact 5) Program. Part 5 lists the program files and their functions, including opening, importing, exporting, editing, searching and viewing SQL files and database tables. The document provides a high-level overview of the topics that will be covered in the SQL-Front manual.
This document provides a user guide for Sugar Open Source v2.5. It introduces the reader to the basic concepts and functionality of the Sugar CRM system. The guide describes how to access and navigate the Sugar interface, which includes modules for managing contacts, accounts, leads, opportunities, cases, activities and more. It also covers administration settings and importing/exporting data.
This document provides installation and configuration instructions for Oracle Business Intelligence Applications specifically for organizations using Informatica PowerCenter. It covers prerequisites for supported databases, best practices for optimizing performance on different databases, and partitioning guidelines for large fact tables. The document contains information about new features in the current release and how to navigate the Oracle BI repository documentation.
The document contains tables showing percentage changes in stock prices of four companies (Telefonica, Celima, Coca Cola, Backus) over each day of the week in October. It also lists the top 15 countries by population and types of computers.
Scratch is a programming language that allows users to create interactive stories, games, and animations. A Scratch project contains sprites that can be programmed using block scripts to move and interact. Sprites have costumes that define their appearance and can be switched. The reference guide provides an overview of the Scratch interface and basic programming concepts.
The document provides instructions for setting up and using a SmartBoard interactive whiteboard. It describes how to move and install the SmartBoard, connect necessary cables, install software, orient and calibrate the board, and describes the different modes for demo/teaching, presentations, and taking meeting notes.
This document provides an introduction to a guide for teaching creative computing concepts using Scratch in a design-based learning approach over 20 sessions. It outlines the structure and content of the guide, as well as background information on creative computing, design-based learning, who the guide is intended for, and how it can be used and shared.
Alice is a program that teaches computer programming to students in a 3D virtual environment. It allows students to choose a virtual world template and add objects to that world. As an example, it uses one of Hollywood's most famous quotes to demonstrate how students can build their own interactive scenes and stories in the virtual world.
32 Ways a Digital Marketing Consultant Can Help Grow Your BusinessBarry Feldman
How can a digital marketing consultant help your business? In this resource we'll count the ways. 24 additional marketing resources are bundled for free.
This document provides an overview of the MSF for Agile Software Development v5.0 Process Guidance. It begins with an introduction to agile principles and values. It then describes the Scrum framework and engineering practices like continuous integration, testing, and modeling. The document outlines artifacts like work items and roles like the Product Owner. It concludes with sections on meetings in the Scrum process. In over 99 pages, it serves as a comprehensive guide to applying agile processes and practices based on frameworks like Scrum and XP.
This document provides a user manual for the LaCie Network Space 2 drive. It includes sections on connecting the drive to a network, accessing and transferring files from the drive, and administering the drive. The administration section covers accessing the dashboard interface, managing users and network settings, checking drive information and formatting the drive, configuring energy savings settings, updating software, and setting up backup and download jobs.
Here is a summary of the key points from the course overview:
- This course builds upon the fundamentals covered in the VERITAS Cluster Server Fundamentals course and focuses on implementing more complex cluster configurations with VCS.
- Participants will simulate real-world tasks of configuring advanced cluster features through hands-on labs that build upon each other.
- Core lessons cover the most common cluster implementations, while other lessons illustrate additional VCS capabilities through alternative configurations.
- The overall goal is to provide expertise in applying best practices for implementing any VCS design based on a provided high availability design that is used as an example throughout the course labs.
- Hands-on labs use a conceptual cluster design consisting of
This document provides an overview and outlines for a 16-lesson tutorial on learning Java and Eclipse. The tutorial uses a sample application for a personal lending library to demonstrate Eclipse features and teach Java concepts. Key topics covered include creating Java classes, writing JUnit tests, using the Eclipse scrapbook, ArrayLists, and developing with a test-first approach. The lessons progress from simple classes to implementing full methods for the lending library application.
This document provides an overview and outline for a tutorial on using Eclipse and Java for beginners. The tutorial covers topics such as creating a first Java class, adding methods, using Eclipse scrapbook, JUnit testing, test-driven development, creating classes like Book and Person, and developing a sample library application using an ArrayList. The document includes lesson outlines, code snapshots, and additional learning resources. The goal is to teach beginners the basics of using Eclipse for Java development and provide a foundation for continuing to learn Java and Eclipse.
This document provides a sample manual for Microsoft Project 2007 Foundation Level training. It covers topics such as installing sample files, introducing the Microsoft Project 2007 interface, setting up a project, entering and manipulating tasks, adding dependencies between tasks, working with resources, different views and reports, and new features in Project 2007. The manual is marked as a sample that cannot be used for formal training without a Cheltenham Courseware site license. It includes copyright information and contact details for Cheltenham Courseware.
This study utilized the Diffusion of Innovation Theory (DOI), and the Digital Marketing Model (DMM) and proposes a model
to examine the impact of perceived internal and external factors; on the effective implementation
strategies employed by organizations and how they affect Web sustainability.
The document provides an overview of key Magento design concepts and terminology, including:
- Websites, stores, and store views which define the hierarchy and relationships between stores in a Magento installation.
- Design packages which are collections of related themes. Themes contain files that determine a store's visual output and functionality.
- Default themes which must be included in each design package. Theme variations allow for minor modifications to the default theme.
- Magento's theme fallback model loads missing files by searching themes in other packages, with the base package as the final fallback point.
This introduction defines common Magento terminology and concepts to provide context for customizing themes and packages.
This document provides an overview of theming in Magento. It discusses Magento's design concepts and terminology like websites, stores, design packages, themes, blocks, layouts and widgets. It describes Magento's directory structure for packages and themes. It provides walkthroughs for creating and applying themes and explains the theme hierarchy and precedence rules. It also offers guidance on customizing themes using skin, layout and template files with exercises for getting started.
This document provides reference documentation for Spring Data Key-Value (SDKV) version 1.0.0.M3. It explains the Redis and Riak support provided by SDKV, allowing for easy configuration and access to these key-value data stores from Spring applications. SDKV offers both low-level and high-level abstractions for interacting with Redis and Riak to simplify development and handle infrastructural concerns.
This document provides installation and configuration instructions for TestLink version 1.8. It discusses:
1. Installing required background services, transferring files, generating database tables, and editing configuration files.
2. System requirements including supported web servers, databases, and browsers.
3. Configuration options like logging, bug tracking integration, user authentication, and localization.
4. Upgrading procedures and changes from previous versions.
This document provides installation and configuration instructions for TestLink version 1.8. It discusses:
1. Installing required background services, transferring files, generating database tables, and editing configuration files.
2. System requirements including supported web servers, databases, and browsers.
3. Configuration options like logging, bug tracking integration, user authentication, and localization.
4. Upgrading procedures and changes from previous versions.
This module prints a simple "Hello world 1" message when loaded and "Goodbye world 1" when unloaded. It implements the basic init_module and cleanup_module functions required for all kernel modules, which are called when the module is loaded and unloaded respectively. The module demonstrates the simplest form of a kernel module and introduces the printk function for printing from a module.
OpenText Content Server CE 22.1 - OpenText Enterprise Connect Plug-in for Con...pratiksha16570
This document provides instructions for using the OpenText Enterprise Connect plug-in for Content Server. It allows users to access, manage, and configure items, processes, and metadata within Content Server using Enterprise Connect. The document covers topics such as organizing items, managing items, working with workflows and categories, and more. It is intended for users of OpenText Content Server CE 22.1 and subsequent releases.
Red Hat Enterprise Linux 4 System Administration Guide provides documentation on installation, configuration, and administration of Red Hat Enterprise Linux 4 systems. Key topics covered include kickstart installations, Logical Volume Manager (LVM), Software RAID, package management, network configuration, firewall configuration, NFS, Samba, DHCP, Apache, authentication, console access, users/groups, printers, and more. The guide is intended to help system administrators manage and maintain Red Hat Enterprise Linux servers.
The document is the Ubuntu Desktop Guide, which provides a comprehensive guide to using Ubuntu in a desktop environment. It is divided into chapters that cover getting started, adding and updating applications, common tasks, configuring the system, and getting help. The guide is published under dual free licenses and has contributions from many authors.
Informatica is a software tool designed to simplify Data Warehouse design and routine tasks related to
data transformation and migration i.e ETL -> Extract,transform and Load.
It is a visual interface and you will be dragging and dropping with the mouse in the Designer(client Application).This graphical approach to communicate with all major databases and can move/transform data between them. It can move huge bulk of data in a very effective way.
Informatica comes in different packages:
Informatica PowerCenter license - has all options, including distributed metadata, ability to organize repositories into a data mart domain and share metadata accross repositories.
PowerMart PowerMart - a limited license (all features except distributed metadata and multiple registered servers)Working
Working with Informatica:
Source database(s), target database(s), repository metadatabase
Informatica Server
Client Software: Designer, Server Manager and Repository Manager.
This document provides an overview and guide for upgrading from Spring 2.5 to Spring 3.0. It covers new features in Spring 3.0, requirements and supported environments, removed and deprecated features, application migration concerns, and code changes between versions.
This document provides an overview of the Eclipse Process Framework (EPF) Composer tool. It includes sections on downloading and installing EPF Composer, downloading method content from various sources, an introduction to key concepts and capabilities of EPF Composer, tutorials for using EPF Composer to explore, author, and publish method content, and explanations of key concepts underlying the EPF methodology framework.
The CloudScale Environment (CSE) is a desktop application that integrates scalability analysis tools. It allows users to create projects containing inputs, configurations, and results for each tool. The main perspective displays the project, editors, and a workflow diagram. The project is represented as alternatives for each tool and ScaleDL model in the CloudScale Explorer. Users can run tools by opening configurations and clicking run. Examples provide pre-configured projects that demonstrate the full workflow.
La lista enumera 10 películas de la franquicia Toy Story pero solo proporciona detalles limitados sobre las primeras 3, sin dar información sobre las películas restantes aparte de sus números.
La lista describe 10 películas de la franquicia Toy Story, incluyendo información básica sobre el género, actores y sinopsis de las tres primeras películas, con las 7 películas restantes enumeradas sin mayores detalles.
Bubbl.us is a free online tool that allows users to create mind maps and concept maps. Users can brainstorm ideas, organize thoughts, and visually map concepts by connecting related ideas in a diagram. Bubbl.us maps can be shared publicly or kept private, and users have access to templates and examples to help generate new maps.
Bubbl.us is a free online tool for brainstorming and mind mapping. It allows users to organize thoughts and ideas on various topics. Creating an online account allows users to save their projects to access later. Bubbl.us is useful for all ages and subjects in the classroom to focus ideas, accept different perspectives, and demonstrate that student knowledge is valued. The tool provides formatting options and allows adding subtopics to brainstorm and map ideas. Projects can be exported as images and printed.
This document discusses an Intel-powered convertible classmate PC and provides specifications for the device. It is designed for education use with features like a touch screen, tablet mode, durable design, and classroom collaboration software. Testing shows it can withstand drops of up to 50cm and has water resistant keyboards. Specifications include an Atom processor, 1GB RAM, touch screen display, and integrated audio and camera.
This document provides information about Intel's classmate PC product update. It includes:
- Details on the Cherry Point and Hawk Peak reference designs, including specifications, features, software, and roadmaps.
- Recommended configurations for education and retail channels in 2008.
- Customization options like color choices, logo placement, and packaging types.
- Information on digital pen solutions and suppliers.
- Comparison of classmate PC to entry-level notebooks highlighting the former's lower cost, ruggedness, education-focused software and form factor.
This document provides information on the Intel-powered convertible classmate PC, including:
- Key features of the convertible design like a touch screen and tablet mode.
- Specifications compared to the clamshell model, noting the convertible has a touch screen, rotated camera, and smaller size.
- Customization options available for OEMs like color choices and logo placement.
- Details on the rugged and durable design including drop testing to 50cm.
- Supported operating systems including Windows XP and Linux variants.
This document provides an update on the Intel-powered clamshell classmate PC. Key points include:
- The code name Cherry Point has been changed to the formal name Intel-powered clamshell CMPC.
- Certification status and OS support have been updated. Software stack availability has also been updated.
- Details are provided on the hardware specifications, software solutions, certifications, and other technical aspects of the Intel-powered clamshell CMPC.
Este documento describe las configuraciones típicas de soluciones basadas en computadoras portátiles Classmate PC para un entorno de enseñanza 1 a 1. Incluye detalles sobre entornos de aula con y sin conexión a Internet, especificaciones técnicas de hardware y software, y estimaciones presupuestarias para implementar el proyecto en las escuelas. También proporciona recomendaciones sobre la infraestructura de red, equipos, capacitación y métricas necesarias para el éxito del proyecto.
1. The document outlines the content and structure of the Year 9 Checkpoint English curriculum, which prepares students for IGCSE courses.
2. The curriculum covers comprehension, summary writing, writing to inform and persuade, analyzing characters, settings, language use, and narrative development.
3. It provides learning outcomes, teaching activities, and resources for each section, including comprehension exercises, writing prompts, and guidance on summaries, paragraphs, and persuasive writing.
This document outlines the scheme of work and learning activities for a Year 8 English checkpoint course titled "Myself and Others". The course covers skills like speaking, debating, reading comprehension, writing for different purposes, and recognizing text styles.
Over the term, students will participate in activities to discuss friendship, leisure time, technology and travel. They will analyze poems, write descriptions and stories, conduct a survey, and participate in a debate. The goal is to improve students' communication skills and ability to understand implicit meanings. Resources provided include vocabulary words, sample texts and letter formats to support the learning outcomes.
The document provides an outline for a unit on "Myself and Others" in the Year 8 English curriculum. It recommends prior knowledge from Year 7 and the first term of Year 8. The general topic is how students develop their language skills to communicate with and understand others. Activities include writing for different purposes and audiences, as well as implicit and explicit reading comprehension. Students will practice speaking, describing, analyzing and discussing. They will write articles, brochures, letters and reports using correct grammar. Close reading of texts will allow understanding of characters through vocabulary and language choices.
This document provides an outline for a unit of study called "Myself and Others" for Year 8 checkpoint English. The unit covers a range of skills including reading comprehension, writing autobiographies and biographies, developing vocabulary, and using proper punctuation. Some key activities include writing an autobiography extract, becoming a biographer by describing classmate photos, writing diary entries about happiness and other emotions, and analyzing character portrayal in short stories. Resources are provided to support teaching these skills and assessing student learning outcomes.
The document outlines a scheme of work for a Year 7 English checkpoint focusing on developing language skills through activities related to the senses, with a particular focus on touch, temperature, and movement. Students will participate in discussions, use synonyms and antonyms, develop vocabulary, practice sentence structures, read passages, summarize texts, and write descriptions to both imagine sensory experiences and comment on language. A variety of resources including example texts and vocabulary lists are provided to support the learning outcomes and suggested teaching activities.
This document provides an outline for a unit of study on the senses for Year 7 English. The unit will focus on developing reading comprehension, writing, grammar, and speaking skills through activities related to the five senses - sight, sound, smell, touch, and taste. Over the course of the term, students will read texts describing sensory experiences, discuss how authors use language related to the senses, take notes, write descriptions, recipes, and narratives using correct grammar and punctuation. They will also participate in role-playing activities centered around food and meals to practice oral language skills.
1) The document outlines the scheme of work and activities for a Year 7 English checkpoint focusing on developing language skills through exploring the five senses as a topic.
2) Activities cover reading comprehension, speaking, writing descriptions, and recognizing literary devices. Students will learn about and practice using vocabulary, punctuation, parts of speech, and narrative elements.
3) Students will write poems, stories, and descriptions focusing on using imagery, setting, adjectives, nouns, and punctuation correctly. They will also analyze genres and compare descriptions in different texts.
This document provides information about resources for teaching Checkpoint English, including recommended websites, textbooks, and units of study for Years 7-9. It outlines the key skills covered in each year, such as descriptive writing, reading comprehension, grammar, and speech. Year 7 focuses on basic language skills. Year 8 builds on these with additional forms of writing and vocabulary. Year 9 prepares students for the Checkpoint English test with sections on comprehension, writing skills, character analysis, and more. Teachers have flexibility in using these materials to meet student and curricular needs.
Cambridge Checkpoint is a diagnostic testing service designed by the University of Cambridge International Examinations (CIE) to help students learn which subjects they excel in and which require more effort. The tests cover English, mathematics, and science. Checkpoint benefits individual students by informing them on how to improve, and benefits schools by providing class-level data to help teachers target instruction. CIE qualifications are recognized globally. The document provides resources to support Checkpoint, including endorsed textbooks in each subject area.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
3. MOODLE 2.0 BASICS
Moodle 2.0 Basics
Document Control Information
Version Document Date Updates Editor
Version
0.1 28/09/2010 Initial Draft Aly Waterson and
Anna McKenzie
1.0 11/10/2010 Updates from Moodle Anna McKenzie
Training Team review
1.1 14/10/2010 Minor editing updates Anna McKenzie
1.2 22/10/2010 Minor updates from Moodle Anna McKenzie
training team/update screen
captures
1.3 11/11/2010 Incorporate Help block Anna McKenzie
Update „Switch role to‟
information and capture
Add Assignment instructions
for multiple file upload
Minor instruction updates
External References Control Information
Document Document Date of document last Owner
Name/code version revision/ update
Training @ La Trobe 3 Version 1.3
4. MOODLE 2.0 BASICS
Table of Contents
Table of Contents ............................................................................................................ 4
Conventions Used in this Manual .................................................................................. 7
Course Overview ............................................................................................................. 8
Topic 1 - Overview .......................................................................................................... 9
Background.............................................................................................................. 10
Migrating to Moodle .................................................................................................... 10
Why Moodle? ................................................................................................................ 10
Terminology ............................................................................................................ 10
Getting Started in Moodle ..................................................................................... 11
Access ............................................................................................................................ 11
Request a New Subject ................................................................................................ 11
Moodle Design Essentials ..................................................................................... 12
Topic 2 - Navigation...................................................................................................... 13
Login to Moodle ..................................................................................................... 14
Page Layouts............................................................................................................ 15
Basic Navigation ..................................................................................................... 18
Exercise .................................................................................................................... 18
Editing ...................................................................................................................... 19
Blocks ....................................................................................................................... 19
Add a Block Block ....................................................................................................... 20
Navigation Block.......................................................................................................... 20
Settings Block ............................................................................................................... 21
Upcoming Events Block ............................................................................................. 21
Messages Block............................................................................................................. 22
Move a Block ................................................................................................................ 22
Move a Block, continued ............................................................................................ 23
Remove a Block ........................................................................................................... 23
Exercise .................................................................................................................... 23
Topic 3 - Subject Content ............................................................................................. 25
Manage Subject Content ........................................................................................ 26
Copyright Licences ................................................................................................. 26
Edit Settings ............................................................................................................ 27
Exercise .................................................................................................................... 28
Turn Editing On Function .................................................................................... 30
Add a Resource ....................................................................................................... 31
Upload a File ................................................................................................................. 32
Create a Folder ............................................................................................................. 35
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5. MOODLE 2.0 BASICS
Exercise .................................................................................................................... 37
Add a Section Summary .............................................................................................. 39
Add a Label ................................................................................................................... 40
Add a Web Page ........................................................................................................... 41
Add a URL .................................................................................................................... 42
Add (Embed) an Image............................................................................................... 43
Link to a Web Page...................................................................................................... 45
Change Visibility of a Resource or Activity ........................................................ 46
Exercise .................................................................................................................... 46
Create an Activity ................................................................................................... 47
Assignments .................................................................................................................. 49
Create an Assignment – Upload a Single File .......................................................... 49
Create an Assignment – Upload a Single File, continued ...................................... 50
Create an Assignment – Advanced Uploading of Files .......................................... 51
Create an Assignment – Advanced Uploading of Files, continued ...................... 52
Exercise .................................................................................................................... 53
Choice Activity – Sneak Peek ............................................................................... 54
Exercise .................................................................................................................... 54
Forums........................................................................................................................... 55
Exercise .................................................................................................................... 58
Exercise .................................................................................................................... 58
Appendix – More Information .................................................................................... 59
La Trobe LMS (Moodle) Website ........................................................................ 59
LMS2011 Website................................................................................................... 59
More Moodle Training ........................................................................................... 59
Moodle Tool Guide for Teachers ........................................................................ 60
Designing Learning for Interaction ..................................................................... 60
Training @ La Trobe 5 Version 1.3
7. MOODLE 2.0 BASICS
Conventions Used in this Manual
Before starting to learn the ins and outs of using Moodle, please take a moment to review the terms and
conventions that will be used throughout this manual.
The following icons call your attention to important points located throughout this manual.
Further information, such as tips and shortcuts
Warnings
Summary of important points
Exercises
Definition Mandatory. A mandatory system field/step. Users are unable to carry
of Terms out a system process or save a record if mandatory fields are
incomplete/ invalid.
Training @ La Trobe 7 Version 1.3
8. MOODLE 2.0 BASICS
Course Overview
This course Moodle Basics is designed to ensure you are equipped with the skills
essential to getting started with La Trobe University‟s new Learning
Management System (LMS), Moodle.
Prerequisites You must be familiar with a web environment.
Course On completion of this training, you will be able to:
Objectives Describe and recognise Moodle navigation and terminology
Explain the function of Blocks
Construct and organise Resources and Activities.
Materials A class set will be provided and can be used for recording notes.
Assessment There is no formal assessment for this course. Participants‟ progress
will be monitored through self-paced activities, questions and
answers.
Version 1.3 8 Training @ La Trobe
9. MOODLE 2.0 BASICS
Topic 1 - Overview
At the completion of this session, you will be able to:
Interpret Moodle terminology
Apply web design essentials in a Moodle environment.
Training @ La Trobe 9 Version 1.3
10. MOODLE 2.0 BASICS
Background
Migrating to Moodle
After a careful process of evaluation, La Trobe has decided to adopt Moodle 2.0 as the University‟s next
Learning Management System (LMS), to replace the current Blackboard CE6.
Moodle (Modular Object-Oriented Dynamic Learning Environment) is open source software and is used
by a growing number of universities in Australia and around the world. It will become the University‟s
LMS for all subjects from first semester 2011.
Why Moodle?
The evaluation phase revealed that Moodle would be the best LMS in consideration of costs, vendor
performance and evidence for capacity to support the Design for Learning Project.
While both Moodle and Blackboard were strong in terms of functionality and features, Moodle was ahead
in terms of flexibility to meet the needs of Design for Learning, lower fees and internal costs, having no
vendor lock-in, while at the same time having the option to purchase Moodle services from an experienced
Australian Moodle partner (NetSpot).
On balance, Moodle proved to have a better fit with the University‟s LMS needs.
Terminology
The following are some common Moodle terms and definitions:
Subject – a space in Moodle to which you can add Resources and learning Activities for your
students.
Topic/Week – a method of dividing your subject into consumable chunks.
Resource – available options are: File, Folder, IMS Content Package, Label, (Web) Page and URL.
(See page 31.)
Activity – available options are: Assignments (four types), Chat, Choice, Database, Feedback,
Forum, Glossary, Lesson, Quiz, Survey and Wiki. (See page 47.)
Blocks – a method of providing additional activities or functionality for students.
Version 1.3 10 Training @ La Trobe
11. MOODLE 2.0 BASICS
Getting Started in Moodle
Access
All La Trobe University staff will be able to log in to the Moodle environment. Depending on previous
use of WebCT/Blackboard and/or attendance at training, you may or may not have subjects listed in the
Subject Overview.
If you are unable to log in to Moodle, please email lms2011@latrobe.edu.au
Guest lecturers and others who do not have a La Trobe Username will be unable to log in to Moodle in
the interim. Processes are currently being developed to enable this.
Request a New Subject
Until LMS Administration processes are finalised, if you require a new Subject in Moodle, please click
Request a new LMS Subject from the Moodle Help block:
The Request New Moodle Subject web page displays. Complete all fields and submit your request.
For further information regarding roles in Moodle, click staff roles
at the bottom of the Request New Moodle Subject web page.
Alternatively, email lms2011@latrobe.edu.au and provide the following information:
Subject Code and Title
Name of the Subject Co-ordinator
Your name (if you are not the Subject Co-ordinator)
A list of the names of staff members who require access to the subject and the role they require.
New subjects cannot be created until the first phase of the content
migration is complete.
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12. MOODLE 2.0 BASICS
Moodle Design Essentials
The following guidelines are adapted from
http://moodlemoot2010.swsi.wikispaces.net/Teaching+with+Moodle (Sourced 22nd September 2010):
Treat the Subject page „real estate‟ as if it were a very expensive block of land. Use Folders and
Web Pages wherever possible.
Use Moodle Activities rather than static content where appropriate.
Take care with wide images on the subject page.
Avoid long Activity names, as this takes up valuable space in the Breadcrumbs.
Use Labels to guide students, as this helps to manage student expectations.
Avoid large chunks of text – this is a general web design guideline. People scan web pages and
tend not to read more than a couple of paragraphs.
Avoid overuse of Blocks – less can be more. The La Trobe University Moodle template will have
the Navigation and Settings blocks on the left as standard.
Make the interface consistent.
NOTES
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________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
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13. MOODLE 2.0 BASICS
Topic 2 - Navigation
At the completion of this session, you will be able to:
Summarise the process of logging in and out of Moodle
Navigate in a Moodle environment
Identify common Blocks and their functions.
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14. MOODLE 2.0 BASICS
Login to Moodle
The Moodle training web page can be found at
http://wwwdev.latrobe.edu.au/lms2011/training/login/index.php
STEP ACTION
1. Launch the Browser, Mozilla Firefox.
This browser is being used for training and in the short term, until
Internet Explorer 7 and 8 are capable of supporting Moodle.
2. Navigate to the Moodle Login page.
3. Username: Enter your University (Active Directory) username.
Password: Enter your University (Active Directory) password.
User Type: Click and select Staff.
4. Click to display the Home page.
Version 1.3 14 Training @ La Trobe
15. MOODLE 2.0 BASICS
Page Layouts
HOME PAGE
When you first log in to Moodle, the Home page is displayed and may look similar to this:
The main components of the Home page are:
Page name
Blocks – Can be added to the screen as a „block‟:
o „Sticky‟ blocks (shown) – These blocks can be moved or collapsed (hidden). They
cannot be deleted.
o Floating blocks (shown) – These blocks can be moved, deleted or collapsed (hidden).
o Floating blocks (hidden) – These blocks can be moved, deleted or expanded (shown).
Available Courses (Subjects) – Lists all subjects with which you are associated, no matter
what your role.
Dock – This is where blocks are docked. Any type of block (sticky or floating) can be
docked here to free up screen real estate.
link – Click to logout of Moodle.
Training @ La Trobe 15 Version 1.3
16. MOODLE 2.0 BASICS
Page Layouts, continued
MY HOME PAGE
The My home page layout has some extra options. This is an example of a My home page, with the options
numbered the same as the Home page, plus the extra ones:
The different/ extra options are:
Course overview (Subjects) – Lists all subjects with which you are associated, no matter what
your role.
Breadcrumbs – Shows the location of the current page within the subject site structure.
– This button is used to toggle to editing mode on the My home
page, which allows you to hide, configure, delete, or move blocks using the editing icons, e.g.
.
o When you have finished customising your blocks, click
to save your changes and return to non-editing mode.
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17. MOODLE 2.0 BASICS
Page Layouts, continued
SUBJECT PAGE
The subject page differs slightly from the My home page. Your page may look similar to this:
The differences are:
Subject title – is displayed prominently at the top of the subject page.
Navigation Block – can be used to expand subject content.
Settings Block – is contextual, depending on the page.
Content section – split into the Topic/Weekly outline and Topics/Weeks.
– used to toggle to editing mode on the subject page.
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18. MOODLE 2.0 BASICS
Basic Navigation
Use the Breadcrumbs to move backwards through the pages.
My Courses in the breadcrumbs is not linked to a page.
Use the links in the blocks to navigate to a specific page.
You can use the browser navigation buttons (Back,
Forward and Recent Pages) to move within Moodle.
Exercise
Open a Firefox (Mozilla) web browser page
Login to the Moodle training website
Navigate to the My home page
Select „Moodle Training‟ subject (you are enrolled as a
Student in this subject)
Familiarise yourself with the different blocks
Navigate using the Breadcrumbs and the browser
navigation buttons
NOTES
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Version 1.3 18 Training @ La Trobe
19. MOODLE 2.0 BASICS
Editing
To toggle to editing mode, click . In editing mode, the Add a block Block displays and
editing icons display for each Block, for each Resource and Activity and for each section, e.g. .
Hover your mouse over each icon to display its function.
Some of the common icons used in editing are:
– Click to hide the item/ block
– Click to show the item/ block
– Edit the item/ block
– Delete the item/ block
– Move the block
– Move the item
– Move the item to the left/right (indent)
– Highlight this Topic/Week as the current Topic/Week
– Show only this Topic/Week n
Blocks
There are many blocks available in Moodle. Most items in the Block are hyperlinks.
Each Block has block toggles , which can be used to hide the block , or dock the block .
When a Block is collapsed (hidden), show the block replaces .
Docking moves a Block from its current location to the Dock on the left. The Dock is a special bar that is
displayed in a constant position on the side of the page by default, thereby freeing up screen real estate.
When a Block is docked there is only one block toggle , which undocks the block and returns it to its
location prior to docking.
Training @ La Trobe 19 Version 1.3
20. MOODLE 2.0 BASICS
Add a Block Block
Available blocks can be selected from a drop down list in the Add a Block Block.
As a Block is added to the subject page, the Block name disappears from the available list.
Some of the more common blocks are: Navigation; Settings; Upcoming Events; and Messages.
Navigation Block
The Navigation Block allows you to navigate within the My home page and within your Moodle subject,
i.e. you can navigate to any subject in which you have a role.
The following is an example from a subject page:
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21. MOODLE 2.0 BASICS
Settings Block
The Settings block allows you to perform various functions, which change, depending on the context.
The Home page, My home page and subject page Settings blocks include My profile settings, which allows
you to edit your profile and configure your message settings.
The subject page Settings block includes other functions:
Course administration – Edit settings is used to edit any settings within the subject.
Switch role to... – Allows you to switch to the Student role, to view your subject from a student‟s
perspective. There are five staff roles available: Designer, Lecturer, Tutor, Student and Audit
Student.
Upcoming Events Block
The Upcoming Events block can be used to communicate information about forthcoming events for
your students. It can be used as a Public and Private calendar.
Training @ La Trobe 21 Version 1.3
22. MOODLE 2.0 BASICS
Messages Block
The Messages Block can be used to set up internal instant messaging between yourself and other LTU
Moodle users (colleagues and students).
You will need to manage your contacts to add other users to your contact list and to send them instant
messages.
Click the link to display the Messages page.
From the My contacts drop down menu, a list of your subjects displays. Select a subject to display a list of
individuals associated with that subject, then select a recipient.
If the intended recipient is not logged into Moodle when you send a message, a message is sent to their
preferred email address instead. Any response from them will be sent to your preferred email address.
Move a Block
Blocks can be moved to different locations on the screen.
STEP ACTION
1. Click .
2. Click for the Block you want to move.
A dotted line now surrounds the selected Block, e.g.
and inserts „empty‟ dotted line Blocks on the page, e.g.
which represent available locations to select as your destination.
When you hover your mouse over a destination area, the colour of the dotted
line changes to red. .
Version 1.3 22 Training @ La Trobe
23. MOODLE 2.0 BASICS
Move a Block, continued
3. Click the destination empty Block.
The Block has moved to its new location.
Remove a Block
Blocks can be removed from the subject page, by clicking from the Block editing icons.
The Block name reappears in the Add a Block Block drop down list.
Exercise
Navigate to your My home page
Navigate to your subject
Turn editing on
Add at least three blocks to your subject, including the
Messages block
Move some of your blocks around
Delete one of your blocks (not the Message block)
Hide at least one of your blocks ( )
Switch role to student view
Return to normal role
Show the hidden block(s) ( )
Turn editing off
Send a message to one of your training session colleagues
Training @ La Trobe 23 Version 1.3
25. MOODLE 2.0 BASICS
Topic 3 - Subject Content
At the completion of this session, you will be able to:
Describe and recognise the difference between Moodle Activities and
Resources
Select and add appropriate Resources to a Topic
Create an Assignment Dropbox
Create a Forum.
Training @ La Trobe 25 Version 1.3
26. MOODLE 2.0 BASICS
Manage Subject Content
There are a variety of ways you can manage Moodle functionality and your subject content. For example,
you can add, move and delete blocks; add and edit Topics/Weeks; add, move and delete Resources; add,
move and delete Activities; upload Files; and link to Files and Web pages.
Depending on what is to be updated, use Turn editing on to edit the page layout or the Settings block
(Edit settings) to edit subject settings.
Click to display online help where available.
Copyright Licences
Any material copied and communicated via the LMS (Moodle) is subject to part VB of the Copyright Act
1969. More information about copyright can be found at https://intranet.latrobe.edu.au/copyright/.
The following is a quick guide to copyright licences:
All rights reserved – normal copyright law applies
Public Domain – out of copyright; copyright expired
Creative Commons – licensing that you can attach to work that is attributed to you. For further
information, refer to the Creative Commons website www.creativecommons.org.au.
No Derivs – cannot be used to create a derivative work
No Commercial Derivs – cannot be used for commercial purposes and no derivative works
No Commercial – cannot be used for commercial use
No Commercial Sharealike – no commercial use but OK to share work as is
Sharealike – share work as is.
If in doubt, contact the Copyright Officer:
Paul Gialanze (ext 1364).
Version 1.3 26 Training @ La Trobe
27. MOODLE 2.0 BASICS
Edit Settings
Edit settings in the Settings block is used to maintain subject settings, including:
Update subject summary
Change content format
Change number of Topics/Weeks.
STEP ACTION
1. Navigate to your subject page.
2.
In the Settings block, click .
3. The Edit course settings page displays. Update fields as required.
General section:
On this page, the Course summary is updated using the HTML editor.
The HTML editor is used throughout Moodle, so all available HTML
editor functionality may be used for the field.
Format: Determines the layout of the subject page.
Collapsed Topics – subject page is organised into topic sections,
initially all collapsed. More than one individual topic can be
expanded/viewed at a time.
Topics format – subject page is organised into topic sections. When
„Show only Topic n‟ function used, cannot view more than one topic
at a time.
Weekly format – subject page is organised into weekly sections, with
the first week starting on the course start date.
Training @ La Trobe 27 Version 1.3
28. MOODLE 2.0 BASICS
Edit Settings, continued
Number of weeks/topics – a new section is created for each Week/Topic.
Maximum upload size: LTU may set/advise a maximum, but this can be
changed to sizes lower than the maximum.
4. Scroll down to access more sections.
5. Update other fields as required.
6. Click .
Exercise
Navigate to the Edit course settings page
Familiarise yourself with the field help descriptions by
clicking for different fields
Update your course summary
Change your Format to each of the three discussed above
and save your changes in-between to view the differences
Change your Format back to „Topics format‟ and save
Which one do you think you would use the most?
Version 1.3 28 Training @ La Trobe
30. MOODLE 2.0 BASICS
Turn Editing On Function
Click to manage Blocks and add Resources and Activities to your subject.
Once the button is clicked:
Editing icons display in all blocks, e.g.
The Add a block Block is available to add more blocks to your subject
Topic/Weekly outline and Topics/Weeks now include Add a resource and Add an activity
drop down menus
replaces .
The delete icon does not display for the Navigation and
Settings Blocks as these blocks cannot be deleted.
Version 1.3 30 Training @ La Trobe
31. MOODLE 2.0 BASICS
Add a Resource
Resources can be added to the Topic/Weekly outline, or to an individual Topic/Week.
Click to display the Add a resource... drop down menu in the Topic/Weekly outline
and in each Topic/Week.
The following Resources are available:
File – A file of any type can be uploaded to Moodle and displayed to students. File types include
HTML, word processing documents, text files, images and PowerPoint presentations. Students
may also be able to download files, so they may require appropriate software to view the file if it is
not in HTML format. You are encouraged to upload only accessible files to your Moodle subject.
You are encouraged to save large multimedia files (i.e. over 20MB)
to the Lectopia server because Moodle has not been designed to
stream multimedia.
Folder – A folder can contain files of any type and can help in the battle against „Death by
Scrolling‟.
IMS Content Package – This is a web standard. A content package can be imported to Moodle.
This is not yet available.
Label – Text and images can be displayed to identify content in Topics/Weeks.
Page – This allows you to create a web page to add content to your subject. This should rarely be
more than one and a half screens in length.
URL – This is a link to a web page.
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Upload a File
Files can be uploaded directly to the Topic/Weekly outline or to a Topic/Week, or they can be uploaded
to a Folder within the Topic/Weekly outline or a Topic/Week.
To upload a File to a Folder, the Folder must be created first.
UPLOAD DIRECTLY TO TO PIC/WEEKLY OUTLINE OR TOPIC/WEEK
STEP ACTION
1. Click .
2. In the Topic/Weekly outline or a Topic/Week, click for Add a
resource... and select File.
3. The Adding a new File [to Topic/Week n] page displays.
Complete the following fields:
Name: Mandatory. Enter the file name. This displays in the content.
Description: Mandatory. Enter a meaningful description for the file.
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Upload a File, continued
UPLOAD DIRECTLY TO TOPIC/WEEKLY OUTLINE OR TOPIC/WEEK,
CONTINUED
4. In the Content section, click . The File picker window displays.
5. Click . The right side of the window is populated.
6. Click .
7. The File Upload window displays. Locate the required file and click to
highlight it, then click .
8. The File picker window re-displays. Click .
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Upload a File, continued
UPLOAD DIRECTLY TO TO PIC/WEEKLY OUTLINE OR TOPIC/WEEK,
CONTINUED
9. The Adding a new File [to Topic/Week n] page re-displays.
Update other fields as required.
10. Click to return to the subject
OR
Click to display the folder.
11. If you have finished editing, click .
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Create a Folder
Folders can be created in Moodle to manage files and reduce clutter on the page, thereby freeing up screen
real estate.
STEP ACTION
1. Click .
2. In the Topic/Weekly outline or a Topic/Week, click for Add a
resource... and select Folder.
3. The Adding a new Folder [to Topic/Week n] page displays.
Complete the following fields:
Name: Mandatory. Enter a folder name.
Description: Mandatory. Enter a meaningful description for the folder.
4. Update other fields as required.
5. Click to return to the subject.
OR
Click to display the folder.
6. If you have finished editing, click .
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Upload a File to a Folder
STEP ACTION
1. Click .
2. Click for the required folder.
3. The Updating: Folder page displays. Click .
4. The File picker window displays.
5. Click .
6. Click .
7. The File Upload window displays. Locate the required file and click to
highlight it, then click .
8. The File picker window re-displays. Click .
9. The Updating: Folder page re-displays. The content section is updated.
Update other fields as required.
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Upload a File to a Folder, continued
10. Click to return to the subject
OR
Click to display the folder.
11. If you have finished editing, click .
To view the file, click the folder name to display the folder
contents, then click the file name (which is a hyperlink).
If you decide the file should be in a different section, you can
move the file using drag-and-drop functionality.
Ensure:
The source and destination sections are expanded
You are in editing mode
Then click for the source file and drag to its new location and
drop it in!
Once a file is in a folder, it can be moved between folders within
the folder structure, but cannot be moved to a location outside
that structure.
Exercise
Turn editing on
Upload a file directly to your Topic outline or to one of
your Topics
Drag-and-drop it to a different section
Add a Folder to your Topic outline or to one of your Topics
Upload a file to the new folder
Turn editing off
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Add a Section Summary
One summary can be added to the top of the Topic/Weekly outline and each Topic/Week, if required.
Summaries can be used for introducing the Subject/Topic, entering announcements and instructions and
can include graphics.
STEP ACTION
1. Click .
2. In the Topic/Weekly outline, click .
3. The Summary of General [or Topic/Week n] page displays.
Complete the following fields:
Use default section name: Deselect the check box if you want to add a
customised section name.
Section name: Mandatory if previous check box deselected. Enter a short
section name. This displays in the Navigation block.
Summary: Mandatory. Enter any text and/or images here.
4. Click to return to the subject.
5. If you have finished editing, click .
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Add a Label
Labels allow you to add information to the Topic/Weekly outline or to a Topic/Week.
More than one label can be added per topic/week to set up a hierarchical structure to guide students
through the learning path.
STEP ACTION
1. Click .
2. In the Topic/Weekly outline or a Topic/Week, click for Add a
resource... and select Label.
3. The Adding a new Label [to Topic/Weekly n] page displays.
Complete the following field:
Label text: Mandatory. Enter the label text.
4. Update other fields as required.
5. Click to return to the subject.
6. If you have finished editing, click .
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Add a Web Page
Web pages can be added to a subject as a Resource and should typically include instructions for students
that are one screen or less, i.e. not intended for printing.
STEP ACTION
1. Click .
2. In the Topic/Weekly outline or a Topic/Week, click for Add a
resource... and select Page.
3. The Adding a new Page [to Topic/Weekly n] page displays.
Complete the following fields:
Name: Mandatory. Enter the web page name. You can choose to display or
hide this description in the Options section.
Description: Mandatory. Enter a description for the web page. You can
choose to display or hide this description in the Options section.
Page content: Mandatory. Add your content here.
4. Update other fields as required.
5. Click to return to the subject
OR
Click to display the folder.
A web page icon displays next to the new web page.
6. If you have finished editing, click .
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Add a URL
You can link to a web page (URL) directly from a Topic/Week Outline or a Topic/Week, or from another
resource. The instructions below are for linking directly from a Topic/Week.
STEP ACTION
1. Click .
2. In the Topic/Weekly outline or a Topic/Week, click for Add a
resource... and select URL.
3. The Adding a new URL [to Topic/Weekly n] page displays.
Complete the following fields:
Name: Mandatory. Enter a name for the URL. You can choose to display
or hide this description in the Options section.
Description: Mandatory. Enter a description for the web page. You can
choose to display or hide this description in the Options section.
External URL: Mandatory. Enter or paste the full URL (including http://),
e.g. http://www.latrobe.edu.au/lms2011/
4. Update other fields as required.
5. Click to return to the subject
OR
Click to display the folder.
A URL icon displays next to the URL.
6. If you have finished editing, click .
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Add (Embed) an Image
From the HTML editor you can add images, link to other websites and link to images.
STEP ACTION
1. Click .
2. Click for the item to be edited.
3. From the HTML editor, click . The Insert/edit image window displays.
4. Click .
5. The File picker window displays. Click .
6. Click .
7. The File Upload window displays. Locate the required image file and click to
highlight it, then click .
8. The Insert/edit image window re-displays. Click .
9. A confirmation window displays.
Click .
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Add (Embed) an Image, continued
10. Resize image (optional step).
Click to toggle to full screen mode.
Click on the image and use the grab handles to resize the image.
Click to toggle back from full screen mode.
11. Update other fields as required.
12. The original page being edited re-displays.
Click to return to the subject
OR
Click to display the folder.
13. If you have finished editing, click .
The Display field (in the Options section) determines how an
image is displayed, if at all.
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45. MOODLE 2.0 BASICS
Link to a Web Page
You can link to a web page directly from a Topic/Week Outline or a Topic/Week, or from another
resource. The instructions below are for linking from another resource.
STEP ACTION
1. Click .
2. Click for the item to be edited.
3. In the HTML editor, highlight the text/image to be linked.
4. From the HTML editor, click . The Insert/edit link window displays.
5. Link URL: Mandatory. Enter or paste the URL.
Target: Mandatory. Change if required.
Change other settings if required.
6. Click .
7. Update other fields as required.
8. The original page being edited re-displays.
Click one of the Save buttons. For example:
Click to return to the subject
OR
Click to display the folder.
9. If you have finished editing, click .
If adding a web page link using the „Add a resource‟ drop down
menu, it is necessary to include the http:// before the web page
address, e.g. http://www.latrobe.edu.au/ in the „External URL‟
field.
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Change Visibility of a Resource or Activity
When you add a Resource or Activity, it is automatically visible (unless it has date-enabled visibility). This
means that students can see the Resource or Activity and access any content that you have created with the
Resource or Activity.
If you are developing content for a subject that is currently in
progress (already has students enrolled), hide the Resource or
Activity until you are finished with the design.
STEP ACTION
1. Click .
2. If a Resource or Activity is in show mode, click next to the required
resource or activity to hide it.
If the Resource or Activity is in hide mode, click next to the required
resource or activity to show it.
3. If you have finished editing, click .
Exercise
Add an image and link to a website:
Navigate to your subject
Turn editing on
Create a web page for your subject
Add an image from the Sample Pictures in the My Pictures
folder (under My Documents) from the PC‟s hard drive
Add a link to the ABC News website to your web page
Save your changes
Turn editing off
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Create an Activity
Your choice of Activities depends on the type of student engagement that you want in your subject and the
intended learning outcomes for your students. For example, if you want to assess your students by
including quizzes in your Subject, you would add the Quiz activity. After you‟ve added the Activity, you
can create quizzes and make them available to students.
All of the Activities in Moodle require additional setup. You can‟t just add them and expect students to be
able to use them immediately.
Activities can be added to the Topic/Weekly outline, or to an individual Topic/Week.
Click to display the Add an activity... drop down menu in the Topic/Weekly outline
and in each Topic/Week.
The following Activities are available:
Assignment – allows you to specify an online or offline activity which can be graded.
Chat – creates a room for synchronous text chat.
Choice – polling type activity.
Database – enables participants to create, maintain and search a bank of record entries. The
format and structure of these entries can be almost unlimited, including images, files, URLs,
numbers and text, amongst other things.
Feedback – allows users to create and conduct surveys to collect feedback.
Forum – enables participants to have asynchronous discussions.
Glossary – enables participants to create and maintain a list of definitions, like a dictionary.
Glossary entries may be automatically linked wherever the concept words and phrases display
throughout the subject.
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Create an Activity, continued
Lesson – allows you to create an adaptive learning experience consisting of a series of pages
containing questions.
Quiz – allows you to design and set quizzes consisting of multiple choice, true-false, matching and
other question types. Each attempt is automatically marked, and the teacher can choose whether
to give feedback and/or show correct answers.
SCORM package – is a web standard that allows easy transfer of content from one LMS to
another. It can also refer to a subject that is developed externally to an LMS but is developed as a
SCORM package, which can then be imported to the LMS.
Survey – provides three types of survey instrument for assessing and stimulating learning in online
environments. You can use a survey to gather data that will help you learn about your class and
reflect on your own teaching.
Wiki – provides a space for student collaboration.
Workshop – a subject peer assessment activity with many options. Workshop allows participants
to assess each other's projects, as well as exemplar projects, in a number of ways. It also
coordinates the collection and distribution of these assessments.
NOTES
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Assignments
There are four types of assignments available in Moodle:
Advanced uploading of files – allows each student to upload one or more files (any format,
including zipped files). Students can enter notes for their submissions. Teachers can upload one
or more files for each student.
Online text – allows students to input text online. The assignment can be graded online.
Upload a single file – allows each student to upload a single file only (any format, including
zipped files).
Offline activity – used for assignments outside of Moodle, e.g. paper-based, practical or oral
assessment. A description of the assignment is visible to students, but they cannot upload any
files.
Create an Assignment – Upload a Single File
STEP ACTION
1.
Click .
2. In the Topic/Weekly outline or a Topic/Week, click for Add an
activity... and select Add a single file (under Assignments).
3. The Adding a new Assignment [to Topic/Weekly n] page displays.
General section
Complete the following fields:
Assignment name: Mandatory. Enter the assignment name.
Description: Mandatory. Enter the assignment description.
Available from: Mandatory. Select the date and time the assignment will
first be available to the students.
Due date: Mandatory. Select the date and time the assignment is due.
Prevent late submissions: Mandatory. Select No to accept late
submissions, or Yes to NOT accept late submissions.
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Create an Assignment – Upload a Single File, continued
Other sections
Grade: Mandatory. Select the grade amount. Use 100 if applying
percentages.
Allow resubmitting: Mandatory. Select Yes or No.
Email alerts to teachers: Mandatory. Select Yes or No.
Maximum size: Mandatory. Select the required maximum file size the
student is allowed to upload.
4. Update other fields as required.
5. Click to return to the subject
OR
Click to display the folder.
6. If you have finished editing, click .
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Create an Assignment – Advanced Uploading of Files
STEP ACTION
1.
Click .
2. In the Topic/Weekly outline or a Topic/Week, click for Add an
activity... and select Advanced uploading of files (under Assignments).
3. The Adding a new Assignment [to Topic/Weekly n] page displays.
General section
Complete the following fields:
Assignment name: Mandatory. Enter the assignment name.
Description: Mandatory. Enter the assignment description.
Available from: Mandatory if Enable check box selected for this line. Select
the date and time the assignment will first be available to the students.
Deselect the check box if not relevant.
Due date: Mandatory if Enable check box selected for this line. Select the
date and time the assignment is due. Deselect the check box if not relevant.
Prevent late submissions: Mandatory. Select No to accept late
submissions, or Yes to NOT accept late submissions.
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Create an Assignment – Advanced Uploading of Files, continued
Other sections
Grade: Mandatory. Select the grade amount. Use 100 if applying
percentages.
Maximum size: Mandatory. Select the required maximum file size the
student is allowed to upload (per file).
Allow deleting: Mandatory. Select Yes or No. If Yes is selected, the
student can delete uploaded files at any time before submitting for grading.
Maximum number of uploaded files: Mandatory. Select the required
number. This figure is not mentioned anywhere, so should be included in the
assignment description.
Allow notes: Mandatory. Select Yes or No.
Hide description before available date: Mandatory. Select Yes or No. If
Yes is selected, the assignment description is hidden until the “Available
from” date.
Email alerts to teachers: Mandatory. Select Yes or No.
Enable Send for marking: Mandatory. Select Yes or No. If Yes is
selected, this allows students to indicate to the teacher that they have finished
working on an assignment. The teacher may choose to revert the assignment
to draft status, for example.
4. Update other fields as required.
5. Click to return to the subject
OR
Click to display the folder.
6. If you have finished editing, click .
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Exercise
To submit an assignment as a student:
Navigate to your My home page
Navigate to subject „Moodle Training‟
From Topic 2 (Assessment), click
Click “TEMPLATE” in the assignment instructions
Click
Add at least one more thing you love about Moodle
Save this file to your desktop
Return to „Moodle Training‟ assignment page
Click , then click
From the File Picker, browse to the desktop (where you
saved your file)
Select the file and click
Click
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Choice Activity – Sneak Peek
There are a number of different activities available in Moodle.
The following exercise is a Choice Activity that has been set up for you to experience.
Exercise
Navigate to your My home page
Click subject „Moodle Training‟
From Topic 1, click (Choice activity)
Select your response
Click
View the results
NOTES
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Forums
OVERVIEW
The Forum activity allows lecturers, tutors and students to post messages about a topic in a public
discussion forum, at their own leisure. Students can share information and benefit from each other‟s
opinions and input.
You can use the Forum activity to post important messages, generate class discussions, facilitate peer
review and evaluate students based on their responses to open-ended questions.
TERMS
The following terms are relevant to Forums:
Forum Type:
o A single simple discussion
o Standard forum for general use
o Each person posts one discussion
o Q and A Forum
o Standard Forum displayed in a blog-like format.
Threshold – Students can be blocked from posting more than a given number of posts within a
period of time, called a threshold.
Ratings – Ratings use scales to standardise the reporting of performance. Forum ratings allow
users to evaluate others‟ posts in a forum.
Common Module Settings:
o No Groups – One large community
o Separate groups – Each group member can see only their own group. Other groups are
invisible.
o Visible Groups – Each group member works in their own group and can see but not post
to other groups.
Restrict Availability – Availability of a Forum can be restricted by date, a grade condition or an
activity completion condition.
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THE FORUM SCREEN
A new Forum is created as an Activity in a Topic/Week. When you create a new Forum, an icon and the
title of the forum display in the Topic/Week to which you have added it.
The discussion topic screen changes, depending on the Forum Type. For example, the New Discussion
Topic screen:
In this example, you:
Are required to add a new Topic title
Are allowed to post only once
Can‟t respond to others‟ posts.
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Create a Forum
STEP ACTION
1. Click .
2. In the Topic/Weekly outline or a Topic/Week, click for Add an
activity... and select Forum.
3. The Adding a new forum [to Topic/Week n] page displays.
Complete the following fields:
Forum name: Mandatory. Enter a name for the Forum. This displays in the
content.
Forum type: Mandatory. Click to select the required Forum type.
Forum introduction: Mandatory. Enter the instructions for using the
Forum.
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Create a Forum, continued
Further information:
Post threshold for blocking section– can be used to limit the number of
postings any one student can make in a given period of time.
Grade and Ratings sections – used if the forum is to be graded/rated.
Common module settings section (Group mode) – can be used to set up
group restrictions.
4. Update other fields as required.
5. Click to return to the subject
OR
Click to display the folder.
A Forum icon displays next to the new Forum.
6. If you have finished editing, click .
Exercise
Create a Forum in your subject
Navigate to your My home page
Navigate to your subject
Turn editing on
Create a Forum in one of your Topics
Turn editing off
Exercise
Use the Forum in „Moodle Training‟
Navigate to your My home page
Navigate to „Moodle Training‟
From Topic 1 (Introduction), select and add
a new discussion topic and post it to the Forum
Can you respond to one of your session colleagues‟ topics?
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Appendix – More Information
La Trobe LMS (Moodle) Website
When La Trobe University goes „live‟ with Moodle, the final URL will be https://lms.latrobe.edu.au/.
LMS2011 Website
The LMS Replacement Project website at http://www.latrobe.edu.au/lms2011/index.html has a number
of useful links. The website has links to:
Moodle Mentors
Reference Group
Project Team
Training and Support – this includes a link to the Moodle Glossary
Frequently Asked Questions
Moodle Homepage – this links to Moodle.org
More Moodle Training
More Moodle training materials will be available in the coming months to cover specific topics, which will
include*:
Assignments and Turnitin
Communication, including Forums, Chats, Instant Messaging, Blogs, News and Announcements,
Choice Activity, Summaries and Labels, and Calendars and Events
Collaboration, including Groups, Groupings and Wikis
Quizzes, including Feedback
Gradebook
Databases, Workshops and Lessons.
* Please note these topics are subject to change.
For more information and session times, refer to http://www.latrobe.edu.au/lms2011/training.html
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Moodle Tool Guide for Teachers
The Moodle Tool Guide for Teachers has been developed by Joyce Seitzinger and is a useful one page
summary which can be used to assist you “to pick the right tool for the job”.
The guide can be found at http://www.cats-pyjamas.net/2010/05/moodle-tool-guide-for-teachers/
Designing Learning for Interaction
This concise document focuses on “what the student does” and provides a chart of learner interaction. It
can be found at
http://www.latrobe.edu.au/lms2011/assets/downloads/designing-learning-for-engagement.pdf
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