Jessica Gramp's presentation on Moodle My Feedback and how it can be used to support personal tutees at UCL. See: https://moodle.org/plugins/view.php?plugin=report_myfeedback
My Feedback evaluation and ideas for better guidanceJessica Gramp
This presentation explains how the open source Moodle My Feedback plugin works and proposes some ideas to better support students to become self regulated learners and help them to reflect on their feedbackm, based on an evaluation undertaken at University College London (UCL).
The plugin is available from: https://moodle.org/plugins/view.php?plugin=report_myfeedback
Empowering students to improve with Moodle My Feedback - ALTC 2017Jessica Gramp
How the Moodle My Feedback report empowers students to improve with the help of their Personal Tutors. Video of presentation is available from: https://www.youtube.com/watch?v=wHFB8s0pTak&t=6m13s
Moodle My feedback: view and compare assessment feedback (MoodleMoot IE/UK 2017)Jessica Gramp
The Moodle My feedback plugin allows students and staff to compare grades and feedback for assessment activities such as Moodle Assignments, Turnitin Assignments, Workshops and Quizzes in a single interface. The report helps students identify similarities in their feedback from across Moodle courses, so they may improve their work in future assessments.
After a successful pilot in one UCL faculty, this plugin has now been rolled out to all staff and students across the university. It is also available for download from: https://moodle.org/plugins/view.php?plugin=report_myfeedback
This presentation will demonstrate the final version of the plugin and discuss ideas for future development that were not implemented in this initial project.
A video demonstration of the My feedback report is also available on YouTube: https://youtu.be/gI9Mq4qsFPs
My Feedback evaluation and ideas for better guidanceJessica Gramp
This presentation explains how the open source Moodle My Feedback plugin works and proposes some ideas to better support students to become self regulated learners and help them to reflect on their feedbackm, based on an evaluation undertaken at University College London (UCL).
The plugin is available from: https://moodle.org/plugins/view.php?plugin=report_myfeedback
Empowering students to improve with Moodle My Feedback - ALTC 2017Jessica Gramp
How the Moodle My Feedback report empowers students to improve with the help of their Personal Tutors. Video of presentation is available from: https://www.youtube.com/watch?v=wHFB8s0pTak&t=6m13s
Moodle My feedback: view and compare assessment feedback (MoodleMoot IE/UK 2017)Jessica Gramp
The Moodle My feedback plugin allows students and staff to compare grades and feedback for assessment activities such as Moodle Assignments, Turnitin Assignments, Workshops and Quizzes in a single interface. The report helps students identify similarities in their feedback from across Moodle courses, so they may improve their work in future assessments.
After a successful pilot in one UCL faculty, this plugin has now been rolled out to all staff and students across the university. It is also available for download from: https://moodle.org/plugins/view.php?plugin=report_myfeedback
This presentation will demonstrate the final version of the plugin and discuss ideas for future development that were not implemented in this initial project.
A video demonstration of the My feedback report is also available on YouTube: https://youtu.be/gI9Mq4qsFPs
Trialling the Moodle My feedback report at UCLJessica Gramp
The Moodle My feedback report is being trialled by UCL Engineering. In this presentation you will find out how the pilot is going and what feedback we have received from students.
A full assessment & feedback history would:
- Let Students and Personal Tutors review feedback and grades to help determine how to improve academically.
- Help Personal and Module Tutors to identify students who may need additional support.
- Enable Tutors to pick up on longitudinal developments, creating opportunities to engage in a feedback dialogue.
- Help Students to identify patterns and understand their feedback, so they can act upon it (feed forward).
Introducing the Moodle My Feedback plugin, which is being developed to help achieve these aims. Download it from: https://moodle.org/plugins/view.php?plugin=report_myfeedback
Student peer assessment( BC Campus Symposium 2018)Isabeau Iqbal
Jason Myers, Bosung Kim and I presented on Student Peer Assessment in higher education. This is our slide deck which we openly share and invite you to use and modify.
Best Online Training Portal - TrainingCoverTrainingCover
Learning are basically the essence of your online course’s goal, as they describe what you want your learners to achieve after completing it. For more information about Online Training Portal visit at lms.trainingcover.com.
Peer Assessment with Yorkshare Blackboard Learn VLEMatt Cornock
This webinar will look at the ways peer-assessment is facilitated using supported learning technologies, with a focus on the toolset of Blackboard Learn 9.1. The basic workflow for peer-assessment is where students submit a piece of work, then that work is assessed by another student, then the feedback is shared back. Peer-assessment can also operate for group-work and presentations.
Trialling the Moodle My feedback report at UCLJessica Gramp
The Moodle My feedback report is being trialled by UCL Engineering. In this presentation you will find out how the pilot is going and what feedback we have received from students.
A full assessment & feedback history would:
- Let Students and Personal Tutors review feedback and grades to help determine how to improve academically.
- Help Personal and Module Tutors to identify students who may need additional support.
- Enable Tutors to pick up on longitudinal developments, creating opportunities to engage in a feedback dialogue.
- Help Students to identify patterns and understand their feedback, so they can act upon it (feed forward).
Introducing the Moodle My Feedback plugin, which is being developed to help achieve these aims. Download it from: https://moodle.org/plugins/view.php?plugin=report_myfeedback
Student peer assessment( BC Campus Symposium 2018)Isabeau Iqbal
Jason Myers, Bosung Kim and I presented on Student Peer Assessment in higher education. This is our slide deck which we openly share and invite you to use and modify.
Best Online Training Portal - TrainingCoverTrainingCover
Learning are basically the essence of your online course’s goal, as they describe what you want your learners to achieve after completing it. For more information about Online Training Portal visit at lms.trainingcover.com.
Peer Assessment with Yorkshare Blackboard Learn VLEMatt Cornock
This webinar will look at the ways peer-assessment is facilitated using supported learning technologies, with a focus on the toolset of Blackboard Learn 9.1. The basic workflow for peer-assessment is where students submit a piece of work, then that work is assessed by another student, then the feedback is shared back. Peer-assessment can also operate for group-work and presentations.
Making moodle more accessible for staff and students UCL disability conferenc...Jessica Gramp
Moodle is not completely accessible, since it does not fully meet the Wide Web Consortium (W3C) WCAG 2.0 level AA web standard. Even if it were technically accessible, this would not guarantee an accessible experience to all disabled students and staff (W3C 2016b; Cooper et al 2007).
“When websites… are badly designed, they can create barriers that exclude people from using the Web.” (W3C 2016a).
At UCL, we formed an interdisciplinary team of Digital Education and Disability Support staff and conducted focus groups with disabled students and staff to discover difficulties they had using UCL Moodle and generated priority areas for improvements. The focus groups considered both improvements to Moodle and its interface and support for both disabled users and Moodle course editors.
Accessibility consultants, a developer and a designer were recruited to improve Moodle Accessibility from a variety of angles, by implementing:
A new, more accessible UCL Moodle visual design (theme) for use on desktop and mobile devices.
Enhanced UCL Moodle features (plugins) and configuration.
Improved training, staff development and support for disabled staff and students, as well as course editors.
Improvements to code within Moodle and theme.
The first two elements are discussed further in this poster from the First UCL Interdisciplinary Conference on Disability, 2018. See the conference programme at: http://www.ucl.ac.uk/grand-challenges/justice-and-equality/priorities/disability/conference-programme
Angel Perez and Jessica Gramp preset about the UCL Accessible Moodle project. More info at: http://blogs.ucl.ac.uk/digital-education/category/accessibility/accessible-moodle-project/
Moving a large university online in 9 years: laying the foundation for blend...Jessica Gramp
As student and staff numbers at University College London (UCL) grow, we need to think more about our approach to scaling up institutional use of e-learning.
This presentation explores each element of our approach that helped us achieve widespread adoption of the Moodle Virtual Learning Environment, including:
*Technology (and integrations)
*Networks
*Guidance
*Training
*Policies
*Qualifications
Developed in conjunction with UCL Careers, this hands-on workshop will help you find out what potential employers see when they search for your profile online and learn how to tailor it to make it more appealing. We’ll also discuss how to keep your private life private and suggest ways to raise your digital profile. Bring a smart device along and a pen to get the most out of this session.
The original Baseline was developed after wide consultation on best UCL practice and was endorsed by Academic Committee in September 2011. The Baseline is reviewed annually and the 2016 version is a product of merging the UCL Moodle Baseline with the Student Minimum Entitlement to On-Line Support from the Institute of Education.
The E-Learning Baseline covers two levels of e-learning use:
- Baseline (for campus-based courses 1).
- Baseline+ (in addition to the Baseline, for wholly online courses).
For each of the ten categories there is a description of what is needed to meet the requirements for both levels.
MoodleMoot UK 2011-The dog that didn’t barkJessica Gramp
The dog that didn’t bark: ‘total Moodle’ at a research-led institution
Last year UCL (University College London) embarked on an ambitious quest , and one some said was impossible in a research-led university, to ensure all of our 4500 modules have an associated Moodle presence by September 2011. As the deadline approaches how are we doing? And what will we do afterwards?
The ‘total Moodle’ project, led by a fairly small central learning technology team, has uncovered surprising changes in the way the VLE is now perceived and supported in the College which has forced us to re-think our own support strategy. The predicted academic resistance did not materialise and instead we have seen institutional adaptation of new technologies with astonishing enthusiasm, staff adapting in unexpected ways to Moodle, the emergence of a new and enthusiastic cadre of VLE supporters and all this in the framework of growing student expectations and demands.
We are now considering how we promote Moodle when (if?) we reach totality, what comes next in a technical and pedagogical sense and what new models of support and consultancy we should offer in the future.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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1.4 modern child centered education - mahatma gandhi-2.pptx
Moodle My Feedback - Education conference 2018
1. Using My Feedback to view and
compare assessment feedback
April 2018
Jessica Gramp
j.gramp@ucl.ac.uk
@jgramp
#moodlemyfeedback
2. @jgramp
#moodlemyfeedback
Background
• Jisc Assessment Careers project at the IoE:
• https://www.slideshare.net/CdeLondon/cde-distance-learning-materials-
seminar-g-hughes (Dr Gwyneth Hughes and Tim Neumann)
• ULCC Moodle Reports Plugin (shared code for the report with UCL).
Primary differences:
• The IoE report was only visible to staff.
• The UCL version is visible to both students and staff.
3. @jgramp
#moodlemyfeedback
Moodle My Feedback Report
Allows students and staff to easily view grades & feedback
across Moodle courses.
It is available from Moodle.org as an open source plugin:
• https://moodle.org/plugins/view.php?plugin=report_myfeedback
5. @jgramp
#moodlemyfeedback
My Feedback
• December 2014 – first version released on Moodle.org.
• September 2015 – piloted with ~750 UCL undergraduate students.
• October 2016 – launched to all staff and students at UCL.
• September 2017 – evaluation of how its being used at UCL (ongoing)
6. @jgramp
#moodlemyfeedback
Project Aims
• Raise the visibility of feedback to students & staff.
• Display feedback in a single view so students may compare and
identify common areas for improvement.
• Help personal tutors support their students to improve.
• Increase staff adoption of Moodle to provide fast, quality and
consistent assessment feedback.
7. @jgramp
#moodlemyfeedback
What it does
Shows feedback for:
• Moodle Assignments (including offline and group assignments)
• Turnitin Assignments (linked only)
• Quizzes
• Workshops (for peer assessments)
• Manual grade items
8. @jgramp
#moodlemyfeedback
Benefits
• Helps students find and compare their digital feedback in UCL Moodle.
• *Personal tutors can help students act upon their feedback. They can’t access
courses unless they are granted tutor rights on that course.
• #Module Tutors can see their student’s feedback (for any courses they teach) and
whether students have viewed it.
*Personal Tutors see an overview, but need to be tutors on Moodle courses in order to see detailed feedback.
#Tutors only see the assessments in the courses they teach on.
9. @jgramp
#moodlemyfeedback
Personal Tutors and their students
• Personal tutors are assigned student tutees in Moodle from the Portico student
records system.
• Uses the Moodle parent role to map students to their Personal Tutors overnight.
• Tutees then appear in the My tutees block on the Moodle ‘My home’ page.
• If your tutees are missing, please make sure they are in Portico.
11. @jgramp
#moodlemyfeedback
1 Assessment summary table
functions – reset, export or
print the table.
2 Academic year filter (current
only).
3 Show/hide columns filter –
show or hide the columns
displayed in the table.
4 Column filters – filter each
column for their respective
values.
MyFeedback report – Student overview
12. @jgramp
#moodlemyfeedback
MyFeedback report – Student feedback comments
1-3: See previous slide…
4 General Feedback column –
displays general feedback from
tutors. Nb. Turnitin feedback needs
to be manually pasted by students.
5 Self-reflective notes column –
Students can add self-reflective
notes to individual assignments
visible to Personal Tutors & Dept
Administrators.
6 Full feedback – Link to
contextualised feedback – e.g. quiz
question feedback, Assignment
comments.
7 Viewed column – indicates the
date the student first viewed their
full feedback within the Moodle
course.
14. @jgramp
#moodlemyfeedback
MyFeedback report – My students
1: Link to Personal tutor
dashboard.
2 My students – lists all
personal tutees by default.
3. Search lets you find
students you teach by email
address.
Clicking a student name
launches their MyFeedback
report.
* Uses the Moodle parent role to map students to their Personal Tutors.
User role assignment from external database plugin can automate this.
15. @jgramp
#moodlemyfeedback
MyFeedback report – Personal Tutor dashboard
1 Send mail button – send an
email (bcc) to all selected
students.
2 Personal tutees / module
names – each student is listed,
with their module of study
below their name. Clicking the
module breakdown link shows
the information for each Moodle
course the student is enrolled
on.
3 Personal tutor functions – link
to Portico, print or export the
table (to csv).
4 Show/hide columns filter –
show or hide the columns
displayed in the table.
*Personal tutors can’t access courses (and the actual assessment) unless they are granted tutor rights on that course.
16. @jgramp
#moodlemyfeedback
MyFeedback report – viewing a student’s report
1 View own dashboard – stop viewing a
particular student.
2 Table functions – reset, export (to csv) or
print the table.
3 Academic year filter – previous years*.
4 Show/hide columns filter.
5 General Feedback column .
6 Self-reflective notes column – Students
can add self-reflective notes which are
visible to Personal Tutors and
Departmental Administrators.
7 Full feedback – links to full feedback in
Moodle/Turnitin.
8 Viewed column – the most recent date
the student iewed the full feedback in the
Moodle course.
*Not recommended for production.
7
17. @jgramp
#moodlemyfeedback
MyFeedback report – Module Tutor dashboard*
1 Assessment breakdown –shows
data per assessment on the
course.
2 Student breakdown – shows
data per student on the course.
3 Overall grade – shows lowest,
median, highest grade for
assessment.
4 You can select which course/s
to analyse.
5. Export overview of report to
Excel.
6. In Assessment Breakdown
view for each assessment you
can see a further student
breakdown of marks for that
assessment.
*Module Tutors can see the feedback for students in any courses they teach.
18. @jgramp
#moodlemyfeedback
MyFeedback report – Departmental Admin view*
1 Course level filters. Choose the top
Moodle category (faculty), second
level category (Department) and then
choose a module.
2 Stats per assessment toggle
(default). Clicking ‘Student
breakdown’ shows statistics for each
student for that assessment.
3 Stats per student toggle. Clicking
‘Assessment breakdown’ shows
statistics for each student’s
assessments.
4 Module tutor stats toggle – shows
Module tutors for the administrator’s
department.
5 Overall grade chart showing lowest,
median, highest grades.
6 Table summary functions.
* Requires the legacy category enrolments plugin.
20. @jgramp
#moodlemyfeedback
Initial findings from my research
• Students value being able to easily compare their feedback.
• Those who reflect on their feedback prefer to use existing methods to
record this, not the self-reflective notes feature in the report itself.
• Mix of digital and hand-written methods for self-reflection.
• Some students find the feedback and grades in the report help
motivate them to improve.
22. @jgramp
#moodlemyfeedback
Benefits to students
• Understand what feedback is available.
• See all feedback from across courses in one place.
• Identify specific mistakes and problem areas.
• Track progress.
• Check if grades are recorded correctly.
• Helps understand how to improve for future assessments.
• Access feedback any time.
23. @jgramp
#moodlemyfeedback
Benefits to staff and UCL
• Facilitate distribution of feedback to students.
• Students feel better supported and that UCL cares.
• Improve scores in student satisfaction surveys.
24. @jgramp
#moodlemyfeedback
Barriers to student use
• Lack of electronic feedback provided to some students.
• Many students don’t know about it, or don’t know where to access it from.
• Not introduced during induction week.
• Preference for existing self-regulation and reflection methods.
• Lack of time.
• Too much effort.
• Long loading times.
• Learning curve / poor usability.
26. @jgramp
#moodlemyfeedback
How to make feedback visible in My Feedback
• Enter grades into the grade box for Moodle Assignments & Turnitin.
• Use Moodle Assignment rubrics / marking guides rather than PDFs.
• Upload marked files (with comments/tracked changes) into Moodle Assignments.
• Provide detailed general feedback within quiz questions. Avoid only using the
correct/incorrect feedback areas so everyone sees the answer.
• Provide overall quiz feedback for different bands of grades, pointing students to
view the feedback for each question in their attempt(s).
• Grant extensions to Moodle Assignments & Quizzes in Moodle, so students with
extensions don’t see their work marked as late in the report.
• When uploading manual grade items directly into the Moodle Gradebook use one
grade per assessment (not one grade per criteria) to avoid confusion. Use an
offline Moodle Assignment with marking guide for detailed feedback.
28. @jgramp
#moodlemyfeedback
Students would like to see
• Assessment weightings.
• Formative / summative assessment filter.
• Optimised interface for mobile viewing.
• Additional help using the features.
• Notification when feedback is given.
• Reminders to read feedback if not read yet and re-read before next
assessment.
• Neutral colours used in grade indicator bars. Green is misleading.