Moodle random short answer matching quiz question
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This document describes the random short-answer matching question type for quizzes in Moodle. This question type randomly selects short-answer questions from a question bank category to create a matching question for students. To use it, the instructor must first create at least two short-answer questions in a category bank. The instructor then enters question details like name, text, grade, and feedback before selecting how many questions to include from the bank. Finally, the new question is added to the question bank and quiz.
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Essay questions allow for a response of a few sentences or paragraphs but must be graded manually. When creating an essay question in a quiz, there are several steps to follow including entering the question name and text, assigning a grade, adding general and specific feedback, and then adding the question to a quiz. Additional help resources are available for questions about essay questions.
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I am the authorized K-12 representative in South Carolina for eInstruction by Turning Technologies
Bill McIntosh
SchoolVision Inc..
Authorized South Carolina K-12 Consultant for eInstruction / Turning Technologies
Phone :843-442-8888
Email :WKMcIntosh@Comcast.net
Twitter : @OtisTMcIntosh
SchoolVision Website on Facebook: https://www.facebook.com/WKMIII
Website : www.einstruction.com
Turning Technologies | 255 West Federal Street | Youngstown, OH Main: 330-746-3015 | Toll Free: 866-746-3015 | Fax: 330-884-6065
www.TurningTechnologies.com
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Bill McIntosh
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Phone :843-442-8888
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Individual Student Feedback Diagnostic Report- Sample
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Note Taking Tips and Strategies
The document provides tips for effective note-taking during lectures and while reading. It recommends preparing before class, actively listening during lectures, and organizing and reviewing notes after class. Specific note-taking strategies are outlined, including writing main ideas, using abbreviations, and leaving space to add details. The document also discusses marking up texts, taking written notes through various formats like outlining, and mapping methods to visualize information. Finally, it introduces some digital annotation tools.
Finding & Using LibGuides for your Courses & Subjects
The document provides instructions for finding and using subject guides on the library website. It describes how to search for guides using the search box, browse results for relevant guides, and navigate guides using green tabs to find resources. It also notes that subject guides can be browsed by subject area links under Library Resources.
Blogging & Internet Discourse
Blogging provides benefits such as joy, practice in communication and writing skills, and a way to express oneself and communicate with others. There are different types of blogs, including journal blogs for unique perspectives, tech blogs focused on a particular subject, and pundit or news blogs that analyze and critique current events. All blogs contain a main content area with articles listed in reverse chronological order, an archive of older material, a comments section, and links to related sites. Blogs allow readers to comment and discuss posts in an interactive way. When blogging and engaging in online discourse, policies call for respecting all people and showing respect for diverse ideas.
How to use online asynchronous writing consultation revised
1. Students must create a draft of their assignment in Google Docs and answer three questions before sharing it with the writing help group.
2. The document is then shared with "Writing Help" and a consultant will comment within 48 hours.
3. When finished, students unshare the document and export it to Word to show the instructor the comment transcript as proof of the consultation.
Tracking down a suspect paper
This document provides suggestions for detecting plagiarism in student writing:
1) Search engines and paper mills can be used to check for plagiarized content. A list of search engines and paper mill sites that may contain plagiarized work is included.
2) Library services such as research sessions and help from librarians can assist students in avoiding plagiarism and creating original work.
3) Learning commons services like writing consultants can help students improve their writing skills to avoid plagiarism, but do not directly proofread assignments. Students with suspected plagiarism or weak writing should be referred here.
Combating plagiarism
This document outlines 8 steps for instructors to take to prevent plagiarism in their classes. It recommends defining plagiarism and the research process (Steps 1-2). It also suggests focusing on the writing process by providing feedback and collecting work throughout the semester (Steps 3-4). Additionally, it advises requiring personal reflection, reading papers thoroughly, relating topics to class material, and utilizing writing resources (Steps 5-8). The overall summary is that this document provides a 8 step approach for instructors to combat plagiarism through clear expectations, ongoing feedback, and support for students.
Moodle import feature
The document provides step-by-step instructions for copying content from one Moodle course into another. It outlines 8 steps: 1) Open the course to import into, 2) Click import, 3) Select the course to import from, 4) Set initial import settings, 5) Select items to import, 6) Confirm import selection, 7) Continue with import, and 8) Make any necessary updates in the new course like dates or formatting. The purpose is to allow teachers to reuse content across multiple sections or semesters easily.
Citation
The document discusses citation and how it is used to give credit to sources used in research and writing. It explains that there are different citation styles like MLA, APA, and Chicago that organize the source information in varying ways. A five step process is outlined for creating citations, which involves finding the appropriate citation style, identifying the source type, gathering the source details, and formatting the citation according to the chosen style.
OPAL Presentation
This document discusses a study conducted by Amanda DeArmond of Defiance College, Rares Piloiu of Otterbein University, and Steve Shaw of Antioch University on the effects of meditation on stress levels in college students. The study involved students trying different meditation techniques daily and tracking their stress levels, sleep quality, and focus. The results showed that meditation helped reduce stress and anxiety for most participants and improved sleep and focus.
How to use online asynchronous writing consultation
To receive feedback on a writing assignment from the Writing Help service, you must first create or upload a draft document to Google Drive. You need to include the assignment details, your thesis statement, and the specific areas you want feedback on. Then share the document with the Writing Help email address. A consultant will comment on the draft within 48 hours, and you can reply to their comments through Google Drive. When finished, unshare the document from the Writing Help group.
High 5! reading comprehension strategies
The document describes a 5-step strategy called "High 5!" for improving reading comprehension of expository texts. The steps are: 1) Activate background knowledge; 2) Question the text; 3) Analyze text structure; 4) Create mental images; 5) Summarize the key ideas. Analyzing the text structure involves understanding how information and ideas are organized to convey the author's message. Creating mental images helps readers visualize both content and the structural elements of the text. Summarizing requires identifying the text structure, discarding redundant details, and circling the critical ideas.
High 5! reading comprehension strategies
This document outlines a 5-step strategy called "High 5!" for improving reading comprehension of expository texts. The steps are: 1) Activate background knowledge; 2) Question the text; 3) Analyze text structure; 4) Create mental images; and 5) Summarize the key ideas. Readers are encouraged to make connections to prior knowledge, generate questions before and during reading, understand how information is organized, visualize content and structure, and produce concise summaries that synthesize the main themes. Following this strategy helps readers better understand texts by enhancing activation of knowledge, analysis of information, and mental representation of content.
Making connections
This document provides techniques for improving reading comprehension, including making connections to personal experiences, visualizing content, avoiding boredom, paying attention, listening to others' ideas, asking questions, annotating texts, and using double-entry diaries. It discusses connecting texts to oneself, the world, and other texts. It also describes interacting and distracting inner voices that readers may experience and encourages developing an interacting conversation voice. Questioning throughout the reading process can improve comprehension by interacting with the text and clarifying or inferring beyond the literal meaning.
Integrating paraphrases into your writing
This document discusses how to properly integrate paraphrases into writing. It recommends introducing all paraphrases with a signal phrase that mentions the author's name and includes a page reference. Using signal phrases helps smoothly incorporate outside sources and avoids plagiarism. The document provides examples of signal verbs that can be used to introduce a source's ideas, such as "acknowledges", "claims", and "suggests". It also lists sources that provide further information on using sources effectively in writing.
Cautions about paraphrasing
The document cautions about five hazards of paraphrasing: 1) Changing only a few words is still plagiarism. 2) Keeping the same sentence structure and order of presentation is also plagiarism. 3) Adding ideas or explanations belongs in subsequent discussion, not in the paraphrase itself. 4) Adding interpretation or assessment should come after the paraphrase. 5) Creating a straw man fallacy by misrepresenting the source makes it an easier target for rebuttal and is unfair.
How to effectively construct a paraphrase
The document provides a step-by-step process for paraphrasing source material accurately and completely while avoiding plagiarism. The steps are: 1) thoroughly read and understand the source material; 2) write a paraphrase in your own words without looking at the source; 3) compare your version to the original to ensure it is accurate, complete, and objective; 4) use quotation marks for any unique terms borrowed from the source; and 5) record the source information to integrate it properly into your own writing.
Four parts to an effective paraphrase
To effectively paraphrase a source, a paraphrase must be original, accurate, objective, and complete. It must use the writer's own vocabulary, phrasing, and sentence structure rather than copying the source. While using different words, the paraphrase must precisely reflect the ideas, tone, and emphasis of the original source. A paraphrase should not include the writer's own opinions and must objectively reflect the thoughts of the source. It also needs to include all important ideas from the source without omitting any key information.
Using sources in your writing
This document discusses three ways to integrate source materials into writing: summarizing, paraphrasing, and directly quoting. It notes that summarizing states a text's main ideas and key points briefly in one's own words, paraphrasing retells information from a text in roughly the same number of words but in one's own style, and direct quotes use the exact words from a text with quotation marks. The document emphasizes that all sources, whether summarized, paraphrased, or quoted, must be properly cited to avoid plagiarism. It also explains that paraphrasing can be longer than summarizing since it presents all of an author's ideas, and is useful when original wording does not need to be directly quoted
Moodle Wikis: For Students
Moodle wikis allow collaborative editing. Users can view, edit, add comments, and see revision histories of wiki pages. To add content, click Edit and enter text, saving at the bottom. Content is viewable via the View tab. Wikis support adding comments, creating new pages by linking to them, and navigating between pages in the Map tab. Wikis enable building shared resources through collaborative contributions.
Strategies for detecting plagiarism
This document outlines several strategies for detecting plagiarism in student papers, including examining formatting, citations, writing style, content, and having students summarize their papers verbally. Strange formatting, inconsistent or missing citations, changes in writing level or style, content that doesn't match the assignment, and sentences that are unusually long could indicate plagiarized material. Searching phrases from the paper online and checking cited sources can help confirm any suspicions.
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Finding & Using LibGuides for your Courses & Subjects
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Moodle random short answer matching quiz question
- 1. Quiz Question Types Random short-answer matching questions Like a Matching question, but created randomly from the short answer questions in a particular question bank category.
- 2. To use this question type … From the student perspective, this looks just like a Matching question. The difference is that the sub-questions are drawn randomly from the Short Answer questions in the current category. So you must have already created at least 2 short answer questions in order for this feature to have questions to draw from. This option can be useful if you have a substantial question bank already created.
- 3. Step1: Enter question name The question name is for your purposes, to help keep your question bank organized. You are required to put something in this box.
- 4. Step 2: Enter question text Enter your question into the question text box. This should be an informative note that does not require an answer. Students will see this text on their quiz.
- 5. Step 3: Grade / Penalty Factor Enter a default question grade. This assigns a point value to this question. Also enter a penalty factor. If you have enabled adaptive mode, the penalty factor shows how much will be subtracted from the question total for each incorrect answer. You are required to enter something in both of these boxes.
- 6. Step 4: General feedback Enter general feedback. This is feedback that will be shown to the student after the question is attempted, no matter what answer was given.
- 7. Step 5: Number of questions Here you select how many short answer questions you want Moodle to pull from your question bank and include in this question.
- 8. Step 6: Fill in tags You may fill in tags to help keep your question bank organized. Once completed, click on Next Page.
- 9. Step 5: Add from bank to quiz If it has not been added to the quiz already, your question should now be added to your question bank. It should be visible in the right column. To include this question in your quiz, check the box next to question and click Add to Quiz.
- 10. Quiz Question Types The End: Random short-answer matching questions If you have further questions about this quiz question type, please visit this website. If you have further questions, please email moodle@defiance.edu