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Activities Manual

The most recent documentation for Moodle/Joule 2 has moved.

Please go to http://kb.moodlerooms.com to view the New Knowledge Base.

Table of Contents

1. Advanced Forum

1.1. Overview

Advanced Forums enhance Moodle Forums by providing teachers and students with quick, simple views into the forums and their discussions.  Allowing users to sort and search discussions easily and in multiple layouts is key to Advanced Forums increased usability. Read tracking is a feature in Advanced forums that highlights unread posts, making it even easier to manage a forum. This saves the student time in viewing and responding to posts, and saves the teacher time in finding the posts that are most relevant to the class. Teachers are empowered to create anonymous interactions with students while still being able to provide accurate grading with advanced grading methods. Teachers are confident that their grading of the forum content reflects the content the student is posting, by allowing a teacher to grade a forum while viewing the student's posts.

1.2. Benefits

Joule's Advanced Forums enhance Moodle’s standard forums by offering the following features and flexibility:

  • Forum Grading: Teachers can manually grade a student for each post and can use advanced grading methods, if desired, when using Joule Grader. The Joule Grader enables the instructor to view the number of posts and replies a student has made, as well as the content of those posts and replies.
  • Anonymous forums: This feature allows students to make an anonymous post to a discussion forum while still receiving credit for their post. Instructors can also read all the posts made, and view how many times a student posted to the forum without knowing which student posted which forum. This feature is useful for sensitive discussions and can be used for anonymous student evaluations.
  • View Posters: This feature gives instructors the ability to view the number of posts, replies, and substantive posts a student has made as well as the content of those posts (even in an anonymous forum).
  • Discussion Sorting: Sorting enables users to view all the posts by one individual within a particular forum. This is especially useful for instructors when grading participation for one or more forums.
  • Simplified Forum Subscription: This feature enables students and faculty to receive e-mail postings related to just one topic, rather than forcing them to subscribe to the entire forum.
  • Simplified Navigation and User Interface: Forums have been improved by reducing the number of clicks of the mouse you have to use to navigate through all posts in a discussion. Additionally, several Forum UI enhancements provide instructors and students with multiple views into a course’s forum discussions. These UI designs are intended to provide the user with a way to view posts and replies quickly compared to the Moodle default view of a forum discussion. Users are also given a variety of new preferences to set a preferred view of an Advanced Forum in all courses.
  • Instructor Post Highlighting: This feature differentiates an instructor’s post from a student's, which makes it easier for students to notice the posts that may be more relevant for them to read.
  • Forum Marking: Forum marking enables instructors to identify posts that need review and have had a substantial impact on the reader or the forum in general.
  • Private Reply: With this feature, instructors can send a private reply to a forum post. This reply is only viewable by the student that made the original post or reply and invisible to the rest of the students. It should be noted that the only way a student knows that a reply is indeed private is that they cannot reply to it.

1.3. User Documentation

With Advanced Forums you can browse and reply to previous posts, make new posts, bookmark threads so you can revisit them, and mark them "Substantive" meaning that they have substance and are relevant to the topic. To access Advanced Forums, log in to your site and navigate to the Advanced Forum activity in your course. The main forum page opens.

main forum page with forums listed

1.3.1. Adding New Discussion Topics

To add a new topic to the forum, click Add a new discussion topic.

add topic button

Your new discussion topic page opens where you can create a new forum post.

add new topic page where you create new posts

Enter the following information:

  • Subject: Enter the subject of the post. This will be what people browsing posts will read. This field is required.
  • Message: Enter the body of the post. This field is required.
  • Subscription: Select whether you do or do not want e-mail notifications of posts to this topic.
  • Attachment: Click Add to attach a file to the post.

When you have completed your post and are ready to publish it, click Post to forum.

post to forum button

1.3.2. Viewing and Sorting Advanced Forums

Click on a discussion topic link in the Advanced Forum to view the post. The original discussion appears with all replies listed.

discussion thread screen

You can customize how Advanced Forums are displayed. Decide how to display forums several different ways using the drop-down menu toward the top right.

discussion display drop down menu

You can display forums in the following ways:

  • Default: Displays discussion topics in a table-like format. Discussion, Started by, Replies, Unread, and Last post are listed across the top with discussion topics listed below according to how you sort them with the drop-down menus at the top.
  • Tree: Displays discussion topics in a data tree format with discussion topics listed with plus signs next to them which expand the discussion when clicked.
  • Nested: Displays discussion topics in a more streamlined way than Default with discussion topics listed in rows. This is an instructor preference only as students will always see the default view. Clicking on the topic will expand within the same window with the discussion.

You can customize how the discussion/ replies are displayed on the screen with the drop-down menu at the top of the page.

drop down menu with discussion display options

You can display discussions the following ways:

  • Display replies flat, by user first name: Displays full replies listed under the original discussion alphabetically by user first name.
  • Display replies flat, by user last name: Displays full replies listed under the original discussion alphabetically by user last name.
  • Display replies flat, with oldest first: Displays full replies listed under the original discussion by date with oldest first.
  • Display replies flat, with newest first: Displays full replies listed under the original discussion by date with newest first.
  • Display replies in threaded form: Displays replies chronologically as links to the new page showing only the reply clicked.
  • Display replies in nested form: Displays replies chronologically and indented under the original discussion.

You can navigate to the next/ previous discussion in the forum with the (Topic title) Next/Previous links at the top/ bottom left/ right of the page.

next button previous button

Sort forums a number of ways using the drop-down menus toward the top left.

sort drop down menu

You can sort discussions the following ways:

  • Sort by last post date: Sorts posts/replies from most recent to oldest.
  • Sort by creation date: Sorts original discussion posts from oldest to most recent.
  • Sort by first name: Sorts posts alphabetically by the author's first name.
  • Sort by last name: Sorts posts alphabetically by the author's last name.
  • Sort by number of replies: Sorts posts from most replies to least replies.
  • Sort by number of unread posts: Sorts posts from most to least number of unread posts.

For each of the sorting options above, you can arrange the posts in Ascending or Descending order by choosing one from the drop-down menu.

ascending and descending drop down menu

1.3.3. Searching Advanced Forums

Search Advanced Forums by placing key words in the box and clicking Search forums.

search box

1.3.4. Read Tracking

You can configure two settings related to Advanced Forums in your user profile regarding subscriptions and read tracking. Configure these settings by logging into your course and navigating to Settings > My profile settings > Edit profile. Locate the following drop-down menus and choose the desired settings.

drop down menus for options discussed below

  • Forum auto-subscribe: If set to yes, will automatically subscribe a user to a forum when the user posts in that forum.
  • Forum tracking: If set to yes, will keep track of posts that have/ haven't been read by showing new posts highlighted in color.

1.4. Teacher Documentation

1.4.1. Creating an Advanced Forum Activity

Creating an Advanced Forum activity is similar to creating other activities in Joule/ Moodle. The Teacher adds the activity via the Turn editing on button and selects Activity > Advanced forum in the Add Activity drop-down menu of a course. The Adding a new Advanced Forum to page opens.

1.4.1.1. General

general settings for advanced forum discussed below

Enter the General settings:

  • Forum name: This will appear on the course page and will typically signal to users the purpose or type of certificate being issued.
  • Forum type: There are five different types of forums to choose from.
    • A single simple discussion: This is a discussion topic which everyone can reply to.
    • Each person posts one discussion: In this forum, each student can post exactly one new discussion topic, which everyone can then reply to.
    • Q and A forum: For this forum type, students must first post their perspectives before viewing other students' posts.
    • Standard forum displayed in a blog-like format: This is an open forum where anyone can start a new discussion at any time, and in which discussion topics are displayed on one page with "Discuss this topic" links.
    • Standard forum for general use: This forum type is an open forum where anyone can start a new discussion at any time.
  • Enable anonymous posting: If enabled, then the author's name for each post will be suppressed when viewing the forum.
  • Forum introduction: Text entered here will be displayed to students when they open the Advanced forum activity. This can be descriptive and indicate the subject/topic to be discussed.
  • Display description on course page: If enabled, this setting displays the forum description on the front page of the course.
  • Subscription mode: This setting determines the subscription requirements, or lack thereof, for the forum.
  • Read tracking for this forum: This setting determines the read tracking requirements, or lack thereof, for the forum.
  • Maximum attachment size: This setting limits the file size of attachments that can be uploaded to the forum.
  • Maximum number of attachments: This setting limits the number of individual attachments that a user can upload to one forum post.
1.4.1.2. Post Threshold For Blocking

post threshold for blocking settings discussed below

Enter the Post threshold for blocking settings:

  • Time period for blocking: Students can be blocked from posting more than a given number of posts in a given time period. Users with the permission to Post without throttling are exempt from post limits. Select Don't block or the number of days you wish to block the user from posting again.
  • Post threshold for blocking: This setting specifies the maximum number of posts which a user can post in the given time period. Users with the capability mod/hsuforum:postwithoutthrottling are exempt from post limits.
  • Post threshold for warning: This setting warns students as they approach the maximum number of posts allowed in a given period. This setting specifies after how many posts they are warned. Users with the capability Post without throttling are exempt from post limits.
1.4.1.3. Grade

grade settings discussed below

Enter the Grade settings:

  • Grade Type: This setting is used to determine the method of grading. There are three grade types to choose from.
    • None: Selecting this option means that the forum is not graded.
    • Manual: Selecting this option means that the forum has to be manually graded by the teacher via the Moodle Grader Report or the Joule Gradebook.
    • Rating: Selecting this option means that the forum uses ratings for generating a grade, given inside the forum context.
  • Grade: This is the grade format used for the activity (i.e. number grade, scale, no grade).
  • Grading method: Here, you should choose the advanced grading method that should be used for calculating grades in the given context. To disable advanced grading and switch back to the default grading mechanism, choose 'Simple direct grading'.
  • Grade category: This setting controls the category in which this activity's grades are placed in the Gradebook.
1.4.1.4. Ratings

ratings settings discussed below

Enter the Ratings settings:

  • Roles with permission to rate posts: To submit ratings, users require the moodle/rating:rate capability and any module-specific capabilities. Note that nothing will appear here unless the list of roles has been amended via the Permissions link in the settings block.
  • Aggregate type: The aggregate type defines how ratings are combined to form the final grade in the gradebook.
    • No ratings - If No ratings is selected, then the activity will not appear in the gradebook.
    • Average of ratings - The mean of all ratings.
    • Count of ratings - The number of rated items becomes the final grade. Note that the total cannot exceed the maximum grade for the activity.
    • Maximum rating - The highest rating becomes the final grade.
    • Minimum rating - The lowest rating becomes the final grade.
    • Sum of ratings - All ratings are added together. Note that the total cannot exceed the maximum grade for the activity.
  • Grading scale: Select the scale associated with the activity (if one is being used).
  • Restrict ratings to items within a date range: Only allow ratings to be set for a post between the from and to dates
  • From: The date and time that ratings can begin being submitted.
  • To: The date and time that ratings will no longer be accepted.
1.4.1.5. Common Module Settings

common module settings discussed below

Enter the Common Module Settings:

  • Group Mode: This setting determines the display properties to users within groups
    • No groups - There are no sub groups, everyone is part of one big community.
    • Separate groups - Each group member can only see their own group, others are invisible.
    • Visible groups - Each group member works in their own group, but can also see other groups.
      Note
      The group mode defined at the course level is the default mode for all activities within the course. Each activity that supports groups can also define its own group mode, though if the group mode is forced at the course level, the group mode setting for each activity is ignored.
  • Grouping (Advanced): A grouping is a collection of groups within a course. If a grouping is selected, students assigned to groups within the grouping will be able to work together.
  • Visible: Determines if the activity is displayed to students or not within the course.
  • ID Number: Teachers who want to create advanced grade calculations within the gradebook can create a unique ID number here. This allows the creation of formulas in the grade book that perform calculations using the grades within this activity. For example, the instructor might create a gradebook calculation that multiplies the number of points in the Midterm (see the image above where the ID number is set to Midterm) by 2 in order to emphasize its importance to the course grade.
1.4.1.6. Restrict Access

restrict access settings discussed below

Determine how access to the Advanced Forum is handled using the following options:

  • Allow access from/until: These dates determine when students can access this course item on the course page.
  • Release code: This course item will not be available to students until the student acquires the release code entered here.
  • Grade condition: This setting determines any grade conditions which must be met in order to access this course item. Multiple grade conditions may be set if desired. If so, this course item will only allow access when ALL grade conditions are met.
  • Completion condition/Before this can be accessed: This setting determines any activity completion conditions which must be met in order to access this course item. Note that completion tracking must first be set before an activity completion condition can be set. Multiple grade conditions may be set if desired. If so, this course item will only allow access when ALL grade conditions are met.

Click on one of the following options when you are finished:

  • Save and return to course: This option saves the Advanced Forum and returns to the course main page.
  • Save and display: This option saves the Advanced Forum and opens it for viewing.
  • Cancel: this option does not save the Advanced Forum and returns you to the course main page.

1.4.2. Flagging Advanced Forums

Teachers have the ability to flag posts in Advanced forums. This can be done in one of two ways:

  • Bookmark: When this feature is selected, it serves as an indicator that you wish to return to this post later for some reason. Click the bookmark icon to bookmark a post.
  • Substantive: When this feature is selected, it serves as an indicator that the post is relative to the topic or significant in some way. This can factor into grading. Click the substantive icon to mark a post as substantive.

1.4.3. Moving Discussions

move discussion drop down menu

Teachers can move discussions to other Advanced Forums. To do so, select and click on a forum from the Move this discussion to... drop-down menu to move the discussion.

1.5. Administrator Documentation

Advanced forums are turned on by default in all new and upgraded sites. If you wish to change the permissions for different roles, navigate to Settings > Course administration > Users > Permissions. Scroll or filter to Activity: Advanced Forum.

Edit the following permissions at the user role level:

  • Add news: This allows a user to start discussions in a News forum. This capability is allowed for the default roles of manager, teacher, and non-editing teacher.
  • Add question: This allows a user to add a question to a Q & A forum. This capability is allowed for the default roles of manager, teacher, and non-editing teacher.
  • Allow user to respond privately: This allows a user to respond to forums privately.
  • Create attachments: This allows a user to add attachments. This capability is allowed for the default roles of manager, teacher, non-editing teacher, and student.
  • Delete any posts (anytime): This allows a user to delete any forum post at any time. This capability is allowed for the default roles of manager, teacher, and non-editing teacher.
  • Delete own posts (within deadline): This allows a user to delete their own forum posts within a certain time period as set by an administrator (the default is 30 minutes). This capability is allowed for the default roles of manager, teacher, non-editing teacher and student.
  • Edit any post: This allows a user to edit any forum post at any time. This capability is allowed for the default roles of manager, teacher, and non-editing teacher.
  • Export whole discussion: This allows a user to export a forum discussion to any portfolio enabled for the site. This capability is allowed for the default roles of manager, teacher, and non-editing teacher.
  • Export own post: This allows a user to export their forum posts to any portfolio enabled for the site. This capability is allowed for the default roles of manager, teacher, non-editing teacher, and student.
  • Export post: This allows a user to export any forum post to a portfolio. This capability is allowed for the default roles of manager, teacher, and non-editing teacher.
  • Manage subscriptions: This allows a user to manage forum subscriptions. This capability is allowed for the default roles of manager, teacher, and non-editing teacher.
  • Move discussions: This allows a user to move discussions to another forum. This capability is allowed for the default roles of manager, teacher, and non-editing teacher.
  • Exempt from post threshold: This allows a user to post in a forum without ever being blocked (i.e. it exempts them from the post threshold for blocking, as set in Settings > Forum administration > Edit settings). This capability is not set for the default role of student and is allowed for the roles of manager, teacher, and non-editing teacher.
  • Rate post: This allows a user to rate forum posts for forums which allow posts to be rated. This capability is allowed for default roles of manager, teacher, and non-editing teacher and is not set for the default student role.
  • Reply to news: This allows a user to reply to posts in a News forum. This capability is allowed for the default roles of manager, teacher, and non-editing teacher.
  • Reply to posts: This allows a user to reply to forum posts. This capability is allowed for the default roles of manager, teacher, non-editing teacher, and student.
  • Reveal yourself in an anonymous forum: This allows a user to reveal themselves in an anonymous forum.
  • Split discussions: This allows a user to split forum discussions. Splitting a discussion means that beginning with the post selected and going to the end of that thread; the posts are cut from the current discussion topic and put into a newly created discussion topic. If discussion has strayed away from the original topic, splitting the discussion can provide new attention and space for the tangent discussion while keeping the original discussion on topic. This capability is allowed for default roles of manager, teacher, and non-editing teacher.
  • Start new discussions: This allows a user to start forum discussions. This capability is allowed for the default roles of manager, teacher, non-editing teacher, and student.
  • View all ratings given by individuals: This allows a user to view all ratings given to forum posts. This capability is allowed for the default roles of manager, teacher, and non-editing teacher.
  • View total ratings that anyone received: This allows a user to view total ratings given to forum posts. This capability is allowed for the default roles of manager, teacher, and non-editing teacher.
  • View discussions: This allows a user to view forum discussions. This capability is allowed for the default roles of manager, teacher, non-editing teacher, student, and guest.
  • View post flags: This allows a user to see post flags in Advanced forums. This capability is allowed for the default roles of manager, teacher, and non-editing teacher.
  • View hidden timed posts: This allows a user to create timed posts i.e. set a display start and end date for a new forum discussion. It also allows a user to view timed posts while they are hidden. This capability is allowed for default manager, teacher, and non-editing teacher roles and is not set for the default student role. The timed posts feature is disabled by default. It may be enabled in the Forum settings via Settings > Site administration > Plugins > Activity modules > Forum.
  • View forum posters: This allows a user to view forum posters. This capability is allowed for the default roles of manager, teacher, non-editing teacher, and student.
  • Always see Q and A posts: This allows a user to view Q & A forum posts without first posting. By default a Q and A forum requires students to post once before viewing other students' postings. This capability is allowed for the default roles of manager, teacher, and non-editing teacher.
  • View the total rating you received: This allows a user to view their ratings for forum posts. This capability is allowed for the default roles of manager, teacher, non-editing teacher, and student.
  • View subscribers: This allows a user to view the list of subscribers to a forum. This capability is allowed for the default roles of manager, teacher, and non-editing teacher.

2. Certificate

2.1. Overview

The Certificate activity is a third-party enhancement tool available in Joule. It creates certificates/diplomas for students and is completely customizable. You can add borders, watermarks, seals and even show grade information. You are also able to establish conditions for completion, such as attainment of a certain grade, before students will be able to print their certificate.

2.2. Benefits

You can use certificate to:

  • Provide a certification, including credit units and credentials attained.
  • Award students whose work stands out above the rest.
  • Require satisfactory completion of the course before progressing forward in a training series.
  • Add an incentive for professional development courses and the like.

2.3. User Documentation

2.3.1. Receiving a certificate

Depending on how Certificates have been setup by your Teacher there are a few different ways you can get them.

Ways to get your certificate:

  • Open in new window: when you click Get your certificate, a new browser window opens displaying the certificate and it can be saved or printed.
  • Force Download: when you click Get your certificate a new browser window opens and downloads the file automatically.
  • Email Certificate: when you click Get your certificate sends the certificate as an email attachment.

After you receive your certificate, if you click on the certificate link from the course homepage, you will see the date you received your certificate and will be able to review your received certificate.

2.4. Teacher Documentation

2.4.1. Creating a Certificate Activity

Creating a Certificate activity is similar to creating other activities in Joule/Moodle. The Teacher adds the activity via the Turn editing on button and selects Activity>Certificate in the Add Activity drop-down menu of a course.

2.4.1.1. General

Describe your certificate using the following options:

  • Certificate Name: will appear on the course page and will typically signal to users the purpose or type of certificate being issued.
  • Introduction: text entered here will be displayed to students when they open the certificate activity. This can be descriptive and indicate the requirements needed to attain the award.
2.4.1.2. Issue Options

Determine how Certificates are issued using the following options:

  • Email Teachers: if set to Yes, all users with an instructor role within the course will receive an auto-generated email whenever a student receives a certificate.
  • Email Others: if there are other user roles (like an advisor or supervisor) that should be notified when a student receives a certificate, you can enter their email address in this field. When entering multiple addresses, they should be separated with a comma.
  • Delivery: allows you to choose how students view/receive their certificate. There are three options:
    • Open in a new window - will open the certificate in a new browser window.
    • Force download - will automatically download the certificate when the link is clicked.
    • Email (Must also choose save!) - sends the certificate as a PDF attachment. You must set the next option to Yes.
  • Save Certificates: if set to Yes, this will keep a record of issued certificates in the teachers View Issued Certificates report.
  • Reissue Certificates: if set to Yes, then this certificate will be reissued with a new date, grade and code number every time a user clicks to get the certificate.
Note: We recommend locking the certificate until students have fulfilled certain requirements in the course. This also prevents students from prematurely downloading their certificate with an incomplete course grade, which cannot be reversed.
2.4.1.3. Text Options

Determine date, security code, grade outcomes, credit hours, teachers names, and custom text using the following options:

  • Certificate Heading: enter a custom heading (up to 40 characters) for the certificate or leave it blank to display the default: "CERTIFICATE of ACHIEVEMENT".
  • Certificate Introduction: enter a custom introduction (up to 65 characters) for the certificate or leave it blank to display the default: "This is to certify that".
  • Certificate Completed String: enter a custom completed string (up to 65 characters) for the certificate or leave it blank to display the default: "has completed the course".
Note: HTML is not allowed for Certificate Heading, Introduction, and Completion String.
  • Course Format: choose which course name to display on the certificate: Full name or Short name. The course name will use the course field that matches the selected name.
  • Print Date: choose whether to include the date the certificate was issued to the student, the course end date, or the date the student completes an activity in the course. The activities are listed in the drop-down menu.
  • Date Format: choose how to display the date on the certificate from the drop-down menu.
  • Print Code: if set to Yes, a unique 10-digit code will be printed on the certificate. This number can then be verified by comparing it to the code number displayed in the View Issued Certificates report.
  • Print Grade: choose to print either the total course grade, or the grade of a selected course activity. The grade items are listed in the drop-down menu in the order in which they appear in the Gradebook.
  • Grade Format: choose how the grade will be displayed on the certificate. There are three available formats if you choose to print a grade: Percentage Grade, Points Grade, or Letter Grade.
  • Print Outcome: if set to Yes, the name of the outcome and the student's received outcome will be printed on the certificate. An example might be: "Assignment Outcome: Proficient".
  • Print Credit Hours: can be issued when a credit system is in place within a course and will print the number of credit hours required for the certificate.
  • Print Teacher Name(s): if set to Yes, the name of the person assigned the role of Teacher will be printed on the certificate.
  • Custom Text: if you want the certificate to print different names for the Teacher than those who are assigned the role of Teacher, do not select Print Teacher and enter the name you wish to appear on the certificate in this text box.
Note: You can use html for Custom Text. The following html tags are available: <br>, <p>, <b>, <i>, <u>, <img> (src and width (or height) are mandatory), <a> (href is mandatory), and <font> possible attributes are - color: hex color code, and face: arial, times, courier, helvetica, and symbol.
2.4.1.4. Design Options

Determine the design of the certificate using the following options:

  • Certificate Type: Determines the layout of the certificate. There are four default types:
    • A4 Embedded - for printing on A4 size paper with embedded font.
    • A4 Non-Embedded - for printing on A4 size paper without embedded fonts.
    • Letter Embedded - for printing on letter size paper with embedded font.
    • Letter Non-Embedded - for printing on letter size paper without embedded fonts.
  • Orientation: choose whether you want your certificate orientation to be portrait or landscape.
  • Border/Background Image: choose a border image from the installed options. By default there are two different border images each in four different colors. Additional borders can be added by site administrators.
  • Border Lines: choose to print a border of lines instead of using a border image (border images can make the PDF file size much larger, set the Border Image option to No). The Border Lines option will print a border of varying widths in the chosen color.
  • Watermark Image: choose a watermark image to be placed on the certificate or if you don't want a watermark choose No. By default two images are included; however additional images can be installed at the database level.
  • Signature Image: choose a signature image to be placed on the certificate. You can print a graphic representation of a signature, or print a line for a written signature. By default, this image is placed in the lower left corner of the certificate.
  • Seal or Logo Image: choose a seal or logo to print on the certificate. By default, this image is placed in the lower right corner of the certificate.
2.4.1.5. Common Module Settings

Determine common module settings using the following options:

  • Group Mode: determines the display properties to users within groups. There are three options:
    • No groups - there are no sub groups, everyone is part of one big community.
    • Separate groups - each group member can only see their own group, others are invisible.
    • Visible groups - each group member works in their own group, but can also see other groups.
Note: The group mode defined at course level is the default mode for all activities within the course. Each activity that supports groups can also define its own group mode, though if the group mode is forced at course level, the group mode setting for each activity is ignored.
  • Grouping (Advanced): A grouping is a collection of groups within a course. If a grouping is selected, students assigned to groups within the grouping will be able to work together.
  • Visible: Determines if the activity is displayed to students or not within the course.
  • ID Number: Teachers who want to create advanced grade calculations within the grade book can create a unique ID number here. This allows the creation of formulas in the grade book that perform calculations using the grades within this activity. For example, the instructor might create a grade book calculation that multiplies the number of points in the Midterm (see the image above where the ID number is set to Midterm) by 2 in order to emphasize its importance to the course grade.
2.4.1.6. Restrict access

Determine how access to certificates is handled using the following options:

  • Allow access from/until: these dates determine when students can access this course item on the course page.
  • Release code: this course item will not be available to students until the student acquires the release code entered here.
  • Grade condition: determines any grade conditions which must be met in order to access this course item. Multiple grade conditions may be set if desired. If so, this course item will only allow access when ALL grade conditions are met.
  • Completion condition/Before this can be accessed: determines any activity completion conditions which must be met in order to access this course item. Note that completion tracking must first be set before an activity completion condition can be set. Multiple grade conditions may be set if desired. If so, this course item will only allow access when ALL grade conditions are met.
2.4.1.7. Activity completion

Determine activity completion settings for certificates using the following options:

  • Completion tracking: if enabled, activity completion is tracked, either manually or automatically, based on certain conditions.
  • Require view: if checked requires students to view this activity to complete it.
  • Expect completed on: specifies the date when the activity is expected to be completed. The date is not shown to students and is only displayed in the activity completion report.

When finished, click Save and return to course to return to the course, click Save and display to see what your certificate will look like, or click Cancel to cancel creating a Certificate activity.

2.5. Administrator Documentation

To configure the Certificate activity navigate to the Settings block and expand Site administration > Plugins > Activity modules > Certificate.

Designate an Alternate Pix Path by entering one in the text box. This is the path from the Moodle dataroot to the primary certificate pix path. NOTE: After filling this field out, you must save/submit this form to read that directory and continue setup.

Select defaults for the following images:

  • Default Border/Background If valid images are found in mod_certificate/borders, you may select the default image here.
  • Default Seal or Logo If valid images are found in mod_certificate/seals, you may select the default image here.
  • Default Signature If valid images are found in mod_certificate/signatures, you may select the default image here.
  • Default Watermark If valid images are found in mod_certificate/watermarks, you may select the default image here.

Click Upload to go to a new screen where you will be able to upload image(s) to any valid directory.

Click Choose a file..., select a file to upload and click OK.

When you have the images selected choose the upload destination from the drop-down menu to add the image(s) to; borders, seals, signatures and watermarks.

When you are finished click Save changes and the images will be added to the destination folders and will be available for selection when creating a Certificate activity.

3. Chat

3.1. Overview

The chat activity enables students and teachers logged into a course to have a text-based conversation in real time.

The transcript of the chat may be saved and archived. Chat rooms may be available all the time or chats may be scheduled as needed.

Participation in a chat may be graded.

3.2. Benefits

Participation in a chat room provides immediacy that a forum or another asynchronous activity does not. Participants can respond and react to each other immediately and spontaneously.

The chat transcript (or a portion of it) be posted to a Web page, a forum, etc., for additional discussion or other purposes, thus enabling those who did not participate in the original chat to know what was said and to continue to develop themes and topics found in the chat.

3.3. User Documentation

Students will generally simply click a link to enter the chat. They may also select a more accessible interface or view the transcript of a previous chat session.

After students have entered the chat room, they enter text into a text field at the bottom of the screen and click send to have their message displayed to others in the chat room.

3.4. Teacher Documentation

3.4.1. Accessing the Chat Activity

After teachers enter a chat room, they see the same interface as a student.

3.4.2. Creating Chat Activity

When setting up the chat room, the teacher must determine:

  • The name of the chat room and instructions for participants
  • When the chat will take place and whether it is a repeating or a one-time chat
  • If chat transcript(s) will be saved and whether or not course participants will have access to saved chat sessions
  • Access related to groups and access restriction settings
  • Grade settings
  • If any activity completion settings are needed

The following sections offer a closer look at these options.

3.4.3. Activity Settings

3.4.3.1. General

  • Name of this chat room: Name of the chat room, which displays in the course and when viewing the chat
  • Introduction text: Text that is displayed before the user clicks to enter the chat room
  • Next chat time: Date and time of the first chat session that is open and available to use
  • Repeat sessions: This setting determines if the chat room has multiple sessions. Options include:
    • Don't publish any chat times - This chat room only has one instance, but the date and time is not published to users
    • No repeats - publish the specified time only - This chat room only has one instance and the date and time is displayed to the user
    • At the same time every day - This chat room will be open at the same time every day of the week
    • At the same time every week - This chat room will be open at the same day and time every week
  • Save past sessions: This setting determines how long chat logs from past sessions are saved within the course
  • Everyone can view past sessions: Determines if all users can view past sessions or not
3.4.3.2. Common Module Settings

  • Group Mode: This setting determines the display properties to users within groups
    • No groups - There are no sub groups, everyone is part of one big community
    • Separate groups - Each group member can only see their own group, others are invisible
    • Visible groups - Each group member works in their own group, but can also see other groups
      Note
      The group mode defined at course level is the default mode for all activities within the course. Each activity that supports groups can also define its own group mode, though if the group mode is forced at course level, the group mode setting for each activity is ignored.
  • Grouping (Advanced): A grouping is a collection of groups within a course. If a grouping is selected, students assigned to groups within the grouping will be able to work together.
  • Visible: Determines if the activity is displayed to students or not within the course.
  • ID Number: Teachers who want to create advanced grade calculations within the grade book can create a unique ID number here. This allows the creation of formulas in the grade book that perform calculations using the grades within this activity. For example, the instructor might create a grade book calculation that multiplies the number of points in the Midterm (see the image above where the ID number is set to Midterm) by 2 in order to emphasize its importance to the course grade.
3.4.3.3. Restrict Access

An instructor can create conditions for the availability of a course activity. Dates, score ranges, and/or the completion of other course activities trigger these conditions. Note that ALL availability restrictions have to be met in order for the activity to be made available.

3.4.3.3.1. Date Condition

Identify dates when the activity is available and then made unavailable again. The difference between access from/to dates and availability settings for the activity is that outside the set dates the latter allows students to view the activity description, whereas access from/to dates prevent access completely.

3.4.3.3.2. Grade Condition

You can specify a condition on any grade in the course: the full course grade, the grade for any activity, or a custom grade that you create manually.

You can enter a minimum value (at least percentage), a maximum value (less than percentage), both, or neither. The activity will only appear if the student has a value for the specified grade, and if it falls within any specified number range. You can add more than one grade condition. All conditions must be met in order for the activity to appear.

  • The range numbers can be fractional (with up to five decimal places) if necessary
  • Be careful with the maximum value – if the maximum is 7, a student who scores exactly 7 will not see the activity. You could set it to 7.01 if you really wanted to include 7.
  • If creating several different activities that appear according to grade ranges, use the same number for the maximum of one activity, and the minimum of the next. For example, you might create one activity with a maximum of 7 and another with a minimum of 7. The first would appear to everyone scoring between 0 and 6.99999, and the second would appear to everyone scoring 7.00000 to 10. This guarantees that everyone will view an activity regardless of their grade.
3.4.3.3.3. Creating More Conditions

Click on the Add 2 grade conditions to form button to make more conditions for this activity. With multiple grade conditions the activity is shown only when all conditions are met. Leave a condition blank and it will not be saved, this is how you add only one more condition when clicking the Add 2 grade conditions to form button.

3.4.3.3.4. New Adaptive Learning Paths

Applying restrictions to activities provides the ability to create adaptive learning paths.

For example, after a quiz, any one of three different lessons might appear to a student, depending upon their score. The teacher can have one for low scores, one for high scores and one for average score ranges. The teacher could have a short quiz-like survey, with 7 questions asking the student to give their feelings on a 1 to 5 scale. A range of scores would reveal different activities. Students who liked dark colors might get the black and gray activities revealed. Those who liked light colors might get the white and gray activities.

On the other hand, you may have to design a certified training course that requires approval from government regulators. Conditional activities will assure them that the trainees have been exposed to everything in the course, in a fixed order, and that the trainees must meet certain quantifiable standards from time to time before being allowed to proceed in the course. Correct use and explanation of conditional activities may ensure validation of your course.

3.4.3.3.5. An Example

Students are required to undertake four tasks in a precise order. According to their score in a quiz, the fourth task - a Moodle lesson - is either at a lower or more advanced level. They must:

  • View a Web page explaining the course
  • Post an introductory message in a forum
  • Take a quiz
  • Move onto a lesson that is tailored based on their performance in the quiz
3.4.3.3.6. Admin Settings

To use conditional activities, the feature must be enabled by an administrator by checking the Enable availability box in Administration > Advanced features. A "Restrict availability" section will appear for teachers on the Edit Activity page.

Documentation elements from: Moodle Docs

3.4.4. Activity Completion

Activity completion works with course completion and enables a teacher to allow students to set their progress in a course or automatically update progress in a course based on conditions for activities. The settings available vary based on the chosen activity.

Requires Completion Tracking to be Enabled
Activity completion requires that a course have completion tracking enabled before these settings will appear for an activity.

The Activity completion settings are dynamic for each course activity, therefore different settings will be available based on the selected activity.

The following is an example of some of the activity completion settings:

  • Completion tracking: If enabled, activity completion is tracked, either manually or automatically, based on certain conditions. Multiple conditions may be set if desired. If so, the activity will only be considered complete when ALL conditions are met. A tick next to the activity name on the course page indicates when the activity is complete.
    • Do not indicate activity completion - Activity completion is disabled for this activity and will not report on the activity completion report.
    • Students can manually mark the activity as completed - The student informs the teacher when the activity is completed.
    • Show activity as complete when conditions are met - Setting this enables the optional settings below and completion of the activity will be marked when the student meets all of the enabled conditions.
  • Require view: If enabled, the activity is considered complete when a student receives a grade. Pass and fail icons may be displayed if a pass grade for the activity has been set.
  • Require grade: If enabled, the student must receive a grade (any grade) to complete this activity. This is only displayed in the activity settings for activities that can be graded. If a passing grade is set in the grade book for the activity, then the activity will be marked as passed or failed.
  • Expect completed on: This setting specifies the date when the activity is expected to be completed. The date is not shown to students and is only displayed in the activity completion report.

3.5. Admin Interface

In using chat, the site administrator sees the same interface that students and teachers see.

3.6. Global Settings

3.6.1. General Configuration

The following settings are always used:

  • Chat method: What method is used by the chat activity to provide chat between users. Default: Ajax method
    • Ajax method - The Ajax chat method provides an Ajax-based chat interface and contacts the server regularly for updates.
    • Normal method - The normal chat method involves regularly contacting the server for updates. It requires no configuration and works everywhere, but it can create a large load on the server with many chatters.
    • Chat server daemon - Using a server daemon requires shell access to Unix, but it results in a fast, scalable chat environment.
  • Refresh user list: How often should the list of users be refreshed (in seconds)? Default: 10
  • Disconnect timeout: What is the maximum time that may pass before Moodle detects that a user has disconnected (in seconds)? This is just an upper limit, as disconnects are usually detected very quickly. Lower values will be more demanding on your server. If you are using the normal method, never set this lower than 2. Default: 35

3.6.2. Normal Method

These settings matter only if you have selected "Normal method" as the chat method:

  • Refresh room: How often should the chat room itself be refreshed (in seconds)? Setting this low will make the chat room seem quicker, but it may place a higher load on your Web server when many people are chatting. If you are using Stream updates, you can select higher refresh frequencies – try with 2. Default: 5
  • Update method: This setting determines how users are updated with new chat messages. Default: KeepAlive
    • KeepAlive - All connections are kept alive, unless stated otherwise with the following header: Connection: close. Chat room updates are normally served efficiently using the KeepAlive feature of HTTP 1.1, but this is still quite heavy on the server.
    • Stream - A more advanced method is to use the Stream strategy to feed updates to the users. Using Stream scales much better (similar to the chat server daemon method) but may not be supported by your server.

3.6.3. Chat Server Daemon

These settings matter only if you have selected "Chat server daemon" as the chat method:

  • Server name: The host name of the computer where the server daemon is. Default: <site URL>
  • Server ip: The numerical IP address that matches the above host name. Default: 127.0.0.1
  • Server port: Port to use on the server for the daemon. Default: 9111
  • Max users: Max number of clients allowed. Default: 100

3.7. Permissions

  • Access a Chat Room: This allows a user to chat.
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher   X    
      Student   X    
      Guest X      
      Authenticated User X      
    • Risks
      • Spam: User could send spam to site users or others.
  • Delete Chat Logs: This allows a user to delete chat logs.
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher   X    
      Student X      
      Guest X      
      Authenticated User X      
  • Export Chat Session Which You Took Part In: This allows the user to export or download the logs for any chat session in which they participated.
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher   X    
      Student X      
      Guest X      
      Authenticated User X      
    • Risks
      • Privacy: Users could gain access to private information of other users.
  • Export Any Chat Session: This allows the user to export or download all chat session logs.
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher   X    
      Student X      
      Guest X      
      Authenticated User X      
    • Risks
      • Privacy: Users could gain access to private information of other users.
  • Read Chat Logs: This allows a user to read chat logs.
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher   X    
      Student   X    
      Guest X      
      Authenticated User X      

4. Choice

4.1. Overview

The choice activity enables teachers in a course to ask participants one question with several answers. It is a one-question poll or survey.

Participants respond to the question by choosing one of the answers provided by the teacher.

The teacher may choose to display the results of the choice poll to students before they have responded to the question, after they have responded to the question, or not at all.

4.2. Benefits

The choice activity is a quick, easy way for a teacher to begin to make a course interactive, to get students thinking and to learn about participants in a course.

For students, responding to one question by simply choosing one of several answers provided may help a student recall prior knowledge, stimulate thinking about a topic, help students begin to get to know each other, etc.

4.3. User Documentation

To vote in a choice, the student first ticks one radio button and then clicks the Save my choice button. The student may see results to date before saving his or her choice if the teacher has configured the Choice activity to allow this.

After saving his or her choice, the student may see no results or may see anonymous results for his or her classmates. This depends upon the way the teacher has configured the activity.

4.4. Teacher Documentation

4.4.1. Creating a Choice

When creating a choice activity, the teacher must name the choice and provide an introduction for participants (usually question).

The teacher may choose to limit the number of responses permitted, restrict time the period that the choice is available to students, and to permit or not permit students to change their responses.

The teacher must decide if choices will be displayed vertically or horizontally, if results will be displayed to students before they vote, after they vote or not at all. He or she must also decide if displayed results will be anonymous to members of the class.

In addition, the teacher must:

  1. Configure the common module settings (optional)
  2. Configure access restriction settings (optional)
  3. Configure activity completion settings (optional)
  4. Save the form by clicking the Save and return to course or Save and display buttons.

4.4.2. Activity Settings

4.4.2.1. General

  • Choice name: A title for the choice activity, which is displayed in the course and when the activity is accessed
  • Introduction text: A description of the activity and/or instructions for completing the activity
4.4.2.2. Limit
  • Limit the number of responses allowed: This option allows you to limit the number of participants that can select each choice option. When the limit is reached, then no one else can select that option (this is great for using the Choice activity as a sign up tool). If limits are disabled, then any number of participants can select each of the options.
4.4.2.3. Options
  • Option: Here is where you specify the text for each option that participants have to choose from. You can create any number of options. If you leave the option} field blank for an option, the option will not be displayed. If you need more than 8 options, click the Add 3 fields to form button.
  • Limit: The the number of participants that can select this option when submitting a choice.
4.4.2.4. Restrict Answering to This Time Period

  • Restrict answering to this time period: Enabling this will allow the teacher to restrict the dates and times between which the choice will be available for submission
  • Open: The date and time that the choice is open to allow responses
  • Until: The data and time the choice closes for response submissions
4.4.2.5. Miscellaneous Settings
  • Display mode: This determines how the options will be displayed
    • Display horizontally - Displays the options horizontally on the page – good for a small number of options
    • Display vertically - Displays the options vertically on the page – good for a large number of options
  • Publish results: This determines if the students can view the results of the choice and, if so, how responses are displayed
    • Do not publish results to students - Student's can't see the choice results after they have submitted a choice
    • Show results to students after they answer - Students can see the choice results any time after they have submitted a choice response
    • Show results to students only after the choice is closed - Students can view the choice results after the activity has closed. This only works if the Restrict answering to this time period field is enabled.
    • Always show results to students - The students can view the results, even if they have not submitted a response to the choice
  • Privacy of results: This determines (if the results are published) how the responder's information is displayed
    • Publish anonymous results, do not show student names - The results do not show the user's first and last name, only the choice response
    • Publish full results, showing names and their choices - The results show all users' first and last names along with their choice response
  • Allow choice to be updated: This determines if the user can update their response after they have submitted a choice response
  • Show column for unanswered: This will display a column in the results for all students in the course that have not yet submitted a choice response
4.4.2.6. Common Module Settings

  • Group Mode: This setting determines the display properties to users within groups
    • No groups - There are no sub groups, everyone is part of one big community
    • Separate groups - Each group member can only see their own group, others are invisible
    • Visible groups - Each group member works in their own group, but can also see other groups
      Note
      The group mode defined at course level is the default mode for all activities within the course. Each activity that supports groups can also define its own group mode, though if the group mode is forced at course level, the group mode setting for each activity is ignored.
  • Grouping (Advanced): A grouping is a collection of groups within a course. If a grouping is selected, students assigned to groups within the grouping will be able to work together.
  • Visible: Determines if the activity is displayed to students or not within the course.
  • ID Number: Teachers who want to create advanced grade calculations within the grade book can create a unique ID number here. This allows the creation of formulas in the grade book that perform calculations using the grades within this activity. For example, the instructor might create a grade book calculation that multiplies the number of points in the Midterm (see the image above where the ID number is set to Midterm) by 2 in order to emphasize its importance to the course grade.
4.4.2.7. Restrict Access

An instructor can create conditions for the availability of a course activity. Dates, score ranges, and/or the completion of other course activities trigger these conditions. Note that ALL availability restrictions have to be met in order for the activity to be made available.

4.4.2.7.1. Date Condition

Identify dates when the activity is available and then made unavailable again. The difference between access from/to dates and availability settings for the activity is that outside the set dates the latter allows students to view the activity description, whereas access from/to dates prevent access completely.

4.4.2.7.2. Grade Condition

You can specify a condition on any grade in the course: the full course grade, the grade for any activity, or a custom grade that you create manually.

You can enter a minimum value (at least percentage), a maximum value (less than percentage), both, or neither. The activity will only appear if the student has a value for the specified grade, and if it falls within any specified number range. You can add more than one grade condition. All conditions must be met in order for the activity to appear.

  • The range numbers can be fractional (with up to five decimal places) if necessary
  • Be careful with the maximum value – if the maximum is 7, a student who scores exactly 7 will not see the activity. You could set it to 7.01 if you really wanted to include 7.
  • If creating several different activities that appear according to grade ranges, use the same number for the maximum of one activity, and the minimum of the next. For example, you might create one activity with a maximum of 7 and another with a minimum of 7. The first would appear to everyone scoring between 0 and 6.99999, and the second would appear to everyone scoring 7.00000 to 10. This guarantees that everyone will view an activity regardless of their grade.
4.4.2.7.3. Creating More Conditions

Click on the Add 2 grade conditions to form button to make more conditions for this activity. With multiple grade conditions the activity is shown only when all conditions are met. Leave a condition blank and it will not be saved, this is how you add only one more condition when clicking the Add 2 grade conditions to form button.

4.4.2.7.4. New Adaptive Learning Paths

Applying restrictions to activities provides the ability to create adaptive learning paths.

For example, after a quiz, any one of three different lessons might appear to a student, depending upon their score. The teacher can have one for low scores, one for high scores and one for average score ranges. The teacher could have a short quiz-like survey, with 7 questions asking the student to give their feelings on a 1 to 5 scale. A range of scores would reveal different activities. Students who liked dark colors might get the black and gray activities revealed. Those who liked light colors might get the white and gray activities.

On the other hand, you may have to design a certified training course that requires approval from government regulators. Conditional activities will assure them that the trainees have been exposed to everything in the course, in a fixed order, and that the trainees must meet certain quantifiable standards from time to time before being allowed to proceed in the course. Correct use and explanation of conditional activities may ensure validation of your course.

4.4.2.7.5. An Example

Students are required to undertake four tasks in a precise order. According to their score in a quiz, the fourth task - a Moodle lesson - is either at a lower or more advanced level. They must:

  • View a Web page explaining the course
  • Post an introductory message in a forum
  • Take a quiz
  • Move onto a lesson that is tailored based on their performance in the quiz
4.4.2.7.6. Admin Settings

To use conditional activities, the feature must be enabled by an administrator by checking the Enable availability box in Administration > Advanced features. A "Restrict availability" section will appear for teachers on the Edit Activity page.

Documentation elements from: Moodle Docs

4.4.3. Activity Completion

Activity completion works with course completion and enables a teacher to allow students to set their progress in a course or automatically update progress in a course based on conditions for activities. The settings available vary based on the chosen activity.

Requires Completion Tracking to be Enabled
Activity completion requires that a course have completion tracking enabled before these settings will appear for an activity.

The Activity completion settings are dynamic for each course activity, therefore different settings will be available based on the selected activity.

The following is an example of some of the activity completion settings:

  • Completion tracking: If enabled, activity completion is tracked, either manually or automatically, based on certain conditions. Multiple conditions may be set if desired. If so, the activity will only be considered complete when ALL conditions are met. A tick next to the activity name on the course page indicates when the activity is complete.
    • Do not indicate activity completion - Activity completion is disabled for this activity and will not report on the activity completion report.
    • Students can manually mark the activity as completed - The student informs the teacher when the activity is completed.
    • Show activity as complete when conditions are met - Setting this enables the optional settings below and completion of the activity will be marked when the student meets all of the enabled conditions.
  • Require view: If enabled, the activity is considered complete when a student receives a grade. Pass and fail icons may be displayed if a pass grade for the activity has been set.
  • Require grade: If enabled, the student must receive a grade (any grade) to complete this activity. This is only displayed in the activity settings for activities that can be graded. If a passing grade is set in the grade book for the activity, then the activity will be marked as passed or failed.
  • Expect completed on: This setting specifies the date when the activity is expected to be completed. The date is not shown to students and is only displayed in the activity completion report.

4.4.4. Viewing a Choice

The teacher interface looks similar to the student interface, but the teacher has access to voting information that the student does not.

To access this information, the teacher clicks on the link to the Choice activity.

The teacher then can access the responses page.

From this page, the teacher can view results, delete votes and download a results report in various formats.

4.5. Permissions

  • Record a Choice: This allows a user to choose a choice option
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher   X    
      Student   X    
      Guest X      
      Authenticated User X      
  • Delete Responses: This enables a user to delete choice responses
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher   X    
      Student X      
      Guest X      
      Authenticated User X      
  • Download Responses: This allows a user to download choice responses
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher   X    
      Student X      
      Guest X      
      Authenticated User X      
  • Read Responses: This allows a user to view choice responses
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher   X    
      Student X      
      Guest X      
      Authenticated User X      

5. eFolio

5.1. Overview

The eFolio Assignment type is an assignment that allows a student to submit an eFolio page as a response to an assignment. That eFolio page can contain any of the eFolio content types a student can add to eFolio, including HTML entries, files, images and/or videos. An eFolio page can contain multiple eFolio content items, which makes this assignment type extremely versatile. The assignment provides read access to the eFolio item automatically to allow the teacher to review the entry and grade it.

5.1.1. Related Features

5.2. Benefits

The benefits of the eFolio assignment type are:

  1. Versatile assignment type allowing for submissions with multiple content types
  2. Students can use assignment responses in multiple courses
  3. Students can keep the assignment response as part of their portfolio after leaving the institution
  4. Students can publicly display responses, allowing for public demonstrations of work

5.3. User Documentation

5.3.1. Submit an eFolio Assignment

The eFolio assignment only allows a user to submit an eFolio site or page as a response to the assignment. This means that a student must first create a page in eFolio and attach any materials they want to submit to the page. To create a page, the student navigates to the institution's eFolio site via the eFolio block's Go to eFolio link. Once in eFolio, the student can create a page by selecting an existing site or page and clicking the green plus sign button or by clicking the green plus sign button below the currently selected site to create a new site.

A student can then drag an existing content item under the My Content menu on the left-hand side.

If the student wants to dress up or alter the look of the page being submitted to the assignment, they simply click on the Design tab in the upper right-hand corner.

Submitting a response to an eFolio assignment starts by clicking on the assignment's link in the course. Once in the assignment, click on the Edit Submission button. On the next page, you will be given a selection of sites in your eFolio account to choose from. Clicking on the site link will reload the page and display a list of all the pages and sub pages within the site.

To submit a site or page link for review, click the Submit: <Page or Site Title> button. The student can click the Cancel button to cancel their submission.

5.4. Teacher Documentation

5.4.1. Create eFolio Assignment

Creating an eFolio assignment is the same as any other core Moodle assignment. The instructor adds the assignment via the Turn editing on button and selects Assignment > efolio in the Add Activity drop-down menu of a course.

The teacher must do the following to create the assignment:

  1. Choose an assignment name
  2. Add a description
  3. Set availability, and due dates (optional)
  4. Determine if late submissions will be allowed (optional)
  5. Set the maximum grade allowed
  6. Set the grade category the assignment will be apart f (optional)
  7. Specify if resubmissions are allowed
  8. Specify if e-mail alerts will be sent.
  9. Specify common module settings
  10. Specify access restriction settings
  11. Submit the form

5.4.2. Activity Settings

5.4.2.1. General

  • Assignment Name: The name of the assignment that will be displayed in the course listing
  • Description: A paragraph or more of text describing the activity and informing the student what they are to submit. This will be displayed to the student when they submit the assignment.
  • Available From: The date and time that this assignment is displayed to the student, which is also when they can first submit the assignment. If disabled, the assignment will always show and a student can always submit a response.
  • Due Date: The date when the assignment no longer shows to the student and will not allow a response to be submitted
  • Prevent Late Submissions: Don't allow students to submit a response after the due date
5.4.2.2. Grade

  • Rubric: (Optional) The rubric associated with the assignment. See [JOULE2:RubricS Manual] for more information on rubrics
  • Grade: The maximum grade value for this activity that a student can receive
  • Grade Category: Setting this will group this activity's grade in the grade book with other activities in the same category, allowing for category calculations.
5.4.2.3. eFolio

  • Allow resubmitting: Allow the student to submit an assignment even after it has been graded.
  • E-mail alerts to teachers: E-mail the teacher when a submission has been given by a student.
5.4.2.4. Common Module Settings

  • Group Mode: This setting determines the display properties to users within groups
    • No groups - There are no sub groups, everyone is part of one big community
    • Separate groups - Each group member can only see their own group, others are invisible
    • Visible groups - Each group member works in their own group, but can also see other groups
      Note
      The group mode defined at course level is the default mode for all activities within the course. Each activity that supports groups can also define its own group mode, though if the group mode is forced at course level, the group mode setting for each activity is ignored.
  • Grouping (Advanced): A grouping is a collection of groups within a course. If a grouping is selected, students assigned to groups within the grouping will be able to work together.
  • Visible: Determines if the activity is displayed to students or not within the course.
  • ID Number: Teachers who want to create advanced grade calculations within the grade book can create a unique ID number here. This allows the creation of formulas in the grade book that perform calculations using the grades within this activity. For example, the instructor might create a grade book calculation that multiplies the number of points in the Midterm (see the image above where the ID number is set to Midterm) by 2 in order to emphasize its importance to the course grade.
5.4.2.5. Restrict Access

An instructor can create conditions for the availability of a course activity. Dates, score ranges, and/or the completion of other course activities trigger these conditions. Note that ALL availability restrictions have to be met in order for the activity to be made available.

5.4.2.5.1. Date Condition

Identify dates when the activity is available and then made unavailable again. The difference between access from/to dates and availability settings for the activity is that outside the set dates the latter allows students to view the activity description, whereas access from/to dates prevent access completely.

5.4.2.5.2. Grade Condition

You can specify a condition on any grade in the course: the full course grade, the grade for any activity, or a custom grade that you create manually.

You can enter a minimum value (at least percentage), a maximum value (less than percentage), both, or neither. The activity will only appear if the student has a value for the specified grade, and if it falls within any specified number range. You can add more than one grade condition. All conditions must be met in order for the activity to appear.

  • The range numbers can be fractional (with up to five decimal places) if necessary
  • Be careful with the maximum value – if the maximum is 7, a student who scores exactly 7 will not see the activity. You could set it to 7.01 if you really wanted to include 7.
  • If creating several different activities that appear according to grade ranges, use the same number for the maximum of one activity, and the minimum of the next. For example, you might create one activity with a maximum of 7 and another with a minimum of 7. The first would appear to everyone scoring between 0 and 6.99999, and the second would appear to everyone scoring 7.00000 to 10. This guarantees that everyone will view an activity regardless of their grade.
5.4.2.5.3. Creating More Conditions

Click on the Add 2 grade conditions to form button to make more conditions for this activity. With multiple grade conditions the activity is shown only when all conditions are met. Leave a condition blank and it will not be saved, this is how you add only one more condition when clicking the Add 2 grade conditions to form button.

5.4.2.5.4. New Adaptive Learning Paths

Applying restrictions to activities provides the ability to create adaptive learning paths.

For example, after a quiz, any one of three different lessons might appear to a student, depending upon their score. The teacher can have one for low scores, one for high scores and one for average score ranges. The teacher could have a short quiz-like survey, with 7 questions asking the student to give their feelings on a 1 to 5 scale. A range of scores would reveal different activities. Students who liked dark colors might get the black and gray activities revealed. Those who liked light colors might get the white and gray activities.

On the other hand, you may have to design a certified training course that requires approval from government regulators. Conditional activities will assure them that the trainees have been exposed to everything in the course, in a fixed order, and that the trainees must meet certain quantifiable standards from time to time before being allowed to proceed in the course. Correct use and explanation of conditional activities may ensure validation of your course.

5.4.2.5.5. An Example

Students are required to undertake four tasks in a precise order. According to their score in a quiz, the fourth task - a Moodle lesson - is either at a lower or more advanced level. They must:

  • View a Web page explaining the course
  • Post an introductory message in a forum
  • Take a quiz
  • Move onto a lesson that is tailored based on their performance in the quiz
5.4.2.5.6. Admin Settings

To use conditional activities, the feature must be enabled by an administrator by checking the Enable availability box in Administration > Advanced features. A "Restrict availability" section will appear for teachers on the Edit Activity page.

Documentation elements from: Moodle Docs

5.4.3. Viewing an eFolio Submission

Viewing an eFolio assignment submission is the same as viewing any of the core Moodle assignment types. The teacher clicks on the link to the assignment in the course and then on the View X submitted assignments link in the upper right-hand corner of the page. A page like below will be displayed:

From here, the teacher clicks on the View submitted eFolio page... link to the right of the submission they would like to view.

Open in new window
It is recommended that that the teacher open this in a new window if they want to grade the submission at the same time.

The teacher will be signed into the institution's eFolio site and provided a view of the page that the student has created in response to this assignment. HTML and images will be displayed inline while files will have links for the teacher to download the file.

5.4.4. Grading an eFolio Assignment

Viewing an eFolio assignment submission is the same as viewing any of the core Moodle assignment types. The teacher clicks on the link to the assignment in the course and then on the View X submitted assignments link in the upper right-hand corner of the page. A page like below will be displayed:

From the View Submission page, the teacher clicks on the Grade link to the right of the submission that they would like to grade.

The grade page has three core components:

  • Grade: The grade or scale value that you are assigning to this submission
  • Final Grade: Depending on the grade type, this is what the final grade is based on (how the grade is calculated for the assignment)
  • Comment: In the comment box, you can add any comments on the submission to assist the student in understanding why they were given the grade they were given

Outcomes that are applied to the assignment will display below the Final grade. Some assignments will include an upload field where the teacher can upload a response file with comments. This is for upload assignment types.

6. External Tool

6.1. Overview

The External tools module allow Moodle users to seamlessly interact with learning resources and activities hosted remotely. For instance, an external tool could provide access to a new activity type or learning materials from a publisher. The interface of these activity types or learning materials from publishers will display within Moodle, making for a near invisible integration. To setup an external tool instance, a tool provider that supports LTI (Learning Tools Interoperability) is required. If you find a tool provider that supports LTI, they should be able to provide instructions on how to configure the external tool instance. Additionally, tool types configured by a site administrator will also be available for use.

External tools differ from URL resources in a few ways:

  • Context aware: External tools have access to information about the user who launched the tool, such as institution, course, name and other information from the user's Moodle profile.
  • Deep integration: External tools support reading, updating, and deleting grades associated with the activity instance. More integration points are planned for future releases.
  • Security: External tool configurations create a trust relationship between Moodle and the tool provider, allowing secure communication between them.

6.2. Teacher Documentation

6.2.1. External Tools

The External tool module allows Moodle users to interact with learning resources and activities on other web sites. For instance, an external tool could provide access to a new activity type or learning materials from a publisher. External tools can be added similarly to other activities.

If it's not already, click Turn editing on. If this button is not displayed in your theme navigate to Settings > Course administration > Turn editing on.

Select External Tool from the list of activities.

The Adding a new External Tool page opens.

6.2.1.1. General

Configure the following general settings:

  • Activity Name: Enter a name for the external tool activity. Everyone will see this when accessing the tool.
  • Activity Description: Enter a description for the external tool activity.
  • Display description on course page: If enabled, the introduction / description above will be displayed on the course page just below the link to the activity / resource.
  • Display activity name when launched: If selected, the activity name (specified above) will display above the tool provider's content. It is possible that the tool provider may also display the title. This option can prevent the activity title from being displayed twice. The title is never displayed when the tool's launch container is in a new window.
  • Display activity description when launched: If selected, the activity description (specified above) will display above the tool provider's content. The description may be used to provide additional instructions for launchers of the tool, but it is not required. The description is never displayed when the tool's launch container is in a new window.
  • External tool type: The main purpose of a tool configuration is to set up a secure communication channel between Moodle and the tool provider. It also provides an opportunity for configuration defaults and setting up additional services provided by the tool. You can add, update, or remove a tool type using the icons next to this setting. The following are the external tool types:
    • Automatic, based on Launch URL: This setting should be used in almost all cases. Moodle will select the most appropriate tool configuration based on the Launch URL. Tools configured by both an administrator or within this course will be used. When the Launch URL is specified, Moodle will provide feedback on whether it recognizes it or not. If Moodle does not recognize the Launch URL, you may need to enter the tool configuration details manually.
    • A specific tool type: By selecting a specific tool type, you can force Moodle to use that tool configuration when communicating with the external tool provider. If the Launch URL does not appear to belong to the tool provider, a warning will appear. In some cases, it is not necessary to enter a Launch URL when providing a specific tool type (if not launching to a particular resource within the tool provider).
    • Custom configuration: To set up custom tool configuration on just this instance, click Show Advanced options, and enter the consumer key and shared secret yourself. If you do not have a consumer key and shared secret, you may be able to request them from the tool provider. Not all tools require a consumer key and shared secret, in which case the fields may be left blank.
  • Launch URL: The Launch URL indicates the web address of the External Tool, and may contain additional information, such as the resource to show. If you are unsure what to enter for the Launch URL, please check with the tool provider for more information. If you have selected a specific tool type, you may not need to enter a Launch URL. If the tool link is used to just launch into the tool provider's system, and not go to a specific resource, this will likely be the case.
  • Secure Launch URL: Similar to Launch URL, but used instead of the launch URL if high security is required. Moodle will use the secure launch URL instead of the launch URL if the Moodle site is accessed through SSL, or if the tool configuration is set to always launch through SSL. The Launch URL may also be set to an https address to force launching through SSL, and this field may be left blank. If you are unsure about this, please check with your network administrator.
  • Launch Container: The launch container affects the display of the tool when launched from the course. Some launch containers provide more screen real estate to the tool, and others provide a more integrated feel with the Moodle environment. The following are launch container types:
    • Default: Use the launch container specified by the tool configuration..
    • Embed: The tool is displayed within the existing Moodle window, in a manner similar to most other Activity types.
    • Embed, without blocks: The tool is displayed within the existing Moodle window, with just the navigation controls at the top of the page.
    • New window: The tool opens in a new window, occupying all the available space. Depending on the browser, it will open in a new tab or a popup window. It is possible that browsers will prevent the new window from opening. The new window is also not section 508 compliant.
  • Consumer Key: For pre-configured tools, it is not necessary to enter a resource key here, as the consumer key will be provided as part of the configuration process. This field should be entered if creating a link to a tool provider which is not already configured. If the tool provider is to be used more than once in this course, adding a course tool configuration is a good idea. The consumer key can be thought of as a username used to authenticate access to the tool. It can be used by the tool provider to uniquely identify the Moodle site from which users launch into the tool. The consumer key must be provided by the tool provider. The method of obtaining a consumer key varies between tool providers. It may be an automated process, or it may require a dialogue with the tool provider. Tools which do not require secure communication from Moodle and do not provide additional services (such as grade reporting) may not require a resource key.
  • Shared secret: For pre-configured tools, it is not necessary to enter a shared secret here, as the shared secret will be provided as part of the configuration process. This field should be entered if creating a link to a tool provider which is not already configured. If the tool provider is to be used more than once in this course, adding a course tool configuration is a good idea. The shared secret can be thought of as a password used to authenticate access to the tool. It should be provided along with the consumer key from the tool provider. Tools which do not require secure communication from Moodle and do not provide additional services (such as grade reporting) may not require a shared secret.
  • Custom parameters: Custom parameters are settings used by the tool provider. For example, a custom parameter may be used to display a specific resource from the provider. It is safe to leave this field unchanged unless directed by the tool provider.
  • Icon URL: The icon URL allows the icon that shows up in the course listing for this activity to be modified. Instead of using the default LTI icon, an icon which conveys the type of activity may be specified.
  • Secure Icon URL: Similar to the icon URL, but used if the user accessing Moodle securely through SSL. The main purpose for this field is to prevent the browser from warning the user if the underlying page was accessed over SSL, but requesting to show an unsecure image.
6.2.1.2. Privacy

Configure the following privacy settings:

  • Share launcher's name with the tool: Specify whether the full name of the user launching the tool should be shared with the tool provider. The tool provider may need launcher's names to show meaningful information within the tool. Note that this setting may be overridden in the tool configuration.
  • Share the launcher's email with the tool: Specify whether the e-mail address of the user launching the tool will be shared with the tool provider. The tool provider may need launcher's e-mail addresses to distinguish users with the same name, or send e-mails to users based on actions within the tool. Note that this setting may be overridden in the tool configuration.
  • Accept grades from the tool: Specify whether the tool provider can add, update, read, and delete grades associated only with this external tool instance. Some tool providers support reporting grades back to Moodle based on actions taken within the tool, creating a more integrated experience. Note that this setting may be overridden in the tool configuration.
6.2.1.3. Common module settings

Configure the following common module settings:

  • Visible: Determines whether or not the tool will be hidden or visible.
  • ID number: Setting an ID number provides a way of identifying the activity for grade calculation purposes. If the activity is not included in any grade calculation then the ID number field may be left blank. The ID number can also be set in the gradebook, though it can only be edited on the activity settings page.
6.2.1.4. Restrict access

Configure the following restrict access settings:

  • Allow access from/until: Access from/to dates determine when students can access this course item on the course page. The difference between access from/to dates and availability settings for the course item is that outside the set dates the latter allows students to view the course item description, whereas access from/to dates prevent access completely.
  • Release code: This course item will not be available to students until the student acquires the release code entered here.
  • Grade condition: This setting determines any grade conditions which must be met in order to access this course item. Multiple grade conditions may be set if desired. If so, this course item will only allow access when ALL grade conditions are met.
  • Completion condition: This setting determines any activity completion conditions which must be met in order to access this course item. Note that completion tracking must first be set before an activity completion condition can be set. Multiple activity completion conditions may be set if desired. If so, access to this course item will only be permitted when ALL activity completion conditions are met.
  • Before this can be accessed: If completion conditions are set, this setting determines whether or not users will be able to see the activity greyed-out with information describing why it is not available yet or if the activity will be hidden until the completion conditions are met.
6.2.1.5. Activity completion

Configure the following activity completion settings:

  • Completion tracking: If enabled, activity completion is tracked, either manually or automatically, based on certain conditions. Multiple conditions may be set if desired. If so, the activity will only be considered complete when ALL conditions are met. A tick next to the activity name on the course page indicates when the activity is complete.
  • Require view: If enabled, the activity is considered complete when a student views the activity.
  • Require grade: If enabled, the activity is considered complete when a student receives a grade. Pass and fail icons may be displayed if a pass grade for the activity has been set.
  • Expect completed on: This setting specifies the date when the activity is expected to be completed. The date is not shown to students and is only displayed in the activity completion report.

When finished, click Save and return to course to save and return to the course, click Save and display to save and display the external tool to preview what students will see, or click Cancel to disregard changes and return to the previous screen.

6.3. Administrator Documentation

6.3.1. External Tools

External tools allow Moodle users to seamlessly interact with learning resources hosted remotely. Through a special launch protocol, the external tool will have access to some general information about the launching user which is taken from the user profile. For example, the institution name, course ID, user ID, and other information such as the user's name or e-mail address.

To configure external tools, log in to your site as an administrator and navigate to Settings>Site administration>Plugins>Activity Modules>External Tool.

A page opens that displays all external tools that are configured on the site. If you have not configured any yet you will just see the link to Add external tool configuration.

6.3.2. External Tool Types

Tool types listed on this page are separated into three categories:

  • Active: These tool providers have been approved and configured by an administrator. They can be used from within any course on this Moodle instance. If a consumer key and shared secret are entered, a trust relationship is established between this Moodle instance and the remote tool, providing a secure communication channel.
  • Pending: These tool providers came in through a package import, but have not been configured by an administrator. Instructors may still use tools from these providers if they have a consumer key and shared secret, or if none is required.
  • Rejected: These tool providers are flagged as ones which an administrator has no intention of making available to the entire Moodle instance. Instructors may still use tools from these providers if they have a consumer key and shared secret, or if none is required.

You can update or remove an external tool that has been previously configured by clicking on the icons in the action column.

Click Add external tool configuration to configure a new external tool.

6.3.2.1. Tool Settings

Basic settings for the external tool are configured here.

Configure the following settings for the external tool:

  • Tool Name: The tool name is used to identify the external tool provider within Moodle. The name entered will be visible to instructors when adding external tools within courses.
  • Tool Base URL: The tool base URL is used to match external tool launch URLs to the correct tool configuration. Prefxing the URL with http(s) is optional. Additionally, the base URL is used as the launch URL if a launch URL is not specified in the external tool instance. If two different tool configurations are for the same domain, the most specific match will be used.
  • Consumer Key: The consumer key can be thought of as a username used to authenticate access to the external tool. It can be used by the tool provider to uniquely identify the Moodle site from which users launch into the tool. The consumer key must be provided by the tool provider. The method of obtaining a consumer key varies between tool providers. It may be an automated process, or it may require a dialogue with the tool provider. Tools which do not require secure communication from Moodle and do not provide additional services (such as grade reporting) may not require a resource key.
  • Shared Secret: The shared secret can be thought of as a password used to authenticate access to the tool. It should be provided along with the consumer key from the tool provider. Tools which do not require secure communication from Moodle and do not provide additional services (such as grade reporting) may not require a shared secret.
  • Custom Parameters: Custom parameters are settings used by the external tool provider. For example, a custom parameter may be used to display a specific resource from the provider. It is safe to leave this field unchanged unless directed by the tool provider.
  • Show tool type when creating tool instances: If selected, this tool configuration will appear in the "External tool type" drop-down when instructors configure external tools within courses. In most cases, this option does not need to be selected. Instructors can use this tool configuration based on the Launch URL matching the Tool base URL, which is the preferred method. The only case in which this option should be selected is if the tool configuration is just intended for single sign on. For example, if all launches to the tool provider just take the user to a landing page instead of to a specific resource.
  • Default Launch Container: The launch container affects the display of the tool when launched from the course. Some launch containers provide more screen real estate to the tool, and others provide a more integrated feel with the Moodle environment.
    • Default: Use the launch container specified by the tool configuration.
    • Embed: The tool is displayed within the existing Moodle window, in a manner similar to most other Activity types.
    • Embed, without blocks: The tool is displayed within the existing Moodle window, with just the navigation controls at the top of the page.
    • New window: The tool opens in a new window, occupying all the available space. Depending on the browser, it will open in a new tab or a popup window. It is possible that browsers will prevent the new window from opening. The new window is also not section 508 compliant.
6.3.2.2. Privacy

Privacy settings for the external tool are configured here.

Configure the following privacy settings for the external tool:

  • Share launcher's name with tool: Specify whether the full name of the user launching the tool should be shared with the tool provider. The tool provider may need launcher's names to show meaningful information within the tool.
    • Never: If selected, will never share launcher's name with the tool.
    • Always: If selected, will always share the launcher's name with the tool.
    • Delegate to Instructor: If selected, will leave the decision to share or not share the launcher's name with the external tool up to the Instructor.
  • Share launcher's email with tool: Specify whether the e-mail address of the user launching the tool will be shared with the tool provider. The tool provider may need launcher's e-mail addresses to distinguish users with the same name in the UI, or send e-mails to users based on actions within the tool.
    • Never:
    • Always:
    • Delegate to Instructor:
  • Accept grades from the tool: Specify whether the tool provider can add, update, read, and delete grades associated with instances of this tool type. Some tool providers support reporting grades back to Moodle based on actions taken within the tool, creating a more integrated experience.
    • Never:
    • Always:
    • Delegate to Instructor:
  • Force SSL: Selecting this option forces all launches to this tool provider to use SSL. In addition, all web service requests from the tool provider will use SSL. SSL stands for Secure Sockets Layer, and is an encrypted security protocol used to protect information sent over the internet. If using this option, confirm that this Moodle site and the tool provider both support SSL.
6.3.2.3. Miscellaneous

Miscellaneous settings for the external tool are configured here.

Configure the following privacy settings for the external tool:

  • Organization ID: A unique identifier for this Moodle instance. Typically, the DNS name of the organization is used. If this field is left blank, the host name of this Moodle site will be used as the default value. For
  • Organization URL: The base URL of this Moodle instance. If this field is left blank, a default value will be used based on the site configuration.

When you are finished click Save changes to save and return to the External Tool page, or click Cancel to cancel adding an external tool configuration and return to the External Tool page.

7. Feedback

7.1. Overview

The Feedback module is used to create surveys to collect information from students in a course.

7.2. Benefits

With the Feedback module, it's relatively easy to create and conduct customized surveys using non-graded questions. While not as robust as the Questionnaire module, it is less complicated, and, unlike the Survey module, the Feedback module allows instructors to create their own questions. 

Because the Feedback activity can be customized to meet the teacher's needs, questions can be very precise eliciting very specific feedback. The information gathered in a feedback activity is not published to course participants and responses can be made anonymous by the teacher, if desired.

7.3. User Documentation

To respond to the questions in a Feedback activity, a student first clicks on the link to the activity from the front page of a course.

The student is then presented with an entry page that includes the activity's instructions and clicks the Answer the questions... link to access the feedback questions.

The student responds to the questions and clicks on the Submit your answers button.

Finally, the student sees a thank you screen.

Clicking on the Continue button takes the student back to the front page of the course or to a URL defined by the instructor in the Feedback settings.

7.4. Teacher Documentation

7.4.1. Create Feedback Activity

To create a Feedback activity, a teacher first selects Feedback from the Add an activity drop-down menu.

When setting up a Feedback activity, the teacher can:

  • Give the Feedback activity a name and provide instructions for students.
  • Determine if the activity is available for the entire duration of the course or limit when students may respond. To enable opening and closing dates,the teacher marks the appropriate checkbox(es) and sets the date(s).
  • Decide whether or not to:
    • Record users' names and display them beside their answers.
    • Display analysis of answers after submission.
    • Notify admins via e-mail when a user completes the activity.
    • Permit multiple submissions for anonymous surveys.
    • Automatically number the Feedback questions.
  • Create a message that the user sees after submitting. This message may include text, links and multimedia.
  • Configure the:
    • Common module settings (optional)
    • Access restriction settings (optional)
    • Activity completion settings (optional)
  • Save the form by clicking either the Save and return to course or Save and display buttons.

It is also possible to send the user to a web page other than the front page of the course after he or she has completed the feedback activity.

7.4.2. Activity Settings

7.4.2.1. General

  • Name: The name of the Feedback activity, which is displayed on the course front page.
  • Description: The description of the activity displayed to students before they see the questions.

7.4.3. Timing

  • Open the feedback at: The date and time that the activity is open for the user to submit feedback. If this is not set, then the feedback activity will always be available. Click the Enable checkbox to set the date and time.
  • Close the feedback at: The date and time that the activity will close and users will no longer be able to submit feedback. If this is not set, then the feedback activity will always be available. Click the Enable checkbox to set the date and time.
7.4.3.1. Feedback Options

  • Record user names: This setting determines how the users' names will be recorded for analysis.
    • Anonymous - Each user's name is recorded as anonymous
    • User's name will be logged and shown with answers - All users submitting feedback will have their name logged and shown with their answers to the survey.
  • Show analysis page after submit: If set to yes, then the analysis page will be shown after the user submits their feedback.
  • Send e-mail notifications: If set to yes, administrators will receive e-mail notification of feedback submissions.
  • Multiple submissions: If set to yes, then users can submit feedback an unlimited number of times.
  • Automated numbers: If set to yes, then the numbers next to the questions will be automatically generated based on the questions location in the survey.
7.4.3.2. After Submitting

  • Page after submit: An HTML page that is displayed after the user has submitted their feedback.
  • URL for continue button: The URL that the user will be taken to when they click the continue button after submitting.
7.4.3.3. Common Module Settings

  • Group Mode: This setting determines the display properties to users within groups
    • No groups - There are no sub groups, everyone is part of one big community
    • Separate groups - Each group member can only see their own group, others are invisible
    • Visible groups - Each group member works in their own group, but can also see other groups
      Note
      The group mode defined at course level is the default mode for all activities within the course. Each activity that supports groups can also define its own group mode, though if the group mode is forced at course level, the group mode setting for each activity is ignored.
  • Grouping (Advanced): A grouping is a collection of groups within a course. If a grouping is selected, students assigned to groups within the grouping will be able to work together.
  • Visible: Determines if the activity is displayed to students or not within the course.
  • ID Number: Teachers who want to create advanced grade calculations within the grade book can create a unique ID number here. This allows the creation of formulas in the grade book that perform calculations using the grades within this activity. For example, the instructor might create a grade book calculation that multiplies the number of points in the Midterm (see the image above where the ID number is set to Midterm) by 2 in order to emphasize its importance to the course grade.
7.4.3.4. Restrict Access

An instructor can create conditions for the availability of a course activity. Dates, score ranges, and/or the completion of other course activities trigger these conditions. Note that ALL availability restrictions have to be met in order for the activity to be made available.

7.4.3.4.1. Date Condition

Identify dates when the activity is available and then made unavailable again. The difference between access from/to dates and availability settings for the activity is that outside the set dates the latter allows students to view the activity description, whereas access from/to dates prevent access completely.

7.4.3.4.2. Grade Condition

You can specify a condition on any grade in the course: the full course grade, the grade for any activity, or a custom grade that you create manually.

You can enter a minimum value (at least percentage), a maximum value (less than percentage), both, or neither. The activity will only appear if the student has a value for the specified grade, and if it falls within any specified number range. You can add more than one grade condition. All conditions must be met in order for the activity to appear.

  • The range numbers can be fractional (with up to five decimal places) if necessary
  • Be careful with the maximum value – if the maximum is 7, a student who scores exactly 7 will not see the activity. You could set it to 7.01 if you really wanted to include 7.
  • If creating several different activities that appear according to grade ranges, use the same number for the maximum of one activity, and the minimum of the next. For example, you might create one activity with a maximum of 7 and another with a minimum of 7. The first would appear to everyone scoring between 0 and 6.99999, and the second would appear to everyone scoring 7.00000 to 10. This guarantees that everyone will view an activity regardless of their grade.
7.4.3.4.3. Creating More Conditions

Click on the Add 2 grade conditions to form button to make more conditions for this activity. With multiple grade conditions the activity is shown only when all conditions are met. Leave a condition blank and it will not be saved, this is how you add only one more condition when clicking the Add 2 grade conditions to form button.

7.4.3.4.4. New Adaptive Learning Paths

Applying restrictions to activities provides the ability to create adaptive learning paths.

For example, after a quiz, any one of three different lessons might appear to a student, depending upon their score. The teacher can have one for low scores, one for high scores and one for average score ranges. The teacher could have a short quiz-like survey, with 7 questions asking the student to give their feelings on a 1 to 5 scale. A range of scores would reveal different activities. Students who liked dark colors might get the black and gray activities revealed. Those who liked light colors might get the white and gray activities.

On the other hand, you may have to design a certified training course that requires approval from government regulators. Conditional activities will assure them that the trainees have been exposed to everything in the course, in a fixed order, and that the trainees must meet certain quantifiable standards from time to time before being allowed to proceed in the course. Correct use and explanation of conditional activities may ensure validation of your course.

7.4.3.4.5. An Example

Students are required to undertake four tasks in a precise order. According to their score in a quiz, the fourth task - a Moodle lesson - is either at a lower or more advanced level. They must:

  • View a Web page explaining the course
  • Post an introductory message in a forum
  • Take a quiz
  • Move onto a lesson that is tailored based on their performance in the quiz
7.4.3.4.6. Admin Settings

To use conditional activities, the feature must be enabled by an administrator by checking the Enable availability box in Administration > Advanced features. A "Restrict availability" section will appear for teachers on the Edit Activity page.

Documentation elements from: Moodle Docs

7.4.4. Activity Completion

Activity completion works with course completion and enables a teacher to allow students to set their progress in a course or automatically update progress in a course based on conditions for activities. The settings available vary based on the chosen activity.

Requires Completion Tracking to be Enabled
Activity completion requires that a course have completion tracking enabled before these settings will appear for an activity.

The Activity completion settings are dynamic for each course activity, therefore different settings will be available based on the selected activity.

The following is an example of some of the activity completion settings:

  • Completion tracking: If enabled, activity completion is tracked, either manually or automatically, based on certain conditions. Multiple conditions may be set if desired. If so, the activity will only be considered complete when ALL conditions are met. A tick next to the activity name on the course page indicates when the activity is complete.
    • Do not indicate activity completion - Activity completion is disabled for this activity and will not report on the activity completion report.
    • Students can manually mark the activity as completed - The student informs the teacher when the activity is completed.
    • Show activity as complete when conditions are met - Setting this enables the optional settings below and completion of the activity will be marked when the student meets all of the enabled conditions.
  • Require view: If enabled, the activity is considered complete when a student receives a grade. Pass and fail icons may be displayed if a pass grade for the activity has been set.
  • Require grade: If enabled, the student must receive a grade (any grade) to complete this activity. This is only displayed in the activity settings for activities that can be graded. If a passing grade is set in the grade book for the activity, then the activity will be marked as passed or failed.
  • Expect completed on: This setting specifies the date when the activity is expected to be completed. The date is not shown to students and is only displayed in the activity completion report.

7.4.5. View Feedback Activity

When a teacher wants to view responses to a Feedback activity, he or she first clicks on the link to that activity on the front page of the course.

7.4.6. Overview Tab

The teacher then sees the Overview screen.

To perform various administrative tasks, the teacher clicks on the appropriate tabs.

7.4.7. Editing/Adding Questions

After submitting the settings form, the teacher is prompted to add an element or question to the Feedback activity. The following options are available:

  • Add a page break
  • Captcha
  • Information
  • Label
  • Longer text answer
  • Multiple choice
  • Multiple choice (rated)
  • Numeric answer
  • Short text answer

Note: Whatever is entered in the Label field is used when exporting to Excel. The label becomes a column header in the spreadsheet.

For information about each of these question types, see http://docs.moodle.org/en/Adding_Feedback_questions.

The teacher may wish, for example, to ask students a question that requires a narrative response. In this case, the teacher would choose to add a "Longer Text Answer" to his or her feedback form. To do this, he or she would first select "Longer text answer" from the drop-down menu.

The teacher then completes a simple form and the question is added.

After the question has been added to the form, various editing icons will be visible to the teacher.

7.4.8. Templates

The Templates tab allows the teacher to:

  • Select a template of questions to use for this Feedback activity.
  • Save the current questions as a template.
  • Delete a template.
  • Export questions.
  • Import questions.

7.4.9. Analysis Tab

After clicking on the Analysis tab, the teacher sees a chart of all responses to date.

7.4.10. Show Responses

To view responses made by individual students, the teacher clicks on the Show Responses tab.

7.5. Global Settings

  • Allow full anonymous: Setting this option to yes permits non-logged in users to complete feedback activities on the front page. Default: No

7.6. Permissions

  • Complete a Feedback: This capability allows the user to submit a feedback response.
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager X      
      Course Creator X      
      Teacher X      
      Non-Editing teacher X      
      Student   X    
      Guest X      
      Authenticated User X      
    • Risks
      • Spam: User could send spam to site users or others.
  • Create Private Template: This capability allows the user create a Feedback template that only they can use later.
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher X      
      Student X      
      Guest X      
      Authenticated User X      
    • Risks
      • Spam: User could send spam to site users or others.
  • Create Public Template: This capability allows the user to create a Feedback template that anyone can use later,
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher X      
      Student X      
      Guest X      
      Authenticated User X      
    • Risks
      • Spam: User could send spam to site users or others.
  • Delete Completed Submissions: This capability allows the user to delete feedback submissions.
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher X      
      Student X      
      Guest X      
      Authenticated User X      
  • Delete Template: This capability allows the user delete a Feedback template.
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher X      
      Student X      
      Guest X      
      Authenticated User X      
  • Edit Items: This capability allows the user to edit feedback questions.
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher X      
      Student X      
      Guest X      
      Authenticated User X      
    • Risks
      • Spam: User could send spam to site users or others.
      • XSS: Users could add files and texts that allow cross-site scripting (XSS).
  • Map Courses to Global Feedbacks: This capability allows the user to specify which courses can use global Feedback activities.
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher X      
      Non-Editing teacher X      
      Student X      
      Guest X      
      Authenticated User X      
  • Receive E-mail Notification: This capability allows the user to receive e-mails from feedback submissions when e-mail notification is enabled for a Feedback activity.
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager X      
      Course Creator X      
      Teacher   X    
      Non-Editing teacher   X    
      Student X      
      Guest X      
      Authenticated User X      
    • Risks
      • Privacy: Users could gain access to private information of other users.
  • View a Feedback: This capability allows the user to view the Feedback activity.
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher   X    
      Student   X    
      Guest X      
      Authenticated User X      
  • View the Analysis Page After Submit: This capability allows the user to view the analysis page after they have submitted feedback, or at all.
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher   X    
      Student X      
      Guest X      
      Authenticated User X      
    • Risks
      • Privacy: Users could gain access to private information of other users.
  • View Reports: This capability allows the user to view the feedback reports.
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher   X    
      Student X      
      Guest X      
      Authenticated User X      
    • Risks
      • Privacy: Users could gain access to private information of other users.

8. Forum

8.1. Overview

The Forum activity enables students to post and reply to comments, suggestions, questions, etc. Unlike the Chat activity, participants communicate asynchronously.

There are 5 forum types:

  • A single simple discussion - A single discussion topic which everyone can reply to
  • Each person posts one discussion - Each student can post exactly one new discussion topic, which everyone can then reply to
  • Q and A forum - Students must first post their perspectives before they can view other students' posts
  • Standard forum displayed in a blog-like format - An open forum where anyone can start a new discussion at any time, and in which discussion topics are displayed on one page with Discuss this topic links
  • Standard forum for general use - An open forum where anyone can start a new discussion at any time

8.2. Benefits

  • Forums are useful not only for exchanging information in online courses, but also for fostering community.
  • The asynchronous nature of forums means that students who are not online at the same time can still communicate with each other.
  • Responses to forum posts are not immediate, giving students' time to think about what they want to say before they post.
  • Forum posts are displayed on the page chronologically, allowing students and teachers to see how discussions evolve.

8.3. Usage Scenarios

Core Moodle offers teachers five types of forums:

  • A standard forum for general use
  • A single, simple discussion forum
  • Each person posts one discussion forum
  • A question and answer forum
  • A news forum

Standard Forum For General Use
In order to foster community, it is common for a teacher to ask students to post something about themselves to a forum before actual classwork begins. The "Standard forum for general use" option is well suited to a conversation like this. Students are able to post and reply to as many new discussions as they wish as often as they like.

A Single, Simple Discussion
There are times when a discussion needs to be very focused. A teacher may want students to respond to a question about a single like of poetry, for example. The "Single, simple discussion" forum type is well-suited for this.

Each Person Posts One Discussion
There are times when a teacher needs more than a single simple discussion and less than a standard forum for general use. If a teacher requires each student to begin a discussion about an interesting, useful resource he or she found on the Internet, the "Each person posts a single discussion" forum type might work well.

Question and Answer Forum
The Q&A forum requires students to post once before they are able to view and respond to other students' posts. This forum is useful when a teacher wants to encourage students not to depend on their classmates' thoughts, but rather to think for themselves before posting. A teacher might want his or her students to answer a question like, "Was Huck Finn less racist at the end of the novel than at the beginning? (Support your answer with examples and/or facts.)" The Q&A forum is ideal for such a situation.

News Forum
The News forum is automatically generated in each Moodle course and all participants in the course are subscribed by default. Usually, only teachers and administrators may post to this forum. The standard Student role may not post new announcements or reply to announcements. It is usually used for important announcements like due date reminders, changes in the syllabus, class cancellation, etc.

8.4. User Documentation

When a student wants to participate in a Forum activity, he or she first clicks on the front page link to the forum.

The image below shows what the student sees if the forum is a standard forum.

  • At the top are directions for the student.
  • There is a button to begin a new conversation
  • In the "Discussion" column is a link to a post that has already been made. The text in the link is the same as the subject line of the post.
  • In the Started by column is a link to the profile of the poster and his or her avatar.
  • In the Replies column is the number of responses to the original post.
  • The "Last post" column shows who most recently posted to the discussion and when.

After the student clicks on the link to the discussion, the post becomes visible. The student sees not only the text of the post, but also a search box for the forum and a drop-down menu enabling him or her to change the way the thread is displayed in the browser.

  • The conversation may be viewed in a flat format with either old or new posts at the top of the page.
  • It may be viewed in a threaded format, with links to posts displayed.
  • It may be viewed in a nested format, which means all posts are displayed on the page. Indenting makes it easy to follow the discussion. This is the default format.

To respond to a post, the student clicks on the Reply link in the bottom, right-hand corner. The student then sees:

  • The post to which he or she is responding
  • An editable subject field
  • A large text-box into which he or she types the response
  • A subscription option
  • A button to launch the file picker in order to attach one or more files
  • A button to submit the response

8.5. Teacher Documentation

8.5.1. Creating a Forum

To create a forum, the teacher must:

  1. Select Forum from the Add an activity... drop-down menu
  2. Add a Forum name
  3. Select a Forum type
  4. Write an introduction
  5. Set subscription mode
  6. Enable or disable read tracking
  7. Set the maximum attachments and size.
  8. Configure the RSS settings
  9. Configure the post threshold settings
  10. Configure the grade settings
  11. Configure the ratings settings
  12. Configure the common module settings (optional)
  13. Configure access restriction settings(optional)
  14. Configure activity completion settings (optional)
  15. Save the form by clicking the Save and return to course or Save and display buttons.

8.5.2. Activity Settings

8.5.2.1. General

  • Forum Name: This will become a text link on the front page of the course.
  • Forum Type: Can be a standard forum, a forum in which there is only one discussion, a question and answer forum, a forum in which each student posts only one discussion or a standard forum displayed in a blog format
  • Introduction: Instructions for participants in the forum
  • Subscription Mode: When a participant is subscribed to a forum it means they will receive e-mail copies of forum posts.There are four subscription mode options:
    • Optional subscription - Participants can choose whether to be subscribed
    • Forced subscription - Everyone is subscribed and cannot unsubscribe
    • Auto subscription - Everyone is subscribed initially but can choose to unsubscribe at any time
    • Subscription disabled - Subscriptions are not allowed
  • Read Tracking: If enabled, participants can track read and unread messages in the forum and in discussions. There are three options:
    • Optional - Participants can choose whether to turn tracking on or off
    • On - Tracking is always on
    • Off - Tracking is always off
  • Maximum Attachment Size: This setting specifies the largest size of a file that can be attached to a forum post.
  • Maximum Number of Attachments: This setting specifies the maximum number of files that can be attached to a forum post.
8.5.2.2. RSS (Optional)

  • RSS feed for this activity: What type of information is displayed within the RSS feed
    • None - The RSS feed is not active for this forum
    • Discussion - The RSS feed displays only discussions
    • Posts - The RSS feed displays only posts
  • Number of RSS recent articles: The number of recent posts or discussions displayed in the RSS feed for the forum
The RSS settings do not appear unless the site administrator has enabled RSS feeds for the site and enabled them for forums.
8.5.2.3. Post Threshold for Blocking

  • Time period for blocking: Students can be blocked from posting more than a given number of posts in a given time period.
  • Post threshold for blocking: This setting specifies the maximum number of posts a user can post in the given time period.
  • Post threshold for warning: Students can be warned as they approach the maximum number of posts allowed in a given period. This setting specifies after how many posts they are warned.
8.5.2.4. Grade

  • Select a grade category for the forum: Set the grade category in which the forum will be included in the grade book.
8.5.2.5. Ratings
  • Roles with permission to rate posts: To submit ratings, users require the Moodle/rating:rate capability and any module-specific capabilities. Users assigned the following roles should be able to rate items. The list of roles may be amended via the Permissions link in the settings block.
  • Aggregate type: The aggregate type defines how ratings are combined to form the final grade in the grade book.
    • No ratings - If No ratings is selected, then the activity will not appear in the grade book.
    • Average of ratings - The mean of all ratings
    • Count of ratings - The number of rated items becomes the final grade. Note that the total cannot exceed the maximum grade for the activity.
    • Maximum rating - The highest rating becomes the final grade
    • Minimum rating - The smallest rating becomes the final grade
    • Sum of ratings - All ratings are added together. Note that the total cannot exceed the maximum grade for the activity.
  • Grading scale: Select the scale associated with the activity
  • Restrict ratings to items within a date range: Only allow ratings to be set for a post between the from and to dates
  • From: The date and time that ratings can begin being submitted
  • To: The date and time that ratings will no longer be accepted
8.5.2.6. Common Module Settings

  • Group Mode: This setting determines the display properties to users within groups
    • No groups - There are no sub groups, everyone is part of one big community
    • Separate groups - Each group member can only see their own group, others are invisible
    • Visible groups - Each group member works in their own group, but can also see other groups
      Note
      The group mode defined at course level is the default mode for all activities within the course. Each activity that supports groups can also define its own group mode, though if the group mode is forced at course level, the group mode setting for each activity is ignored.
  • Grouping (Advanced): A grouping is a collection of groups within a course. If a grouping is selected, students assigned to groups within the grouping will be able to work together.
  • Visible: Determines if the activity is displayed to students or not within the course.
  • ID Number: Teachers who want to create advanced grade calculations within the grade book can create a unique ID number here. This allows the creation of formulas in the grade book that perform calculations using the grades within this activity. For example, the instructor might create a grade book calculation that multiplies the number of points in the Midterm (see the image above where the ID number is set to Midterm) by 2 in order to emphasize its importance to the course grade.
8.5.2.7. Restrict Access

An instructor can create conditions for the availability of a course activity. Dates, score ranges, and/or the completion of other course activities trigger these conditions. Note that ALL availability restrictions have to be met in order for the activity to be made available.

8.5.2.7.1. Date Condition

Identify dates when the activity is available and then made unavailable again. The difference between access from/to dates and availability settings for the activity is that outside the set dates the latter allows students to view the activity description, whereas access from/to dates prevent access completely.

8.5.2.7.2. Grade Condition

You can specify a condition on any grade in the course: the full course grade, the grade for any activity, or a custom grade that you create manually.

You can enter a minimum value (at least percentage), a maximum value (less than percentage), both, or neither. The activity will only appear if the student has a value for the specified grade, and if it falls within any specified number range. You can add more than one grade condition. All conditions must be met in order for the activity to appear.

  • The range numbers can be fractional (with up to five decimal places) if necessary
  • Be careful with the maximum value – if the maximum is 7, a student who scores exactly 7 will not see the activity. You could set it to 7.01 if you really wanted to include 7.
  • If creating several different activities that appear according to grade ranges, use the same number for the maximum of one activity, and the minimum of the next. For example, you might create one activity with a maximum of 7 and another with a minimum of 7. The first would appear to everyone scoring between 0 and 6.99999, and the second would appear to everyone scoring 7.00000 to 10. This guarantees that everyone will view an activity regardless of their grade.
8.5.2.7.3. Creating More Conditions

Click on the Add 2 grade conditions to form button to make more conditions for this activity. With multiple grade conditions the activity is shown only when all conditions are met. Leave a condition blank and it will not be saved, this is how you add only one more condition when clicking the Add 2 grade conditions to form button.

8.5.2.7.4. New Adaptive Learning Paths

Applying restrictions to activities provides the ability to create adaptive learning paths.

For example, after a quiz, any one of three different lessons might appear to a student, depending upon their score. The teacher can have one for low scores, one for high scores and one for average score ranges. The teacher could have a short quiz-like survey, with 7 questions asking the student to give their feelings on a 1 to 5 scale. A range of scores would reveal different activities. Students who liked dark colors might get the black and gray activities revealed. Those who liked light colors might get the white and gray activities.

On the other hand, you may have to design a certified training course that requires approval from government regulators. Conditional activities will assure them that the trainees have been exposed to everything in the course, in a fixed order, and that the trainees must meet certain quantifiable standards from time to time before being allowed to proceed in the course. Correct use and explanation of conditional activities may ensure validation of your course.

8.5.2.7.5. An Example

Students are required to undertake four tasks in a precise order. According to their score in a quiz, the fourth task - a Moodle lesson - is either at a lower or more advanced level. They must:

  • View a Web page explaining the course
  • Post an introductory message in a forum
  • Take a quiz
  • Move onto a lesson that is tailored based on their performance in the quiz
8.5.2.7.6. Admin Settings

To use conditional activities, the feature must be enabled by an administrator by checking the Enable availability box in Administration > Advanced features. A "Restrict availability" section will appear for teachers on the Edit Activity page.

Documentation elements from: Moodle Docs

8.5.3. Activity Completion

Activity completion works with course completion and enables a teacher to allow students to set their progress in a course or automatically update progress in a course based on conditions for activities. The settings available vary based on the chosen activity.

Requires Completion Tracking to be Enabled
Activity completion requires that a course have completion tracking enabled before these settings will appear for an activity.

The Activity completion settings are dynamic for each course activity, therefore different settings will be available based on the selected activity.

The following is an example of some of the activity completion settings:

  • Completion tracking: If enabled, activity completion is tracked, either manually or automatically, based on certain conditions. Multiple conditions may be set if desired. If so, the activity will only be considered complete when ALL conditions are met. A tick next to the activity name on the course page indicates when the activity is complete.
    • Do not indicate activity completion - Activity completion is disabled for this activity and will not report on the activity completion report.
    • Students can manually mark the activity as completed - The student informs the teacher when the activity is completed.
    • Show activity as complete when conditions are met - Setting this enables the optional settings below and completion of the activity will be marked when the student meets all of the enabled conditions.
  • Require view: If enabled, the activity is considered complete when a student receives a grade. Pass and fail icons may be displayed if a pass grade for the activity has been set.
  • Require grade: If enabled, the student must receive a grade (any grade) to complete this activity. This is only displayed in the activity settings for activities that can be graded. If a passing grade is set in the grade book for the activity, then the activity will be marked as passed or failed.
  • Expect completed on: This setting specifies the date when the activity is expected to be completed. The date is not shown to students and is only displayed in the activity completion report.
  • Require posts: Student must post discussions or replies:
  • Require discussions: Student must create X discussions before the forum is considered complete.
  • Require replies: Student must post X replies before the forum is considered complete.

8.5.4. Viewing a Forum

To access a forum, a teacher clicks on the front page link to the forum.

He or she then sees:

  • The forum's instructions
  • A button to create a new discussion
  • Links to existing discussions and information about those discussions:
    • Who started the discussion
    • The number of replies to the discussion
    • The name and time of the most recent reply to the discussion

After the teacher clicks on the link to a discussion, at the top of the page he or she sees:

  • A button for exporting the entire discussion to a portfolio
  • A drop-down menu that specifies how the discussion will be viewed (nested view, flat view or threaded view)
  • A drop-down menu to move the discussion to another forum

If forum entries are rated, the teacher sees a drop-down rating menu. He or she also sees links to:

  • Jump to the parent entry of the post being viewed
  • Edit the post
  • Split the post to create a new discussion
  • Reply to the post
  • Export only the post being viewed to a portfolio

When the teacher clicks on the Export whole discussion button to export the entire conversation, he or she chooses from available export formats and clicks the Next button.

The teacher is then prompted to confirm the export and clicks on the Continue button.

The teacher may click on the link at the bottom of a post to export only that post.

After clicking on the link, the teacher chooses from available export formats. He or she then clicks on the Next button.

It is also possible to move a discussion from one forum to another. To do this, the teacher clicks on the Move this discussion drop-down menu. He or she then elects the forum into which the discussion should be relocated.

If forum posts are rated, the teacher may view grade reports. To access the grade book, the teacher first clicks on the Grades link in the Course administration menu.

In the Grader Report view, the teacher sees the grade book entries for each student in the course.

The teacher may view students' grades in other grade book views. To do so, he or she chooses the desired view from the drop-down menu at the top of the page.

8.6. Global Settings

  • Display mode: The default display mode for discussions if one isn't set Default: Display replies in nested form
  • Use email address in reply: When a forum post is mailed out, should it contain the user's e-mail address so that recipients can reply personally rather than via the forum? Even if set to 'Yes', users can choose in their profile to keep their e-mail address secret. Default: Yes
  • Short post: Any post under this length (in characters not including HTML) is considered short. Posts displayed on the site front page, social format course pages, or user profiles are shortened to a natural break somewhere between the forum_shortpost and forum_longpost values.Default: 300
  • Long post: Any post over this length (in characters not including HTML) is considered long. Posts displayed on the site front page, social format course pages, or user profiles are shortened to a natural break somewhere between the forum_shortpost and forum_longpost values. Default: 600
  • Discussions per page: Maximum number of discussions shown in a forum per page Default: 100
  • Maximum attachment size: Default maximum size for all forum attachments on the site (subject to course limits and other local settings) Default: 500KB
  • Maximum number of attachments: Default maximum number of attachments allowed per post Default: 9
  • Track unread posts: Set to 'yes' if you want to track read/unread for each user Default: Yes
  • Read after days: Number of days upon which any post is considered read Default: 14
  • Manual message read marking: If 'yes', the user must manually mark a post as read. If 'no', the post is marked as read when it is viewed. Default: No
  • Mark old posts as read hour: The hour of the day to clean old posts from the 'read' table. Default: 2
  • Enable RSS feeds: This switch will enable the possibility of RSS feeds for all forums. You will still need to turn feeds on manually in the settings for each forum. Default: No
  • Timed posts: Set to 'yes' if you want to allow setting of display periods when posting a new forum discussion (Note: This is experimental as it is not yet fully tested). Default: No

8.7. Permissions

  • Add news: Allows a user to post to a news forum
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher   X    
      Student X      
      Guest X      
      Authenticated User X      
    • Risks
      • Spam: User could send spam to site users or others
  • Create attachments: Allows a user to add an attachment to a post
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher   X    
      Student   X    
      Guest X      
      Authenticated User X      
    • Risks
      • Spam: User could send spam to site users or others
  • Delete any posts (anytime): Allows a user to delete any posts in a discussion whether they made the post or another user did
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher   X    
      Student X      
      Guest X      
      Authenticated User X      
  • Delete own posts (within deadline): This allows the user to delete post they created
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher   X    
      Student   X    
      Guest X      
      Authenticated User X      
  • Edit any post: Allows the user to edit any post, whether they created it or another user created it
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher   X    
      Student X      
      Guest X      
      Authenticated User X      
    • Risks
      • Spam: User could send spam to site users or others
  • Export whole discussion: User can export all posts in the discussion forum to a file
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher   X    
      Student X      
      Guest X      
      Authenticated User X      
    • Risks
      • Privacy: Users could gain access to private information of other users
  • Export own post: User can export their own posts to a file
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher   X    
      Student   X    
      Guest X      
      Authenticated User X      
    • Risks
      • Privacy: Users could gain access to private information of other users
  • Export post: Allows a user to export a post in a forum even if it is not their own post
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher   X    
      Student X      
      Guest X      
      Authenticated User X      
    • Risks
      • Privacy: Users could gain access to private information of other users
  • Initial subscription: Allows a user to be subscribed initially to forums
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager X      
      Course Creator X      
      Teacher   X    
      Non-Editing teacher   X    
      Student   X    
      Guest X      
      Authenticated User X      
  • Manage subscriptions: Allows a user to manage all forum subscriptions
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher   X    
      Student X      
      Guest X      
      Authenticated User X      
    • Risks
      • Spam: User could send spam to site users or others
  • Move discussions: Allows the user to move the discussion to another forum
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher   X    
      Student X      
      Guest X      
      Authenticated User X      
  • Exempt from post threshold: Allows the user to post as may posts as they want regardless of the threshold set for the forum
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher   X    
      Student X      
      Guest X      
      Authenticated User X      
    • Risks
      • Spam: User could send spam to site users or others
  • Rate posts: Allows the user to rate a post on its quality
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher   X    
      Student X      
      Guest X      
      Authenticated User X      
  • Reply to news: Allows a user to post a reply to a news post
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher   X    
      Student X      
      Guest X      
      Authenticated User X      
    • Risks
      • Spam: User could send spam to site users or others
  • Reply to posts: Allows a user to reply to a post in any forum other than a news forum
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher   X    
      Student   X    
      Guest X      
      Authenticated User X      
    • Risks
      • Spam: User could send spam to site users or others
  • Split discussions: Allows a user to split a discussion into separate discussions
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher   X    
      Student X      
      Guest X      
      Authenticated User X      
  • Start new discussions: Allows a user to make the first post in a discussion, thereby creating the discussion
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher   X    
      Student   X    
      Guest X      
      Authenticated User X      
    • Risks
      • Spam: User could send spam to site users or others
  • View all raw ratings given by individuals: Allows a user to view all ratings made by a user with the rate post permission.
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher   X    
      Student X      
      Guest X      
      Authenticated User X      
    • Risks
      • Privacy: Users could gain access to private information of other users
  • View total ratings that anyone received: Allows the user to view the total ratings for a user for a forum
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher   X    
      Student X      
      Guest X      
      Authenticated User X      
    • Risks
      • Privacy: Users could gain access to private information of other users
  • View discussions: Allows a user to view a discussion forum
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher   X    
      Student   X    
      Guest X      
      Authenticated User X      
  • View hidden timed posts: Allows a user to view posts that are hidden until a period in time
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher   X    
      Student X      
      Guest X      
      Authenticated User X      
  • Always see Q and A posts: Allows a user to view Q and A forum posts
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher   X    
      Student X      
      Guest X      
      Authenticated User X      
  • View the total rating you received: Allows a user to view the total rating they received on their posts only
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher   X    
      Student   X    
      Guest X      
      Authenticated User X      
  • View subscribers: Allows a user to view the subscribers to a forum
    • Default Permissions
      Role Not Set Allow Prevent Prohibit
      Manager   X    
      Course Creator X      
      Teacher   X    
      Non-Editing teacher   X    
      Student X      
      Guest X      
      Authenticated User X      

9. Joule Synchronous

9.1. Overview

The Joule Synchronous activity allows teachers to create synchronous meetings rooms. These meeting rooms allow for virtual discussion, screen sharing, document sharing and interaction with up to 100 virtual users. These meetings can have a high impact on a student's learning progression compared to other online asynchronous activities, allowing the user to get feedback in real time from multiple peers. Joule Synchronous allows for recording of sessions to enable users with time conflicts to review the same conversations and learn as much as they would if they had attended the session. Furthermore, Joule Synchronous allows teachers to assign a grade to the attendance of a session.

9.2. Benefits

The benefits of Joule Synchronous include:

  • Easy creation of synchronous sessions that allow users to:
    • Screen Share
    • Chat
    • Voice Chat
    • Video Chat
    • Share Documents
  • Easy session/presentation recording that can be shared to allow other students to gain the benefits of an impromptu student-teacher conversation
  • Visual and auditory connection to virtual students and teachers
  • Shared research and understanding across vast differences
  • Ability to real-time share information with students from multiple campuses within one virtual classroom

9.3. User Documentation

9.3.1. Joining a Meeting

To join a meeting, a user clicks on the associated activity link on the course page.

The Joule Synchronous meeting screen has five views, depending on when the user accesses the screen. The screens are:

  1. Before the meeting time
  2. During the meeting time, but before the host has joined
  3. During the meeting time and the host has joined
  4. After the meeting time
  5. No seats available
9.3.1.1. Before the Meeting Time

Before the meeting time, the Joule Synchronous meeting screen will display that the meeting is not scheduled to start until the specific date and time and how long the meeting is scheduled for. Clicking the Continue button will take the user back to the course.

9.3.1.2. During the Meeting Time, But Before the Host Has Joined

Students will see the Host has not yet joined the meeting message when the meeting is open, but the host (the user that created the meeting – usually the teacher) has not yet joined the meeting. The user can click the browser's refresh button until they see the message stating they can join the session. See the "During the Meeting Time and the Host Has Joined" section below for more information.

9.3.1.3. During the Meeting Time and the Host Has Joined

After the host has joined a meeting, students will be able to join the meeting. The image above is an example meeting. Students will also see a box showing who has joined the meeting already below the link to join the meeting.

9.3.1.4. After the Meeting Time

Once the meeting's duration has passed, students and teachers will be able to view when the meeting happened, who attended the meeting, and a list of recordings and files shared during the meeting.

After the meeting has ended you will see who attended as well as files uplaoded to the meeting and recordings

9.3.1.5. No Seats Available

The creator of the meeting (typically a teacher) determines how many seats are available in a Joule Synchronous meeting, and it is possible for a teacher to create a meeting that has fewer seats than there are students in the course who wish to join. In this case, any student who would be in a seat over the limit will see the message There are more enrolled users than the number of seats reserved for this course. Sorry this meeting is now at capacity. Students will be unable to join even if another student leaves the meeting after the number of available seats has been filled.

9.3.2. Meeting Content

After a meeting has ended or even during the meeting a user can download content that has been uploaded, view all recordings of the session and make a recording offline (save a recording as an FLV file to their desktop). If files have been uploaded or there is a recording for a meeting the Meeting Content table will be displayed below the Attendee History table.

After the meeting has ended you will see who attended as well as files uploaded to the meeting and recordings

9.3.2.1. Downloading Uploaded Files

To download content shared by the teacher click on the Download link next to the name of the file or recording in the Access column in the Meetings Content table.

9.3.2.2. View a Recording

A student can view the recording from the Web by clicking on the name of the recording in the Meeting Contents column off the View recording link in the Access column. This will connect the user to the meeting server and play back the session.

Recording playing back within the player.

9.3.2.3. Make a Recording Offline

A student or teacher can make a recording offline, which means to save the recording on their computer, by clicking on the Make Offline link in the Access column of the Meeting Contents table. Clicking this link will cause the Adobe Connect player to display and the user will be prompted for where to save the FLV file on their computer. The recording will play all the way through and at the end the file will be saved to the user's computer.

9.4. Teacher Documentation

9.4.1. Create a Joule Synchronous Activity

To create a Joule Synchronous meeting, the teacher must:

  1. Select "Joule Synchronous" from the Add an activity... drop-down menu
    select the Joule synchronous from the add an activity drop-down
  2. Add a Joule Synchronous name and description
  3. Adjust the number of seats
  4. Determine the language
  5. Determine the invitation type
  6. Configure the grade settings
  7. Configure the common module settings (optional)
  8. Configure access restriction settings (optional)
  9. Configure activity completion settings (optional)
  10. Save the form by clicking the Save and return to course or Save and display buttons

9.4.2. Activity Settings

9.4.3. General

general activity settings

  • Joule Synchronous Name: The name of the Joule Synchronous session that is displayed in the course, grade book and when viewing the Joule Synchronous meeting. There is a maximum of 45 characters allowed in the name of the meeting. Joule Synchronous also adds a unique ID to the end of the meeting name.
  • Introduction: The introduction text that appears below the activity title when a user is viewing the activity. This is limited to 1,000 characters, including HTML characters.

9.4.4. Meeting

meeting activity settings

  • Start time: The date and time that the meeting starts
  • Duration: How long the meeting will last. Once the duration is met, the meeting's seats will be open for other meetings.
  • Seats: The number of seats that the meeting is expected to use. This counts against the total capacity for the site if using a seminar room license.
    A teacher in the session takes up a seat. Always invite one more than the number of students you wish to attend the session in order to have adequate seats.
  • Conflict Status: This field displays whether the start time, duration and number of seats taken as a whole are in conflict with another meeting. For named organizers, there will be a conflict only if another meeting has been created by this user within the given time period.
  • Language: This sets the language that the menus and interface information within the meeting will be displayed in. The current supported languages are:
    • English
    • Spanish
    • French
    • Italian
    • German
    • Dutch
    • Portuguese
    • Turkish
    • Polish
    • Japanese
  • Access: This determines the type of meeting. Currently, only private meetings are allowed. This means the meeting is not displayed within the Joule Synchronous site, but is displayed within the course. It also means that only users that have been invited to the meeting can join.
  • Invite: This determines which users will be able to access the meeting.
    • All Users in the Course (default) - All users enrolled in the course are allowed to join the meeting, but no invitations will be sent. You must make sure the number of seats you requested accommodates the number of users enrolled in the course.
    • Number, First Come First Served - Any users on the Joule site are able to join the meeting until the specified number of seats is reached. The number of seats is the limiting factor. No users receive an e-mail invite for this option.
    • Specific Users - Add specific users to the list of invitees. After saving the Joule Synchronous activity, a link will display the next time you edit the activity. This link will allow you to select which users to invite to the meeting. Users invited to the Joule Synchronous activity are sent an e-mail invitation.
Joule Synchronous is a seat-based system that allows an allotted maximum number of users to access meetings at any point in time. If your meeting exceeds the number of seats available for the site, then an error will appear that prevents the meeting from being created and warns the user that the meeting exceeds the maximum seats allowed. Instant meetings will be prevented from being created.
9.4.4.1. Grade

activity grade settings

  • Grade: The maximum grade for this activity
  • Grade Category: The grade category that this activity is grouped within
  • Attendance Grade Mode: Course users who attend this meeting will get full credit. You may use the grade book to change grades after the fact.
9.4.4.2. Common Module Settings

  • Group Mode: This setting determines the display properties to users within groups
    • No groups - There are no sub groups, everyone is part of one big community
    • Separate groups - Each group member can only see their own group, others are invisible
    • Visible groups - Each group member works in their own group, but can also see other groups
      Note
      The group mode defined at course level is the default mode for all activities within the course. Each activity that supports groups can also define its own group mode, though if the group mode is forced at course level, the group mode setting for each activity is ignored.
  • Grouping (Advanced): A grouping is a collection of groups within a course. If a grouping is selected, students assigned to groups within the grouping will be able to work together.
  • Visible: Determines if the activity is displayed to students or not within the course.
  • ID Number: Teachers who want to create advanced grade calculations within the grade book can create a unique ID number here. This allows the creation of formulas in the grade book that perform calculations using the grades within this activity. For example, the instructor might create a grade book calculation that multiplies the number of points in the Midterm (see the image above where the ID number is set to Midterm) by 2 in order to emphasize its importance to the course grade.
9.4.4.3. Restrict Access

An instructor can create conditions for the availability of a course activity. Dates, score ranges, and/or the completion of other course activities trigger these conditions. Note that ALL availability restrictions have to be met in order for the activity to be made available.

9.4.4.3.1. Date Condition

Identify dates when the activity is available and then made unavailable again. The difference between access from/to dates and availability settings for the activity is that outside the set dates the latter allows students to view the activity description, whereas access from/to dates prevent access completely.

9.4.4.3.2. Grade Condition

You can specify a condition on any grade in the course: the full course grade, the grade for any activity, or a custom grade that you create manually.

You can enter a minimum value (at least percentage), a maximum value (less than percentage), both, or neither. The activity will only appear if the student has a value for the specified grade, and if it falls within any specified number range. You can add more than one grade condition. All conditions must be met in order for the activity to appear.

  • The range numbers can be fractional (with up to five decimal places) if necessary
  • Be careful with the maximum value – if the maximum is 7, a student who scores exactly 7 will not see the activity. You could set it to 7.01 if you really wanted to include 7.
  • If creating several different activities that appear according to grade ranges, use the same number for the maximum of one activity, and the minimum of the next. For example, you might create one activity with a maximum of 7 and another with a minimum of 7. The first would appear to everyone scoring between 0 and 6.99999, and the second would appear to everyone scoring 7.00000 to 10. This guarantees that everyone will view an activity regardless of their grade.
9.4.4.3.3. Creating More Conditions

Click on the Add 2 grade conditions to form button to make more conditions for this activity. With multiple grade conditions the activity is shown only when all conditions are met. Leave a condition blank and it will not be saved, this is how you add only one more condition when clicking the Add 2 grade conditions to form button.

9.4.4.3.4. New Adaptive Learning Paths

Applying restrictions to activities provides the ability to create adaptive learning paths.

For example, after a quiz, any one of three different lessons might appear to a student, depending upon their score. The teacher can have one for low scores, one for high scores and one for average score ranges. The teacher could have a short quiz-like survey, with 7 questions asking the student to give their feelings on a 1 to 5 scale. A range of scores would reveal different activities. Students who liked dark colors might get the black and gray activities revealed. Those who liked light colors might get the white and gray activities.

On the other hand, you may have to design a certified training course that requires approval from government regulators. Conditional activities will assure them that the trainees have been exposed to everything in the course, in a fixed order, and that the trainees must meet certain quantifiable standards from time to time before being allowed to proceed in the course. Correct use and explanation of conditional activities may ensure validation of your course.

9.4.4.3.5. An Example

Students are required to undertake four tasks in a precise order. According to their score in a quiz, the fourth task - a Moodle lesson - is either at a lower or more advanced level. They must:

  • View a Web page explaining the course
  • Post an introductory message in a forum
  • Take a quiz
  • Move onto a lesson that is tailored based on their performance in the quiz
9.4.4.3.6. Admin Settings

To use conditional activities, the feature must be enabled by an administrator by checking the Enable availability box in Administration > Advanced features. A "Restrict availability" section will appear for teachers on the Edit Activity page.

Documentation elements from: Moodle Docs

9.4.5. Activity Completion

Activity completion works with course completion and enables a teacher to allow students to set their progress in a course or automatically update progress in a course based on conditions for activities. The settings available vary based on the chosen activity.

Requires Completion Tracking to be Enabled
Activity completion requires that a course have completion tracking enabled before these settings will appear for an activity.

The Activity completion settings are dynamic for each course activity, therefore different settings will be available based on the selected activity.

The following is an example of some of the activity completion settings:

  • Completion tracking: If enabled, activity completion is tracked, either manually or automatically, based on certain conditions. Multiple conditions may be set if desired. If so, the activity will only be considered complete when ALL conditions are met. A tick next to the activity name on the course page indicates when the activity is complete.
    • Do not indicate activity completion - Activity completion is disabled for this activity and will not report on the activity completion report.
    • Students can manually mark the activity as completed - The student informs the teacher when the activity is completed.
    • Show activity as complete when conditions are met - Setting this enables the optional settings below and completion of the activity will be marked when the student meets all of the enabled conditions.
  • Require view: If enabled, the activity is considered complete when a student receives a grade. Pass and fail icons may be displayed if a pass grade for the activity has been set.
  • Require grade: If enabled, the student must receive a grade (any grade) to complete this activity. This is only displayed in the activity settings for activities that can be graded. If a passing grade is set in the grade book for the activity, then the activity will be marked as passed or failed.
  • Expect completed on: This setting specifies the date when the activity is expected to be completed. The date is not shown to students and is only displayed in the activity completion report.

9.4.6. Inviting Users to a Meeting

Selecting Specific users from the Invite drop-down menu for a Joule Synchronous meeting will add a new tab called Invite Attendees to the right of the View tab.

click the invite users tab to invite users to the Joule synchronous activity

The Users to Invite tab allows the teacher to invite specific users to the Joule Synchronous meeting. The only users that show in the list are users with a role in the course.

table list of all users who can be invited to the Joule synchronous activity

To invite a user to the meeting, click on the checkbox next to the user's name and then click the Invite Selected User to the Meeting button.

9.4.7. Uninviting Users From a Meeting

The Invitees tab allows the teacher to view what users have been invited to the session and allows the teacher to uninvite users from the session.

click the invitee tab to see all users who are invited to the Joule synchronous activity

To uninvite a user from a meeting, click on the checkbox next to the user's name and then click the Uninvite Selected User from the Meeting button.

9.4.7.1. Invitation E-Mail

Each user invited to a session receives an e-mail -- similar to the e-mail below -- with a link to the session.

Dear {User's Full name},
You have been invited to attend a meeting on {Meeting date}, {Meeting time} please
follow the link to join the meeting.
<link>Join Invite user Joule sync</link>

9.4.8. Recording a Meeting

Joule Synchronous meetings allow for multiple recordings to be created for a meeting. These recording(s) are then shown to the students in the course after the meeting has closed. To start a recording, select the Meeting menu in the Joule Synchronous meeting and select/check the "Record Meeting..." menu item.

Select record meeting form the meeting menu in Adobe Connect

A pop-up window will appear asking for the name of the recording, which will be displayed to the user after the meeting ends, and a summary of the recording, which will not display to the user.

To stop recording a session, a host can uncheck/unselect the "Record Meeting..." option from the Meeting menu or click Stop recording in the pop-up window that displays after placing the mouse on the red record circle in the upper right-hand corner.

stop the recording by clicking record meeting a second time in the meeting menu

roll the mouse over the recording image and click the stop recording text to stop the recording

You can make multiple recordings of a session by starting and stopping the recording. This is useful if you want to segment the information within the session or make downloading the recordings simpler.

9.5. Global Settings

9.5.1. Named Organizer Licenses

named organizers licensing area settings

  • Named Organizer Licenses: A table displaying the named organizer's licenses installed on the site
    • License - The license key for a number of named organizers
    • Number of organizers - Number of users who can be set to be a named organizer on the site based on the license key
  • Named Organizer: List of users who have been configured to be allowed to create Joule Synchronous sessions. Clicking the red x icon will delete the user from the list but keep all of their past sessions. This is a type-ahead field that searches for users as you type.

9.5.2. Seminar Room IDs

seminar room ids global setting area

  • Seminar Room IDs: This table lists all of the Seminar rooms that have been purchased, with the capacity for each room.
    • Seminar Room ID - This is your seminar license number or, in technical terms, your seminar sco-id.
  • Capacity - This setting matches the number of Joule Synchronous seats that have been purchased and can be active at any point in time. Joule Synchronous is a seat-based system that allows an allotted maximum number of users to access meetings at any point in time. Default: 100
  • When Capacity is Exceeded: This setting determines what happens when a meeting is created with more seats than are available for the site.
    • Warn User - The user creating the Joule Synchronous meeting is informed that the site's capacity is exceeded but the meeting is created.
    • Prevent Meeting From Being Created - The meeting is not created
  • Notify Users When Capacity is Exceeded: This setting determines who is notified via e-mail when the capacity is exceeded. Default: Administrators - Site administrators

9.5.3. General

global settings general area

  • Buffer Time: The number of seconds before a meeting that Joule Synchronous should begin sending meeting invitations. Must be long enough to run on the cron prior to the meeting start time. Current default is an hour. Suggested time is approximately twice as long as the interval that you run the cron so as to ensure the cron sends the invitations. Default: 3600
  • Goto Conflict Resolution Interface: This link brings the user to the conflict resolution screen, which helps to resolve meetings that conflict or cause overcapacity issues.

10. Questionnaire

The Questionnaire module is a survey type of activity that allows teachers to create a wide range of questions to gather data from students.

10.1. User Documentation

10.1.1. Select the Questionnaire

Students can view Questionnaire activities by clicking on their links within the course.

10.1.2. Taking the Questionnaire

There are many question types that can be used in a Questionnaire activity, including:

  • Date: enter a date in mm/dd/yyyy format.
  • Drop-down: click on the drop-down menu arrow and select a response.
  • Check boxes: click in a box.
  • Rate: select a radio button in the scale.
  • Yes/No: select the Yes/No radio button.
  • Numeric: enter a number in the box.
  • Essay: enter text in the box.
  • Radio buttons: click on a radio button to select the corresponding answer.
  • Text box: enter text in the box.

Note: A red asterisk * means that a response for a question is mandatory. You will not be able to proceed to the next page or submit the questionnaire until these questions are answered.

Instructors can place one or multiple questions on pages within the questionnaire. Some questionnaires might be multiple pages. If so click the Next Page button to advance the pages.

10.1.3. Submitting the Questionnaire

If there are multiple pages in the questionnaire and you need to return to a previous page for any reason, click Previous Page button to go back.

Otherwise, when you have completed the questionnaire click Submit questionnaire to submit your response.

10.2. Teacher Documentation

10.2.1. Adding a Questionnaire Activity

Adding a Questionnaire activity is similar to adding other activities in Joule/Moodle. The Teacher adds the activity by clicking on the the Turn editing on button and selecting Questionnaire in the Add Activity drop-down menu.

10.2.1.1. General

Describe your questionnaire using the following fields:

  • Name: will appear on the course page and will typically signal to users the purpose or type of questionnaire.
  • Summary: text entered here will be displayed to students when they open the Questionnaire activity. This should be descriptive and indicate what the purpose of the questionnaire is.
10.2.1.2. Timing

If you wish to allow/restrict access to the questionnaire, use the Timing options:

  • Use Open Date: Allows you to specify a date to open the questionnaire. Check the check box, and select the date and time you want. Users will not be able to fill out the questionnaire before that date. If this is not selected, it will open immediately.
  • Use Close Date: Allows you to specify a date to close the questionnaire. Check the check box, and select the date and time you want. Users will not be able to fill out the questionnaire after that date. If this is not selected, it will never close.
10.2.1.3. Response options

Determine how students will respond to the questionnaire using the following options:

  • Type: Select whether users will be allowed to respond once, daily, weekly, monthly or an unlimited number of times (many).
  • Respondent Type: You can display your users' full names with each response by setting this to "fullname". You can hide your users' identities from the responses by setting this to "anonymous".
  • Respondent Eligibility: Determines whether everyone can answer or whether you want to restrict answering to specific roles e.g. student only, tutor only, etc. This is dependent on assigning correct roles at the course or activity level.
  • Students can view ALL responses: You can specify who can see the responses to submitted questionnaires.
  • Save/Resume answers: Setting this option allows users to save their answers to a questionnaire before submitting them. Users can leave the questionnaire unfinished and resume from the save point at a later date.
  • Submission grade: You can choose to assign a grade to users who submit the questionnaire according to grading strategies in place in the course.
10.2.1.4. Content options

Select content options:

  • Create new: This option allows you to create a completely new questionnaire from scratch.
  • Copy existing: This option copies a pre-existing questionnaire's content to a new questionnaire. You can copy questionnaires belonging to the course, or ones specifically marked as "template".
  • Use public: If a questionnaire has already been created (in another course on the same site) with the "public" setting, then you may use that "public" questionnaire in your own course(s). The number of settings available to such questionnaires is limited and you cannot edit its questions nor view the responses.
10.2.1.5. Common Module Settings

  • Group Mode: This setting determines the display properties to users within groups
    • No groups - There are no sub groups, everyone is part of one big community
    • Separate groups - Each group member can only see their own group, others are invisible
    • Visible groups - Each group member works in their own group, but can also see other groups
      Note
      The group mode defined at course level is the default mode for all activities within the course. Each activity that supports groups can also define its own group mode, though if the group mode is forced at course level, the group mode setting for each activity is ignored.
  • Grouping (Advanced): A grouping is a collection of groups within a course. If a grouping is selected, students assigned to groups within the grouping will be able to work together.
  • Visible: Determines if the activity is displayed to students or not within the course.
  • ID Number: Teachers who want to create advanced grade calculations within the grade book can create a unique ID number here. This allows the creation of formulas in the grade book that perform calculations using the grades within this activity. For example, the instructor might create a grade book calculation that multiplies the number of points in the Midterm (see the image above where the ID number is set to Midterm) by 2 in order to emphasize its importance to the course grade.
10.2.1.6. Restrict Access

An instructor can create conditions for the availability of a course activity. Dates, score ranges, and/or the completion of other course activities trigger these conditions. Note that ALL availability restrictions have to be met in order for the activity to be made available.

10.2.1.6.1. Date Condition

Identify dates when the activity is available and then made unavailable again. The difference between access from/to dates and availability settings for the activity is that outside the set dates the latter allows students to view the activity description, whereas access from/to dates prevent access completely.

10.2.1.6.2. Grade Condition

You can specify a condition on any grade in the course: the full course grade, the grade for any activity, or a custom grade that you create manually.

You can enter a minimum value (at least percentage), a maximum value (less than percentage), both, or neither. The activity will only appear if the student has a value for the specified grade, and if it falls within any specified number range. You can add more than one grade condition. All conditions must be met in order for the activity to appear.

  • The range numbers can be fractional (with up to five decimal places) if necessary
  • Be careful with the maximum value – if the maximum is 7, a student who scores exactly 7 will not see the activity. You could set it to 7.01 if you really wanted to include 7.
  • If creating several different activities that appear according to grade ranges, use the same number for the maximum of one activity, and the minimum of the next. For example, you might create one activity with a maximum of 7 and another with a minimum of 7. The first would appear to everyone scoring between 0 and 6.99999, and the second would appear to everyone scoring 7.00000 to 10. This guarantees that everyone will view an activity regardless of their grade.
10.2.1.6.3. Creating More Conditions

Click on the Add 2 grade conditions to form button to make more conditions for this activity. With multiple grade conditions the activity is shown only when all conditions are met. Leave a condition blank and it will not be saved, this is how you add only one more condition when clicking the Add 2 grade conditions to form button.

10.2.1.6.4. New Adaptive Learning Paths

Applying restrictions to activities provides the ability to create adaptive learning paths.

For example, after a quiz, any one of three different lessons might appear to a student, depending upon their score. The teacher can have one for low scores, one for high scores and one for average score ranges. The teacher could have a short quiz-like survey, with 7 questions asking the student to give their feelings on a 1 to 5 scale. A range of scores would reveal different activities. Students who liked dark colors might get the black and gray activities revealed. Those who liked light colors might get the white and gray activities.

On the other hand, you may have to design a certified training course that requires approval from government regulators. Conditional activities will assure them that the trainees have been exposed to everything in the course, in a fixed order, and that the trainees must meet certain quantifiable standards from time to time before being allowed to proceed in the course. Correct use and explanation of conditional activities may ensure validation of your course.

10.2.1.6.5. An Example

Students are required to undertake four tasks in a precise order. According to their score in a quiz, the fourth task - a Moodle lesson - is either at a lower or more advanced level. They must:

  • View a Web page explaining the course
  • Post an introductory message in a forum
  • Take a quiz
  • Move onto a lesson that is tailored based on their performance in the quiz
10.2.1.6.6. Admin Settings

To use conditional activities, the feature must be enabled by an administrator by checking the Enable availability box in Administration > Advanced features. A "Restrict availability" section will appear for teachers on the Edit Activity page.

Documentation elements from: Moodle Docs

10.2.2. Activity Completion

Activity completion works with course completion and enables a teacher to allow students to set their progress in a course or automatically update progress in a course based on conditions for activities. The settings available vary based on the chosen activity.

Requires Completion Tracking to be Enabled
Activity completion requires that a course have completion tracking enabled before these settings will appear for an activity.

The Activity completion settings are dynamic for each course activity, therefore different settings will be available based on the selected activity.

The following is an example of some of the activity completion settings:

  • Completion tracking: If enabled, activity completion is tracked, either manually or automatically, based on certain conditions. Multiple conditions may be set if desired. If so, the activity will only be considered complete when ALL conditions are met. A tick next to the activity name on the course page indicates when the activity is complete.
    • Do not indicate activity completion - Activity completion is disabled for this activity and will not report on the activity completion report.
    • Students can manually mark the activity as completed - The student informs the teacher when the activity is completed.
    • Show activity as complete when conditions are met - Setting this enables the optional settings below and completion of the activity will be marked when the student meets all of the enabled conditions.
  • Require view: If enabled, the activity is considered complete when a student receives a grade. Pass and fail icons may be displayed if a pass grade for the activity has been set.
  • Require grade: If enabled, the student must receive a grade (any grade) to complete this activity. This is only displayed in the activity settings for activities that can be graded. If a passing grade is set in the grade book for the activity, then the activity will be marked as passed or failed.
  • Expect completed on: This setting specifies the date when the activity is expected to be completed. The date is not shown to students and is only displayed in the activity completion report.

When finished, click Save and return to course to return to the course, click Save and display to view your questionnaire, or click Cancel to cancel adding a Questionnaire activity.

(Documentation elements from: http://docs.moodle.org/21/en/Questionnaire)

10.2.3. Questionnaire Content

Now that you have added a questionnaire activity, you need to add content.

10.2.3.1. Advanced settings

Click on Advanced settings to define content and submission options.

Content options:

  • Questionnaire Type:
    • Private-belongs only to the course it is defined in.
    • Template-can be copied and edited.
    • Public-can be shared among courses.
  • Title: title of this questionnaire, which appears at the top of every page. By default Title is set to the questionnaire Name, but you can edit it as you like.
  • Subtitle: subtitle of this questionnaire, which appears below the title on the first page only.
  • Additional info: text to be displayed at the top of the first page of this questionnaire. (i.e. instructions, background info, etc.)

Submission options:

  • Confirmation URL/Confirmation page: the URL to which a user is redirected after completing this questionnaire.
  • Heading/Body text: heading (in bold) and body text for the "Confirmation" page displayed after a user completes this questionnaire. (URL, if present, takes precedence over confirmation text.) If you leave this field empty, a default message will be displayed upon questionnaire completion (Thank you for completing this Questionnaire).
  • Email: sends a copy of each submission to the specified address or addresses. You can provide more than one address by separating them with commas. Leave blank for no email backup.

Note: Don't forget to click the Save settings button when you are finished to save your Advanced settings.

10.2.3.2. Questions

Click the Questions button to add questions to the questionnaire.

Select a question type from the drop down menu and click Add selected question type to add it to the questionnaire.

There are many question types to choose from, including:

  • Check Boxes
  • Date
  • Drop-down Box
  • Essay
  • Label
  • Numeric
  • Radio Buttons
  • Rate
  • Text Box
  • Yes/No

Note: Page Break will enter a page break in the questionnaire and allows content to be dispersed over several pages if desired.
More documentation on question types is available at http://docs.moodle.org/21/en/mod/questionnaire/questions#Question_Types
When creating your questionnaire you can click Preview to see an overview of your questions on one page or click View to see what your students will see when they open the questionnaire.

11. Quiz

11.1. Overview

The Quiz module provides a powerful and complex tool for assessment. In general, quizzes help determine what students have learned. A well-designed test can give critical information about a student's understanding of the material.

Feedback about performance is critical in a learning environment. There are two ways to give feedback to students: on each question or overall. The Quiz module can display feedback and scores at different times during the quiz using the review options.

A wide variety of quiz reports (in addition to grades) are available. Quiz reports can not only focus on a single student's attempt to answer each question, but they can also perform a robust analysis of a question's validity based upon aggregated student responses.

Moodle’s Quiz module has a large number of options and tools. For example, quizzes with different question types can be randomly generated from categories of questions. Students can be allowed repeated attempts at a question; they can also be allowed to retake a quiz multiple times.

There are different options for scoring individual questions, attempts, and even each question type within a quiz.

Further, different display methods can even make the same quiz appear different each time. This can be done by customizing the viewed format (by manually setting the page breaks) or by setting the number of questions per page. Questions can be shuffled in regards to presentation order. Quizzes can even be made to look and act like a paper test.

When the module does the "question provisioning" work and grading for instructors, it’s easy to give students a chance to practice taking a test, or to give frequent small quizzes.

11.2. Strategy

Of course, using the quiz engine effectively takes some work and practice. The first thing to do is to use effective question design strategies. If you ask good questions, you’ll get useful data about your students’ performance and understanding of the material. Of course, the converse is also true. Here are some key ideas about online assessment design:

  • Tie each question to a course goal. After all, you want to know whether your students are achieving the goals of the course, so why not ask them directly?
  • Try to ask multiple questions about each important idea in the class. This gives you more data points about student understanding. For instance, maybe it's not that they didn't understand the topic, but rather they didn't understand the specific quiz question.
  • When writing a multiple-choice question, be sure each wrong answer represents a common misconception. This will help you diagnose student thinking and eliminate easy guessing.
  • Write questions that require your students to think at different levels. Include some recall questions, some comprehension questions and some application and analysis questions. You can determine where students are having problems in their thinking. Can they recall the material, but not apply it?
  • Test your questions. After you’ve established an initial question bank, use the system reports to determine which questions are useful, and which aren’t. As you write new questions, give them a lower point value and throw in a few to establish their reliability.

Once you’ve got a few well-written test banks, be sure to use the quiz reports and statistics to monitor your class's performance. The detailed reports and statistics available to you are valuable tools for understanding student comprehension of the material.

Documentation elements from http://docs.moodle.org/en/Quiz_module

11.3. Benefits

The Quiz module is a powerful, flexible tool for monitoring and diagnosing student performance with certain types of knowledge. Using this tool effectively can boost your course’s effectiveness and promote student performance. While a computer-scored quiz is a different performance indicator than more open-ended assessments, it does give a valuable window into student thinking, especially when you use good strategies and a little creativity.

11.4. Usage Scenarios

With the quiz engine, it’s easier to utilize educationally sound assessment strategies, which would be too difficult to implement with paper and pencil. Most people think of tests as an infrequent, high-stakes activity, like mid-terms and finals. Better strategies involve frequent, low-stakes assessments that you and your students can use to guide their performance during the course of the semester.

Creating a series of small mini-tests gives you a very flexible system for gauging performance and keeping students engaged in the class. Here are a few ideas for quick quizzes that you can use as part of a larger assessment strategy.

11.4.1. Chapter Checks

Getting students to complete reading assignments has to be one of the hardest motivational tasks in education. Reading is critical to understanding most material, and fundamental to success in many classes. The problem for most students is that there is no immediate reward or punishment for procrastinating on a reading assignment. If you haven’t done the reading for a class discussion, you can either keep quiet, or wing it by skimming in class. If you have a lecture course, there’s almost no need to do the reading as the lecturer usually covers most of the material in class anyway.

Creating a little mini-test for each reading assignment solves a number of problems. First, it encourages students to do the reading so they can do well on the quiz. Second, it gives students feedback on how well they understood the reading assignment. Third, it gives you data about what aspects of the reading students found confusing, and which they have already mastered so you can better focus your class activities.

For a reading mini-test, consider a limited time quiz that students can only take once. Because it’s a low-stakes activity that you want students to use for self-assessment, configure the settings to display automatic feedback and correct answers. If you’re concerned about students sharing answers after they’ve taken the quiz, randomize the question and answer order. If you have a test bank, make some of the questions random as well. As an additional assignment, students should write down one question about a question they got wrong, and bring it to class.

11.4.2. Test Practice

The key to effective practice is to have a realistic practice environment. Many students worry about tests, especially high-stakes tests, because they have no idea what to expect. What question format will you use? How detailed will the questions be? What should they study?

You can help alleviate test anxiety by creating a practice test that students can take to help answer these questions. These tests are usually based on old questions similar to the current test questions. Use last year's final as an example test, which will force you into the practice of writing new questions every year. This is a good idea anyway as you can be sure someone has a copy of last year’s test that they are sharing with others.

To set up a practice test, consider creating a zero point test with questions from the year before in random order with random answers. Maybe allow students to take the test as many times as they’d like, so that they can test themselves as much as they need. Display feedback, but not correct answers, so it presents more of a challenge.

11.4.3. Data Gathering

As an expert, you know a lot about your field. Your challenge as a teacher is to translate your knowledge for a novice who doesn’t share your conceptual structure or experience. An example or lecture you think is brilliant may leave your students completely confused. It can be hard to tell what students really understand and what’s leaving them baffled.

A data-gathering quiz is similar to a chapter check, but it takes place after a class meeting or lecture. Your goal is to quickly get some feedback on student understanding of a lecture. What did they really understand? What do you need to spend more time on? I’ve found many instructors have trouble gauging what students find difficult, and what the students find so easy that they are bored.

Setting up a post-class data-gathering quiz is similar to creating a chapter check. Set the quiz for a limited time, like a day or two before the next meeting. Allow them to take it once and display feedback and correct answers.

11.5. User Documentation

11.5.1. Select the Quiz

Students can view Quiz activities by clicking on their links within the course.

11.5.2. Quiz Directions

The first page of the Quiz is always accompanied by some instructions. Click the Attempt quiz now button to begin the assessment.

11.5.3. Taking the Quiz

Quiz questions take the shape of numerous types, including:

  • Calculated
  • Essay
  • Matching
  • Embedded Answers (Cloze)
  • Multiple Choice
  • Short Answer
  • Numerical
  • Random Short-Answer Matching
  • True/False

Instructors will either place single or multiple questions on pages within the quiz.

Turn Pages

Some quizzes might be multiple pages, so click the Next button to advance the pages.

11.5.4. Summary of Attempt

At the end of the quiz, you'll view a summary of your attempt, which shows if any question went unanswered by accident. Click on Return to attempt to finish the quiz, if it was not previously submitted. Click on Submit all and finish to close out the attempt.

You will also be given a Confirmation warning that confirms that you want to close the attempt.

11.5.5. Summary of All Previous Attempts

Next, you will see a table of all of your attempts on this quiz (instructors can create quizzes that are accessible one time or many times).

11.5.6. Reviewing an Attempt

If you choose the "Review" link for an attempt in the Summary of all previous attempts, you will see which questions you answered correctly or incorrectly.

11.6. Teacher Documentation

11.6.1. Adding a Quiz Activity

To add a Quiz to a course, enter "editing mode" within the course. If your course is in Weekly or Topics format, you may opt to use the Activity Chooser, which is turned on and off within the Settings block. If the Activity Chooser is on, select the Add an Activity or Resource link within the section to which the quiz is to be added and then select "Quiz" from the Add an Activity or Resource menu.

If the Activity Chooser is off and you are using Weekly or Topics format, use the Activity drop-down menu to choose the Quiz activity.

However, if your course is set to Folder View format, select the Add Resource To icon and choose Quiz from the menu.

Next, you will be presented with a page where you can choose the general settings for the activity, including:

  1. Name of the Quiz
  2. A description of the Quiz
  3. Timing
  4. Grade
  5. Layout (or keep default)
  6. Question behavior (or keep default)
  7. Review options (or keep default)
  8. Display options (or keep default)
  9. Extra restrictions on attempts (or keep default)
  10. Overall feedback (or keep empty)
  11. Configure the common module settings (optional)
  12. Configure access restriction settings (optional)
  13. Configure activity completion settings (optional)

Click on the Save and display button at the bottom of the page to continue to the quiz questions.

11.6.2. Activity Settings

11.6.2.1. General

  • Name: The name of the quiz that is displayed in the course, grade book and when taking the quiz
  • Introduction: A paragraph or more introducing the quiz that displays on the first page of the quiz
  • Open the quiz: The date and time that the quiz will display in the course and users can attempt the quiz. If not set, then the quiz will be available immediately. Click the Enable checkbox to set the date and time.
  • Close the quiz: The date and time that the quiz will no longer display in the course and users can no longer attempt the quiz. If not set, then the quiz will be available always. Click the Enable checkbox to set the date and time.
  • Time limit: The amount of time the student has to attempt the quiz. Click the Enable checkbox to set the time limit.
  • When time expires: What happens when a student fails to submit their quiz attempt before time expires: 
    • Attempts must be submitted before time expires, or they are not counted.
    • There is a grace period when open attempts can be submitted, but no more questions answered.
    • Open attempts are submitted automatically.
  • Submission Grace Period: The extra amount of time allowed to turn in a quiz when "There is a grace period when open attempts can be submitted, but no more questions answered" is checked in When time expires.
11.6.2.2. Grade

  • Grade category: The category in which this quiz's grades are placed in the gradebook.
  • Attempts allowed: How many attempts that students are allowed to take the quiz.
  • Grading method: This option is only available when using multiple attempts. Choose a method to calculate the final quiz grade:
    • Highest grade of all attempts
    • Average (mean) grade of all attempts
    • First attempt (all other attempts are ignored)
    • Last attempt (all other attempts are ignored)
11.6.2.3. Layout

Quiz layout is important for several reasons. First, you may want the questions to be in a certain order (or disorder). Likewise, you may want each question to have its own page.

  • Question order: This setting determines how the questions will be ordered on a page:
    • As shown on the edit screen - This will display questions as you have them listed in the Edit screen for the quiz
    • Shuffled randomly - This will display questions from the Edit screen in a random order
  • New page: This determines when a new page is created – after every X questions.
  • Navigation method: The order in which questions are viewed and answered. When using sequential navigation, a student must progress through the quiz in order and cannot skip around or return to previous pages.
    • Free
    • Sequential

For longer quizzes, it makes sense to stretch the quiz over several pages by limiting the number of questions per page. When adding questions to the quiz, page breaks will automatically be inserted according to this setting. However, page breaks may later be moved manually on the editing page.

11.6.2.4. Question Behavior

Not only can you shuffle questions in a quiz, but you can also shuffle answers within those questions. Review these settings to find your preference.

  • Shuffle within questions: If enabled, the parts making up each question will be randomly shuffled each time a student attempts the quiz, provided that the option is also enabled in the question settings. This setting only applies to questions that have multiple parts, such as multiple choice or matching questions.
  • How questions behave: How students interact with the questions in the quiz. There are several options but the most popular are Deferred feedback and Interactive with multiple tries.
    • Adaptive mode: Students may have multiple attempts at the question before moving on to the next question. The question can adapt itself to the student's answer, like giving hints before asking the student to try again.
    • Adaptive mode(no penalties): Same as Adaptive mode but no penalties, like reduction in grade, is applied.
    • Deferred feedback: Feedback is given after all answers to questions have been submitted.
    • Deferred feedback with CBM: Same as Deferred feedback but with Certainty-based Marking (CBM). CBM allows students to indicate how sure they are of their answer. The grading is adjusted by the choice of certainty, so the answer must be honest so that they can get the best mark.
    • Immediate feedback: Receive immediate feedback after answering a question but the student may not change the answer later.
    • Immediate feedback with CBM: Same as Immediate feedback but with Certainty-based Marking (CBM). CBM allows students to indicate how sure they are of their answer. The grading is adjusted by the choice of certainty, so the answer must be honest so that they can get the best mark.
    • Interactive with multiple tries: Feedback is given as students go along but if the question is not answered correctly the student can try again for fewer points or marks.
    • Manually graded: Used for essay questions (regardless of what the quiz is set to) and any question can be manually graded, not just essay questions.
  • Each attempt builds on the last: If multiple attempts are allowed and this setting is enabled, each new quiz attempt will contain the results of the previous attempt. This allows a quiz to be completed over several attempts.
11.6.2.5. Review Options

These options control what information students can see when they review a quiz attempt or look at the quiz reports.

  • During the attempt: This setting is only relevant for some behaviors, like "interactive with multiple tries," which displays feedback during the attempt.
  • Immediately after the attempt: This is applied for the first two minutes after Submit all and finish is clicked.
  • Later, while the quiz is still open: This setting is applied after this, and before the quiz close date.
  • After the quiz is closed: This is applied only after the quiz close date has passed. If the quiz does not have a close date, this state is never reached.
11.6.2.6. Display

These options control whether a student's user picture appears on the screen during a quiz attempt, as well as decides how many decimal points should be visible.

  • Show the user's picture: If enabled, the student's name and picture will be shown on-screen during the attempt as well as on the review screen, making it easier to check that the student is logged in as themselves in a proctored exam.
  • Decimal places in grades: This setting specifies the number of digits shown after the decimal point when displaying scores or grades. It only affects the display of grades – not the grades stored in the database, nor the internal calculations, which are carried out to full accuracy.
  • Decimal places in question grades: This setting specifies the number of digits shown after the decimal point when displaying the grades for individual questions.
  • Show blocks during quiz attempts: If set to yes, then normal blocks will be shown during quiz attempts
11.6.2.7. Extra Restrictions on Attempts

These options help "lock down" the quiz in order to discourage cheating.

  • Require password: If a password is specified, a student must enter it in order to attempt the quiz
  • Require network address: Quiz access may be restricted to particular subnets on the LAN or Internet by specifying a comma-separated list of partial or full IP address numbers. This can be useful for a proctored quiz to ensure that only people in a certain location can access the quiz.
  • Enforced delay between 1st and 2nd attempts: If enabled, a student must wait for the specified time period to elapse before being able to attempt the quiz a second time.
  • Enforced delay between later attempts: If enabled, a student must wait for the specified time period to elapse before attempting the quiz a third time and any subsequent times.
  • Browser security: If Full screen pop-up with some JavaScript security is selected:
    • The quiz will only start if the student has a JavaScript-enabled web-browser.
    • The quiz appears in a full screen pop-up window that covers all the other windows and has no navigation controls.
    • Students are prevented, as much as is possible, from using facilities like copy and paste.
11.6.2.8. Overall Quiz Feedback

Overall quiz feedback is text that is shown after a quiz has been attempted. By specifying additional grade boundaries (as either a percentage or a number), the text shown can depend on the grade obtained.

11.6.2.9. Common Module Settings

  • Group Mode: This setting determines the display properties to users within groups
    • No groups - There are no sub groups, everyone is part of one big community
    • Separate groups - Each group member can only see their own group, others are invisible
    • Visible groups - Each group member works in their own group, but can also see other groups
      Note
      The group mode defined at course level is the default mode for all activities within the course. Each activity that supports groups can also define its own group mode, though if the group mode is forced at course level, the group mode setting for each activity is ignored.
  • Grouping (Advanced): A grouping is a collection of groups within a course. If a grouping is selected, students assigned to groups within the grouping will be able to work together.
  • Visible: Determines if the activity is displayed to students or not within the course.
  • ID Number: Teachers who want to create advanced grade calculations within the grade book can create a unique ID number here. This allows the creation of formulas in the grade book that perform calculations using the grades within this activity. For example, the instructor might create a grade book calculation that multiplies the number of points in the Midterm (see the image above where the ID number is set to Midterm) by 2 in order to emphasize its importance to the course grade.
11.6.2.10. Restrict Access

An instructor can create conditions for the availability of a course activity. Dates, score ranges, and/or the completion of other course activities trigger these conditions. Note that ALL availability restrictions have to be met in order for the activity to be made available.

11.6.2.10.1. Date Condition

Identify dates when the activity is available and then made unavailable again. The difference between access from/to dates and availability settings for the activity is that outside the set dates the latter allows students to view the activity description, whereas access from/to dates prevent access completely.

11.6.2.10.2. Grade Condition

You can specify a condition on any grade in the course: the full course grade, the grade for any activity, or a custom grade that you create manually.

You can enter a minimum value (at least percentage), a maximum value (less than percentage), both, or neither. The activity will only appear if the student has a value for the specified grade, and if it falls within any specified number range. You can add more than one grade condition. All conditions must be met in order for the activity to appear.

  • The range numbers can be fractional (with up to five decimal places) if necessary
  • Be careful with the maximum value – if the maximum is 7, a student who scores exactly 7 will not see the activity. You could set it to 7.01 if you really wanted to include 7.
  • If creating several different activities that appear according to grade ranges, use the same number for the maximum of one activity, and the minimum of the next. For example, you might create one activity with a maximum of 7 and another with a minimum of 7. The first would appear to everyone scoring between 0 and 6.99999, and the second would appear to everyone scoring 7.00000 to 10. This guarantees that everyone will view an activity regardless of their grade.
11.6.2.10.3. Creating More Conditions

Click on the Add 2 grade conditions to form button to make more conditions for this activity. With multiple grade conditions the activity is shown only when all conditions are met. Leave a condition blank and it will not be saved, this is how you add only one more condition when clicking the Add 2 grade conditions to form button.

11.6.2.10.4. New Adaptive Learning Paths

Applying restrictions to activities provides the ability to create adaptive learning paths.

For example, after a quiz, any one of three different lessons might appear to a student, depending upon their score. The teacher can have one for low scores, one for high scores and one for average score ranges. The teacher could have a short quiz-like survey, with 7 questions asking the student to give their feelings on a 1 to 5 scale. A range of scores would reveal different activities. Students who liked dark colors might get the black and gray activities revealed. Those who liked light colors might get the white and gray activities.

On the other hand, you may have to design a certified training course that requires approval from government regulators. Conditional activities will assure them that the trainees have been exposed to everything in the course, in a fixed order, and that the trainees must meet certain quantifiable standards from time to time before being allowed to proceed in the course. Correct use and explanation of conditional activities may ensure validation of your course.

11.6.2.10.5. An Example

Students are required to undertake four tasks in a precise order. According to their score in a quiz, the fourth task - a Moodle lesson - is either at a lower or more advanced level. They must:

  • View a Web page explaining the course
  • Post an introductory message in a forum
  • Take a quiz
  • Move onto a lesson that is tailored based on their performance in the quiz
11.6.2.10.6. Admin Settings

To use conditional activities, the feature must be enabled by an administrator by checking the Enable availability box in Administration > Advanced features. A "Restrict availability" section will appear for teachers on the Edit Activity page.

Documentation elements from: Moodle Docs

11.6.3. Activity Completion

Activity completion works with course completion and enables a teacher to allow students to set their progress in a course or automatically update progress in a course based on conditions for activities. The settings available vary based on the chosen activity.

Requires Completion Tracking to be Enabled
Activity completion requires that a course have completion tracking enabled before these settings will appear for an activity.

The Activity completion settings are dynamic for each course activity, therefore different settings will be available based on the selected activity.

The following is an example of some of the activity completion settings:

  • Completion tracking: If enabled, activity completion is tracked, either manually or automatically, based on certain conditions. Multiple conditions may be set if desired. If so, the activity will only be considered complete when ALL conditions are met. A tick next to the activity name on the course page indicates when the activity is complete.
    • Do not indicate activity completion - Activity completion is disabled for this activity and will not report on the activity completion report.
    • Students can manually mark the activity as completed - The student informs the teacher when the activity is completed.
    • Show activity as complete when conditions are met - Setting this enables the optional settings below and completion of the activity will be marked when the student meets all of the enabled conditions.
  • Require view: If enabled, the activity is considered complete when a student receives a grade. Pass and fail icons may be displayed if a pass grade for the activity has been set.
  • Require grade: If enabled, the student must receive a grade (any grade) to complete this activity. This is only displayed in the activity settings for activities that can be graded. If a passing grade is set in the grade book for the activity, then the activity will be marked as passed or failed.
  • Expect completed on: This setting specifies the date when the activity is expected to be completed. The date is not shown to students and is only displayed in the activity completion report.

11.6.4. Select the Quiz

Instructors can view Quiz activities by clicking on their links within the course.

11.6.5. Quiz Questions

When you create a new quiz, you will need to create new questions or re-use previous ones.

11.6.6. Add a Question

When you add a question, you add it to the existing course, but you also add the question to a larger pool of questions for the course.

Choose one of the question types from the list and click the Next button to proceed.

Now, create the question, its total grade value, the answer, and the feedback (based on the requirements of the particular question type).

e.g. With a True/False question:

After you identify the question and score (above), you need to identify the answer and the feedback (below).

Finally, you may also tag the question with keywords, so that you can easily find them or report against them later.

Click the Save changes button to save your new question and return to the Quiz.

11.6.7. Re-Use an Existing Question

When you are building your quiz, you can use questions that are stored in your question bank. This appears on the right side of the screen when you select the Show link on the question bank block.

The question bank offers categories and subcategories that each include questions. You can select a category by clicking on the drop-down menu.

Below the categories, you'll see a list of questions (in this example you'll see four). If you want to add the questions to the quiz, either click the double arrow icon (moving the question from the bank into the quiz on the left side of the screen), or click the checkbox next to several questions and add them to the quiz in bulk. You can also use the same multiple selection box to move questions into different categories.

11.6.8. Add a Random Question

When you are building your quiz, you can also choose random questions from a category of questions. This allows each student to get different questions from other students or attempts each time they attempt the quiz.

11.6.9. Order and Paging

When you have completed adding questions to your quiz, you can arrange the order and paging of the questions by clicking on the Order and paging tab of the page.

11.6.10. Quiz Directions

The first page of the Quiz is always accompanied by some instructions that your students see (these can be changed by editing the activity).

While students "launch" into the assessment from this page, instructors can either preview the assessment by clicking on the Attempt Quiz (or Re-attempt quiz) button, or they can click on the Attempts link to see which students have already taken the quiz.

11.6.11. View Attempts Report

The results page for quiz attempts has a lot of information. You may want to change the default preferences for the report to include only the information you want to see.

11.6.12. View Student Attempts

The report also includes a list of each attempt students made on the assessment. Color coding shows incorrect/correct/highest scores. This data can be downloaded for review. Individual attempts can also be regraded (in case the instructor had to fix an error in one or more of the quiz questions).

11.6.13. View Grade Distribution Report

The report also includes a graphic display of grade distribution reports. In this particular example, only two students took the quiz, but you can see where their scores fall on the chart.

11.6.14. Editing the Activity Settings

When viewing the Quiz activity, the instructor can use the Settings block to edit the activity by clicking on the Edit Settings link.

Alternately, the instructor can edit the activity from the course page (while in "Editing Mode") by clicking on the edit icon next to the Quiz activity.

11.7. Global settings

Each of these settings sets the default values in the quiz creation screen. The Advanced checkbox next to each determines if the setting will be displayed when the Show Advanced button is pressed. Checked means that the setting will only display when the Show Advanced button is pressed.

  • Time limit (seconds): Default time limit for quizzes in seconds. 0 mean no time limit. Default: 0
  • When time expires: What should happen by default if a student does not submit the quiz before time expires. Default: Attempts must be submitted before time expires, or they are not counted
  • Submission grace period: If what to do when time expires is set to 'Allow a grace period to submit, but not change any responses', the default amount of extra time that is allowed, in seconds. Default: 86400
  • Last submission grace period: There is a potential problem right at the end of the quiz. On the one hand, we want to let students continue working right up until the last second - with the help of the timer that automatically submits the quiz when time runs out. On the other hand, the server may then be overloaded, and take some time to get to process the responses. Therefore, we will accept responses for up to this many seconds after time expires, so they are not penalized for the server being slow. However, the student could cheat and get this many seconds to answer the quiz. You have to make a trade-off based on how much you trust the performance of your server during quizzes. Default: 60
  • Attempts allowed: Restriction on the number of attempts students are allowed at the quiz. Default: Unlimited
  • Grading method: When multiple attempts are allowed, which method should be used to calculate the student's final grade for the quiz. Default: Highest grade
  • Maximum grade: The default grade that the quiz grade is scaled to be out of. Default: 10
  • Shuffle questions: If you enable this option, then the order of questions in the quiz will be randomly shuffled each time a student attempts the quiz. Default: No
  • Automatically start a new page: When adding questions to the quiz page breaks will automatically be inserted according to the setting you choose here. Default: After adding each question.
  • Navigation methods: In Free navigation, questions may be answered in any order using navigation. In Sequential, questions must be answered in strict sequence. Default: Free, Advanced
  • Shuffle within questions: If you enable this option, then the parts making up the individual questions will be randomly shuffled each time a student starts an attempt at this quiz, provided the option is also enabled in the question settings. Default: Yes
  • How questions behave: Default setting for how questions behave in a quiz. Default: Deferred feedback
  • Each attempt builds on the last: If multiple attempts are allowed then each new attempt contains the results of the previous attempt. Default: No
  • Review options Default: Everything on
    • The attempt
    • Whether correct
    • Marks
    • Specific feedback
    • General feedback
    • Right answer
    • Overall feedback
  • Show the user's picture: Show the user's picture on screen during attempts. Default: No
  • Decimal places in grades: Number of digits that should be shown after the decimal point when displaying grades for the quiz. Default: 2
  • Decimal places in question grades: Number of digits that should be shown after the decimal point when displaying the grade for individual questions. Default: Same as for overall grades
  • Show blocks during quiz attempts: Show blocks during quiz attempts. Default: No
  • Require password: Students must enter this password before they can attempt the quiz.
  • Require network address: Students can only attempt the quiz from these computers.
  • Enforced delay between 1st and 2nd attempts: If you set a time delay here, the student cannot start their second attempt until this much time has passed since the end of their first attempt. Default: 0
  • Enforced delay between later attempts: If you set a time delay here, the student cannot start their third, fourth, ... attempt until this much time has passed since the end of their previous attempt. Default: 0
  • Use a 'secure' popup window for attempts: Force the attempt to open in a popup window, and use JavaScript tricks to try to restrict copy and paste, etc. during quiz attempts. Default: None, Advanced

11.8. Permissions

Attempt quizzes: The user can attempt the quiz

Spam Risk: The user could send spam to site users or others

Default Permissions

Role Not Set Allow Prevent Prohibit
Manager X      
Course Creator X      
Teacher X      
Non-Editing teacher X      
Student   X    
Guest X      
Authenticated User X      

Delete quiz attempts: The user can remove the quiz attempts 

Data loss risk: The user could destroy large amount of content or information

Default permissions

Role Not Set Allow Prevent Prohibit
Manager   X    
Course Creator X      
Teacher   X    
Non-Editing teacher X      
Student X      
Guest X      
Authenticated User X      

Get a confirmation message when submitting: This allows a user to receive confirmation of their quiz submission

Default permissions

Role Not Set Allow Prevent Prohibit
Manager X      
Course Creator X      
Teacher X      
Non-Editing teacher X      
Student X      
Guest X      
Authenticated User X      

Get a notification message when an attempt is submitted: This allows a user, usually a teacher, to receive notification of quiz submissions

Default permissions

Role Not Set Allow Prevent Prohibit
Manager X      
Course Creator X      
Teacher X      
Non-Editing teacher X      
Student X      
Guest X      
Authenticated User X      

Get a notification message when an attempt becomes overdue and needs to be submitted: This allows a user, usually a teacher, to receive a notification that a quiz attempt is overdue and needs to be submitted.

Default permissions

Role Not Set Allow Prevent Prohibit
Manager X      
Course Creator X      
Teacher X      
Non-Editing teacher X      
Student X      
Guest X      
Authenticated User X      

Grade quizzes manually: This allows a user to change the scores on a quiz, and manually grade quiz essay questions.

Spam risk: The user could send spam to site users or others

Default permissions

Role Not Set Allow Prevent Prohibit
Manager   X    
Course Creator X      
Teacher   X    
Non-Editing teacher   X    
Student X      
Guest X      
Authenticated User X      

Ignores time limit on quizzes: This allows a user unlimited time to attempt a quiz which has a time limit set

Default permissions

Role Not Set Allow Prevent Prohibit
Manager X      
Course Creator X      
Teacher X      
Non-Editing teacher X      
Student X      
Guest X      
Authenticated User X      

Manage quizzes: This allows a user to manage quizzes

Spam risk: The user could send spam to site users or others

Default permissions

Role Not Set Allow Prevent Prohibit
Manager   X    
Course Creator X      
Teacher   X    
Non-Editing teacher X      
Student X      
Guest X      
Authenticated User X      

Manage quiz overrides

Default permissions

Role Not Set Allow Prevent Prohibit
Manager   X    
Course Creator X      
Teacher   X    
Non-Editing teacher X      
Student X      
Guest X      
Authenticated User X      

Preview quizzes: This allows a user to preview quizzes, this doesn't work if the user can attempt the quiz as well.

Default permissions

Role Not Set Allow Prevent Prohibit
Manager   X    
Course Creator X      
Teacher   X    
Non-Editing teacher   X    
Student X      
Guest X      
Authenticated User X      

Regrade quiz attempts: This allows the user to regrade a quiz based on changes to questions in the quiz.

Spam risk: The user could send spam to site users or others

Default permissions

Role Not Set Allow Prevent Prohibit
Manager   X    
Course Creator X      
Teacher   X    
Non-Editing teacher   X    
Student X      
Guest X      
Authenticated User X      

Review your own attempts: This allows a user to review their old quiz attempts, separate from the ability to attempt the quiz.

Default permissions

Role Not Set Allow Prevent Prohibit
Manager X      
Course Creator X      
Teacher X      
Non-Editing teacher X      
Student   X    
Guest X      
Authenticated User X      

View quiz information: This allows a user to view the quiz introduction but not attempt the quiz itself

Default permissions

Role Not Set Allow Prevent Prohibit
Manager   X    
Course Creator X      
Teacher   X    
Non-Editing teacher   X    
Student   X    
Guest   X    
Authenticated User X      

View quiz reports: This allows a user to view quiz reports

Privacy risk: The user could gain access to private information of other users

Default permissions

Role Not Set Allow Prevent Prohibit
Manager   X    
Course Creator X      
Teacher   X    
Non-Editing teacher   X    
Student X      
Guest X      
Authenticated User X      

12. Survey

12.1. Overview

The survey activity consists of three types of pre-made, standard and verifiable survey instruments that help teachers understand what their students are thinking:

  • COLLES is an economical 24 statements grouped into six scales, each of which helps assess the quality of the on-line learning environment. There are three forms of the COLLES:
  • ATTLS: Attitudes Towards Thinking and Learning Survey is an instrument developed by Galotti et al. (1999) to measure the extent to which a person is a 'connected knower' (CK) or a 'separate knower' (SK).
  • Critical Incidents is a five-item, free-response survey where students must enter their answers in narrative form.
COLLES information adapted from
http://surveylearning.moodle.com/colles/

12.2. Benefits

The instruments available in the Survey module have been used many, many times in many, many classrooms all over the world. This means that, although teachers cannot edit the surveys, they can use them with confidence.

Use of these surveys helps teachers gather useful data and asses student activity in a class as well as stimulate thinking and learning among students in Moodle courses.

12.3. Usage Scenarios

A teacher may turn to the Survey activity any time in a course (at the beginning, at the end, after an instructional unit, etc.) when he or she wants to learn what students think about what they are learning, how they are learning, their feelings about significant events in a course, and so on.

A teacher might require students to take the COLLES or ATTLS surveys at the start of a course to stimulate reflection in the students and to learn about them before actual classwork begins.

He or she could also administer the Critical Incidents survey at the end of the course to learn the students' feelings about the quality of interaction in a course.

12.4. Student Documentation

12.4.1. Taking a Survey

To take a survey, the student will click on the appropriate link on the front page of the course.

The student will then see a form.

If the student is taking a Critical Incidents survey, the form will look like this:

The ATTLS form will look like this:

And the COLLES form will look like this:

The student will complete the form and click on the submit button:


This will take the student to the Thank You screen:

Clicking on the Continue button takes the student back to the front page of the course.

12.4.2. Reviewing Survey Results

If the student returns to the survey, he or she can view results to date:

12.5. Teacher Documentation

12.5.1. Creating a Survey

To create a survey, the teacher must:

  1. Enable editing
  2. Choose "Survey" from the Add an activity... menu
  3. Name the survey
  4. Choose the type of survey to create
  5. Add a custom introduction (optional)
  6. Configure the common module settings (optional)
  7. Configure access restriction settings (optional)
  8. Configure activity completion settings (optional)
  9. Save the form by clicking the Save and return to course or Save and display button.

12.5.2. Activity Settings

12.5.2.1. General

  • Name: Name of the Survey activity, which is displayed to the user
  • Survey Type: There are five available survey types:
    • ATTLS - Attitudes to Thinking and Learning Survey measures the extent to which a person is a "connected knower" (tends to find learning more enjoyable, and is often more cooperative, congenial and more willing to build on the ideas of others) or a "separate knower" (tends to take a more critical and argumentative stance to learning).
    • Critical Incidents - This survey type focuses on the learner's engagement in the course at a critical incident in the course.
    • COLLES (Actual) - The "actual" version of this survey has a different introduction instructing the student to focus on their actual experience with the course.
    • COLLES (Preferred and Actual) - The "preferred and actual" version of this survey lists two responses for each question – one for the actual experience and one for the user's preferred experience.
    • COLLES (Preferred) - The preferred version of this survey has a different introduction instructing the student to focus on their preferred or ideal experience with the course.
  • Custom Intro: A custom introduction to the survey is displayed above the survey questions instead of the survey's default introduction.
Constructivist On-line Learning Environment Survey, which is monitoring the extent to which the interactive capacity of the World Wide Web may be exploited for engaging students in dynamic learning practices.

To find out more about COLLES surveys, you can read Peter Charles Taylor and Dorit Maor Curtin University of Technology

12.5.2.2. Common Module Settings

  • Group Mode: This setting determines the display properties to users within groups
    • No groups - There are no sub groups, everyone is part of one big community
    • Separate groups - Each group member can only see their own group, others are invisible
    • Visible groups - Each group member works in their own group, but can also see other groups
      Note
      The group mode defined at course level is the default mode for all activities within the course. Each activity that supports groups can also define its own group mode, though if the group mode is forced at course level, the group mode setting for each activity is ignored.
  • Grouping (Advanced): A grouping is a collection of groups within a course. If a grouping is selected, students assigned to groups within the grouping will be able to work together.
  • Visible: Determines if the activity is displayed to students or not within the course.
  • ID Number: Teachers who want to create advanced grade calculations within the grade book can create a unique ID number here. This allows the creation of formulas in the grade book that perform calculations using the grades within this activity. For example, the instructor might create a grade book calculation that multiplies the number of points in the Midterm (see the image above where the ID number is set to Midterm) by 2 in order to emphasize its importance to the course grade.
12.5.2.3. Restrict Access

An instructor can create conditions for the availability of a course activity. Dates, score ranges, and/or the completion of other course activities trigger these conditions. Note that ALL availability restrictions have to be met in order for the activity to be made available.

12.5.2.3.1. Date Condition

Identify dates when the activity is available and then made unavailable again. The difference between access from/to dates and availability settings for the activity is that outside the set dates the latter allows students to view the activity description, whereas access from/to dates prevent access completely.

12.5.2.3.2. Grade Condition

You can specify a condition on any grade in the course: the full course grade, the grade for any activity, or a custom grade that you create manually.

You can enter a minimum value (at least percentage), a maximum value (less than percentage), both, or neither. The activity will only appear if the student has a value for the specified grade, and if it falls within any specified number range. You can add more than one grade condition. All conditions must be met in order for the activity to appear.

  • The range numbers can be fractional (with up to five decimal places) if necessary
  • Be careful with the maximum value – if the maximum is 7, a student who scores exactly 7 will not see the activity. You could set it to 7.01 if you really wanted to include 7.
  • If creating several different activities that appear according to grade ranges, use the same number for the maximum of one activity, and the minimum of the next. For example, you might create one activity with a maximum of 7 and another with a minimum of 7. The first would appear to everyone scoring between 0 and 6.99999, and the second would appear to everyone scoring 7.00000 to 10. This guarantees that everyone will view an activity regardless of their grade.
12.5.2.3.3. Creating More Conditions

Click on the Add 2 grade conditions to form button to make more conditions for this activity. With multiple grade conditions the activity is shown only when all conditions are met. Leave a condition blank and it will not be saved, this is how you add only one more condition when clicking the Add 2 grade conditions to form button.

12.5.2.3.4. New Adaptive Learning Paths

Applying restrictions to activities provides the ability to create adaptive learning paths.

For example, after a quiz, any one of three different lessons might appear to a student, depending upon their score. The teacher can have one for low scores, one for high scores and one for average score ranges. The teacher could have a short quiz-like survey, with 7 questions asking the student to give their feelings on a 1 to 5 scale. A range of scores would reveal different activities. Students who liked dark colors might get the black and gray activities revealed. Those who liked light colors might get the white and gray activities.

On the other hand, you may have to design a certified training course that requires approval from government regulators. Conditional activities will assure them that the trainees have been exposed to everything in the course, in a fixed order, and that the trainees must meet certain quantifiable standards from time to time before being allowed to proceed in the course. Correct use and explanation of conditional activities may ensure validation of your course.

12.5.2.3.5. An Example

Students are required to undertake four tasks in a precise order. According to their score in a quiz, the fourth task - a Moodle lesson - is either at a lower or more advanced level. They must:

  • View a Web page explaining the course
  • Post an introductory message in a forum
  • Take a quiz
  • Move onto a lesson that is tailored based on their performance in the quiz
12.5.2.3.6. Admin Settings

To use conditional activities, the feature must be enabled by an administrator by checking the Enable availability box in Administration > Advanced features. A "Restrict availability" section will appear for teachers on the Edit Activity page.

Documentation elements from: Moodle Docs

12.5.3. Activity Completion

Activity completion works with course completion and enables a teacher to allow students to set their progress in a course or automatically update progress in a course based on conditions for activities. The settings available vary based on the chosen activity.

Requires Completion Tracking to be Enabled
Activity completion requires that a course have completion tracking enabled before these settings will appear for an activity.

The Activity completion settings are dynamic for each course activity, therefore different settings will be available based on the selected activity.

The following is an example of some of the activity completion settings:

  • Completion tracking: If enabled, activity completion is tracked, either manually or automatically, based on certain conditions. Multiple conditions may be set if desired. If so, the activity will only be considered complete when ALL conditions are met. A tick next to the activity name on the course page indicates when the activity is complete.
    • Do not indicate activity completion - Activity completion is disabled for this activity and will not report on the activity completion report.
    • Students can manually mark the activity as completed - The student informs the teacher when the activity is completed.
    • Show activity as complete when conditions are met - Setting this enables the optional settings below and completion of the activity will be marked when the student meets all of the enabled conditions.
  • Require view: If enabled, the activity is considered complete when a student receives a grade. Pass and fail icons may be displayed if a pass grade for the activity has been set.
  • Require grade: If enabled, the student must receive a grade (any grade) to complete this activity. This is only displayed in the activity settings for activities that can be graded. If a passing grade is set in the grade book for the activity, then the activity will be marked as passed or failed.
  • Expect completed on: This setting specifies the date when the activity is expected to be completed. The date is not shown to students and is only displayed in the activity completion report.

12.5.4. Viewing a Survey

After students have responded to a survey, the teacher in a course will want to view the survey reports. The teacher clicks the link to the survey.

In the survey administration menu, a link to Response reports appears.

Under Response reports, the teacher sees four items:

  • Summary: An overview of responses
  • Scales: In the ATTLS and COLLES surveys, answers organized by scale items (almost always, often, etc.)
  • Question: Responses organized by question
  • Participants: Responses organized by student

It is also possible to download survey results as ODS, Excel or text documents.

12.6. Permissions

Download responses: This allows a user to download survey responses
Default permissions

Role Not Set Allow Prevent Prohibit
Manager   X    
Course Creator X      
Teacher   X    
Non-Editing teacher   X    
Student X      
Guest X      
Authenticated User X      

Respond to survey: This allows a user to participate in a survey
Default permissions

Role Not Set Allow Prevent Prohibit
Manager   X    
Course Creator X      
Teacher   X    
Non-Editing teacher   X    
Student   X    
Guest X      
Authenticated User X      

View responses: This allows a user to read survey responses
Default permissions

Role Not Set Allow Prevent Prohibit
Manager   X    
Course Creator X      
Teacher   X    
Non-Editing teacher   X    
Student X      
Guest X      
Authenticated User X      

13. Product Manual Terms of Use

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