Table of Contents
1. Activities1.1. Assignment1.1.1. Assignment ActivitiesThe Assignment activity allows teachers to collect work from students, review it, grade it, and provide feedback. Using assignment, students can submit any electronic files (e.g., Word-processed documents, spreadsheets, images, audio, video clips) or type their response directly into Moodle. If you are migrating from another Learning Management System, the Assignment activity is comparable to the Dropbox or Homework functionality. In this lesson, you will learn the various features of the Assignment activity and how to set it up. General
Assignment settings
Submission settings
Feedback settings
Grade
1.1.2. Permissions
1.2. Certificate1.2.1. OverviewThe 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. 1.2.2. BenefitsYou can use certificate to:
1.2.3. User Documentation1.2.3.1. Receiving a certificateDepending on how Certificates have been setup by your Teacher there are a few different ways you can get them. Ways to get your certificate:
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. 1.2.4. Teacher Documentation1.2.4.1. Creating a Certificate ActivityCreating 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. 1.2.4.1.1. General
Describe your certificate using the following options:
1.2.4.1.2. Issue Options
Determine how Certificates are issued using the following options:
1.2.4.1.3. Text Options
Determine date, security code, grade outcomes, credit hours, teachers names, and custom text using the following options:
1.2.4.1.4. Design Options
Determine the design of the certificate using the following options:
1.2.4.1.5. Common Module Settings
Determine common module settings using the following options:
1.2.4.1.6. Restrict access
Determine how access to certificates is handled using the following options:
1.2.4.1.7. Activity completion
Determine activity completion settings for certificates using the following options:
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.
1.3. Chat1.3.1. OverviewThe 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. 1.3.2. BenefitsParticipation 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. 1.3.3. User DocumentationStudents 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.
1.3.4. Teacher Documentation1.3.4.1. Accessing the Chat ActivityAfter teachers enter a chat room, they see the same interface as a student.
1.3.4.2. Creating Chat ActivityWhen setting up the chat room, the teacher must determine:
The following sections offer a closer look at these options. 1.3.4.3. Activity Settings1.3.4.3.1. General
1.3.4.3.2. Common Module Settings
1.3.4.3.3. Restrict AccessAn 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. 1.3.4.3.3.1. Date ConditionIdentify 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.
1.3.4.3.3.2. Grade ConditionYou 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.
1.3.4.3.3.3. Creating More ConditionsClick 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.
1.3.4.3.3.4. New Adaptive Learning PathsApplying 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. 1.3.4.3.3.5. An ExampleStudents 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:
1.3.4.3.3.6. Admin SettingsTo 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.
1.3.4.4. Activity CompletionActivity 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.
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:
1.3.5. Admin InterfaceIn using chat, the site administrator sees the same interface that students and teachers see.
1.4. Choice1.4.1. OverviewThe 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.
1.4.2. BenefitsThe 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. 1.4.3. User DocumentationTo 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. 1.4.4. Teacher Documentation1.4.4.1. Creating a ChoiceWhen 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:
1.4.4.2. Activity Settings1.4.4.2.1. General
1.4.4.2.2. Limit
1.4.4.2.3. Options
1.4.4.2.4. Restrict Answering to This Time Period
1.4.4.2.5. Miscellaneous Settings
1.4.4.2.6. Common Module Settings
1.4.4.2.7. Restrict AccessAn 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. 1.4.4.2.7.1. Date ConditionIdentify 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.
1.4.4.2.7.2. Grade ConditionYou 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.
1.4.4.2.7.3. Creating More ConditionsClick 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.
1.4.4.2.7.4. New Adaptive Learning PathsApplying 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. 1.4.4.2.7.5. An ExampleStudents 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:
1.4.4.2.7.6. Admin SettingsTo 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.
1.4.4.3. Activity CompletionActivity 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.
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:
1.4.4.4. Viewing a ChoiceThe 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.
1.5. eFolio1.5.1. OverviewThe 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. 1.5.2. BenefitsThe benefits of the eFolio assignment type are:
1.5.3. User Documentation1.5.3.1. Submit an eFolio AssignmentThe 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.
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. 1.5.4. Teacher Documentation1.5.4.1. Create eFolio AssignmentCreating 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 instructor is presented with the eFolio add assignment screen (shown below): 1.5.4.2. Activity Settings1.5.4.2.1. General
1.5.4.2.2. eFolio
1.5.4.2.3. Common Module Settings
1.5.4.3. Viewing an eFolio SubmissionViewing 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.
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.
1.5.4.4. Grading an eFolio AssignmentViewing 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:
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. 1.6. Feedback1.6.1. OverviewThe Feedback module is used to create surveys to collect information from students in a course. 1.6.2. BenefitsWith 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. 1.6.3. User DocumentationTo 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. 1.6.4. Teacher Documentation1.6.4.1. Create Feedback ActivityTo 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:
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. 1.6.4.2. Activity Settings1.6.4.2.1. General
1.6.4.3. Timing
1.6.4.3.1. Feedback Options
1.6.4.3.2. After Submitting
1.6.4.3.3. Common Module Settings
1.6.4.3.4. Restrict AccessAn 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. 1.6.4.3.4.1. Date ConditionIdentify 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.
1.6.4.3.4.2. Grade ConditionYou 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.
1.6.4.3.4.3. Creating More ConditionsClick 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.
1.6.4.3.4.4. New Adaptive Learning PathsApplying 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. 1.6.4.3.4.5. An ExampleStudents 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:
1.6.4.3.4.6. Admin SettingsTo 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.
1.6.4.4. Activity CompletionActivity 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.
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:
1.6.4.5. View Feedback ActivityWhen 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.
1.6.4.6. Overview TabThe teacher then sees the Overview screen.
To perform various administrative tasks, the teacher clicks on the appropriate tabs.
1.6.4.7. Editing/Adding QuestionsAfter submitting the settings form, the teacher is prompted to add an element or question to the Feedback activity. The following options are available:
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.
1.6.4.8. TemplatesThe Templates tab allows the teacher to:
1.6.4.9. Analysis TabAfter clicking on the Analysis tab, the teacher sees a chart of all responses to date.
1.6.4.10. Show ResponsesTo view responses made by individual students, the teacher clicks on the Show Responses tab.
1.7. Forum1.7.1. OverviewThe 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:
1.7.2. Benefits
1.7.3. Usage ScenariosCore Moodle offers teachers five types of forums:
Standard Forum For General Use A Single, Simple Discussion Each Person Posts One Discussion Question and Answer Forum News Forum 1.7.4. User DocumentationWhen 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.
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.
To respond to a post, the student clicks on the Reply link in the bottom, right-hand corner. The student then sees:
1.7.5. Teacher Documentation1.7.5.1. Creating a ForumTo create a forum, the teacher must:
1.7.5.2. Activity Settings1.7.5.2.1. General
1.7.5.2.2. RSS (Optional)
1.7.5.2.3. Post Threshold for Blocking
1.7.5.2.4. Grade
1.7.5.2.5. Ratings
1.7.5.2.6. Common Module Settings
1.7.5.2.7. Restrict AccessAn 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. 1.7.5.2.7.1. Date ConditionIdentify 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.
1.7.5.2.7.2. Grade ConditionYou 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.
1.7.5.2.7.3. Creating More ConditionsClick 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.
1.7.5.2.7.4. New Adaptive Learning PathsApplying 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. 1.7.5.2.7.5. An ExampleStudents 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:
1.7.5.2.7.6. Admin SettingsTo 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.
1.7.5.3. Activity CompletionActivity 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.
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:
1.7.5.4. Viewing a ForumTo access a forum, a teacher clicks on the front page link to the forum.
He or she then sees:
After the teacher clicks on the link to a discussion, at the top of the page he or she sees:
If forum entries are rated, the teacher sees a drop-down rating menu. He or she also sees links to:
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.
1.8. Joule Synchronous1.8.1. OverviewThe 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. 1.8.2. BenefitsThe benefits of Joule Synchronous include:
1.8.3. User Documentation1.8.3.1. Joining a MeetingTo 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:
1.8.3.1.1. 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. 1.8.3.1.2. During the Meeting Time, But Before the Host Has JoinedStudents 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. 1.8.3.1.3. 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. 1.8.3.1.4. After the Meeting TimeOnce 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.
1.8.3.1.5. No Seats AvailableThe 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. 1.8.3.2. Meeting ContentAfter 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.
1.8.3.2.1. Downloading Uploaded FilesTo 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. 1.8.3.2.2. View a RecordingA 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.
1.8.3.2.3. Make a Recording OfflineA 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. 1.8.4. Teacher Documentation1.8.4.1. Create a Joule Synchronous ActivityTo create a Joule Synchronous meeting, the teacher must:
1.8.4.2. Activity Settings1.8.4.3. General
1.8.4.4. Meeting
1.8.4.4.1. Grade
1.8.4.4.2. Common Module Settings
1.8.4.4.3. Restrict AccessAn 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. 1.8.4.4.3.1. Date ConditionIdentify 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.
1.8.4.4.3.2. Grade ConditionYou 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.
1.8.4.4.3.3. Creating More ConditionsClick 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.
1.8.4.4.3.4. New Adaptive Learning PathsApplying 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. 1.8.4.4.3.5. An ExampleStudents 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:
1.8.4.4.3.6. Admin SettingsTo 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.
1.8.4.5. Activity CompletionActivity 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.
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:
1.8.4.6. Inviting Users to a MeetingSelecting 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.
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.
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. 1.8.4.7. Uninviting Users From a MeetingThe 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.
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. 1.8.4.7.1. Invitation E-MailEach 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>
1.8.4.8. Recording a MeetingJoule 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.
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.
1.9. QuestionnaireThe Questionnaire module is a survey type of activity that allows teachers to create a wide range of questions to gather data from students. 1.9.1. User Documentation1.9.1.1. Select the QuestionnaireStudents can view Questionnaire activities by clicking on their links within the course.
1.9.1.2. Taking the QuestionnaireThere are many question types that can be used in a Questionnaire activity, including:
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.
1.9.1.3. Submitting the QuestionnaireIf 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. 1.9.2. Teacher Documentation1.9.2.1. Adding a Questionnaire ActivityAdding 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. 1.9.2.1.1. General
Describe your questionnaire using the following fields:
1.9.2.1.2. Timing
If you wish to allow/restrict access to the questionnaire, use the Timing options:
1.9.2.1.3. Response options
Determine how students will respond to the questionnaire using the following options:
1.9.2.1.4. Content options
Select content options:
1.9.2.1.5. Common Module Settings
1.9.2.1.6. Restrict AccessAn 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. 1.9.2.1.6.1. Date ConditionIdentify 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.
1.9.2.1.6.2. Grade ConditionYou 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.
1.9.2.1.6.3. Creating More ConditionsClick 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.
1.9.2.1.6.4. New Adaptive Learning PathsApplying 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. 1.9.2.1.6.5. An ExampleStudents 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:
1.9.2.1.6.6. Admin SettingsTo 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.
1.9.2.2. Activity CompletionActivity 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.
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:
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) 1.9.2.3. Questionnaire ContentNow that you have added a questionnaire activity, you need to add content.
1.9.2.3.1. Advanced settingsClick on Advanced settings to define content and submission options. Content options:
Submission options:
Note: Don't forget to click the Save settings button when you are finished to save your Advanced settings. 1.9.2.3.2. QuestionsClick 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:
Note: Page Break will enter a page break in the questionnaire and allows content to be dispersed over several pages if desired. 1.10. Quiz1.10.1. OverviewThe 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. 1.10.2. StrategyOf 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:
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.
1.10.3. BenefitsThe 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. 1.10.4. Usage ScenariosWith 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. 1.10.4.1. Chapter ChecksGetting 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. 1.10.4.2. Test PracticeThe 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. 1.10.4.3. Data GatheringAs 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. 1.10.5. User Documentation1.10.5.1. Select the QuizStudents can view Quiz activities by clicking on their links within the course.
1.10.5.2. Quiz DirectionsThe first page of the Quiz is always accompanied by some instructions. Click the Attempt quiz now button to begin the assessment.
1.10.5.3. Taking the QuizQuiz questions take the shape of numerous types, including:
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.
1.10.5.4. Summary of AttemptAt 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. 1.10.5.5. Summary of All Previous AttemptsNext, 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).
1.10.5.6. Reviewing an AttemptIf 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.
1.10.6. Teacher Documentation1.10.6.1. Adding a Quiz ActivityTo 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:
Click on the Save and display button at the bottom of the page to continue to the quiz questions. 1.10.6.2. Activity Settings1.10.6.2.1. General
1.10.6.2.2. Grade
1.10.6.2.3. LayoutQuiz 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.
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. 1.10.6.2.4. Question BehaviorNot only can you shuffle questions in a quiz, but you can also shuffle answers within those questions. Review these settings to find your preference.
1.10.6.2.5. Review OptionsThese options control what information students can see when they review a quiz attempt or look at the quiz reports.
1.10.6.2.6. DisplayThese 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.
1.10.6.2.7. Extra Restrictions on AttemptsThese options help "lock down" the quiz in order to discourage cheating.
1.10.6.2.8. Overall Quiz FeedbackOverall 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.
1.10.6.2.9. Common Module Settings
1.10.6.2.10. Restrict AccessAn 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. 1.10.6.2.10.1. Date ConditionIdentify 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.
1.10.6.2.10.2. Grade ConditionYou 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.
1.10.6.2.10.3. Creating More ConditionsClick 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.
1.10.6.2.10.4. New Adaptive Learning PathsApplying 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. 1.10.6.2.10.5. An ExampleStudents 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:
1.10.6.2.10.6. Admin SettingsTo 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.
1.10.6.3. Activity CompletionActivity 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.
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:
1.10.6.4. Select the QuizInstructors can view Quiz activities by clicking on their links within the course.
1.10.6.5. Quiz QuestionsWhen you create a new quiz, you will need to create new questions or re-use previous ones.
1.10.6.6. Add a QuestionWhen 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. 1.10.6.7. Re-Use an Existing QuestionWhen 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.
1.10.6.8. Add a Random QuestionWhen 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. 1.10.6.9. Order and PagingWhen 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.
1.10.6.10. Quiz DirectionsThe 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.
1.10.6.11. View Attempts ReportThe 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.
1.10.6.12. View Student AttemptsThe 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).
1.10.6.13. View Grade Distribution ReportThe 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.
1.10.6.14. Editing the Activity SettingsWhen 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. 1.11. Survey1.11.1. OverviewThe survey activity consists of three types of pre-made, standard and verifiable survey instruments that help teachers understand what their students are thinking:
1.11.2. BenefitsThe 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. 1.11.3. Usage ScenariosA 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. 1.11.4. Student Documentation1.11.4.1. Taking a SurveyTo 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:
Clicking on the Continue button takes the student back to the front page of the course. 1.11.4.2. Reviewing Survey ResultsIf the student returns to the survey, he or she can view results to date: 1.11.5. Teacher Documentation1.11.5.1. Creating a SurveyTo create a survey, the teacher must:
1.11.5.2. Activity Settings1.11.5.2.1. General
1.11.5.2.2. Common Module Settings
1.11.5.2.3. Restrict AccessAn 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. 1.11.5.2.3.1. Date ConditionIdentify 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.
1.11.5.2.3.2. Grade ConditionYou 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.
1.11.5.2.3.3. Creating More ConditionsClick 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.
1.11.5.2.3.4. New Adaptive Learning PathsApplying 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. 1.11.5.2.3.5. An ExampleStudents 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:
1.11.5.2.3.6. Admin SettingsTo 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.
1.11.5.3. Activity CompletionActivity 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.
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:
1.11.5.4. Viewing a SurveyAfter 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:
It is also possible to download survey results as ODS, Excel or text documents.
2. Blocks2.1. Class List2.1.1. OverviewThe Class List block makes it easy for a user to see other users enrolled in a Joule course. The Class List block displays all people enrolled in a course and allows quick access to user profiles and direct messaging. A (T) differentiates the teacher from the students, and the color of the persons' name in the list indicated whether the user is on/offline. 2.1.2. User Documentation2.1.2.1. Class List blockNavigate to the Class List block.
Click on the envelope next to a person's name to create and send a personal message, or click on a name in the list to visit the profile of that person. The names of students online will be bold and students who are not online will not be bold. Messages can be sent to users who are not online and they will receive them when they log back in. A (T) designates that that person is the Teacher in the course. 2.2. Course Categories Block2.2.1. OverviewThe Courses Available to You block is designed to provide an alternative and more flexible solution to access courses within a category or that a student is enrolled in. The block displays courses within a specific category or the whole site, in an AJAX expandable tree format or a static nested list format. In the site administration area the block is referred to as Course Categories. 2.2.2. BenefitsThe benefits of the Course Categories (Courses Available to You) block are:
2.2.3. Usage Scenarios2.2.3.1. Navigation of Course in Flexpage FormatIn this scenario, one block is placed on the page and allows the student or teacher to navigate to all courses they are enrolled in. Changing the title of the block and choosing to make it expandable or not is optional, depending on the site administrator's preference.
2.2.3.2. Display Multiple Course Categories/Programs on a PageIn this scenario, multiple instances of the block are added to a page. The Category Display Start setting is used only to display courses within a specific category or categories. Each block should have a different block title to differentiate the content of the blocks. These blocks can be expandable or not, depending on how the user wants the courses to be displayed.
2.2.4. Teacher DocumentationThe Course Categories block is mostly used by site administrators to provide users with course navigation. This can be used for the same purpose by teachers or program directors. Each instance of the block has its own settings, and multiple blocks can be placed on a page. It is recommended that each block has a different title to help differentiate between the content. The Category Display Start setting for the block can be used to display courses in specific programs or degrees. 2.2.4.1. Block ViewsThe Use expandable categories setting for the block allows the block to be displayed in multiple views. These views provide flexibility in how the block is used in a course. 2.2.4.1.1. Expandable
The expandable view of the block provides a plus/minus icon for each category or sub category within the category selected. Expanding a category will display all courses within that category, depending on the other settings for the block. This provides a quick view of the courses being used. 2.2.4.1.2. Not Expandable
The "not expandable" view of the block displays all categories, sub categories and courses in an expanded format. This provides an overall listing of courses and can be used with course descriptions to provide a course and category view of the courses the student is enrolled in. 2.2.4.2. Block Settings
2.3. Course Completion Status2.3.1. OverviewThe Course Completion Status block is used to provide students and teachers with access to the course completion tracking report. For the student, the block provides a simple view of their course completion status and what criteria have been met and what criteria need to be met for the course to be considered complete. For the teacher, the block provides access to the full course completion tracking report on all students in the course. 2.3.2. Student DocumentationThe Course Completion Status block provides the student access to both a simple and detailed report of their completion status for the course. There are eight completion criteria types that a teacher can set in any combination for a course. Those criteria types are:
2.3.2.1. Simple ReportThe simple report is what a student sees when viewing the Course Completion Status block in a course. The simple report provides a quick view of all the completion criteria for the course and the student's status. Each completion criteria set for the course provides an indicator of status, a "Yes" or "No" or a number of completions out of the total number needed for the specific criteria. Below is an example view: 2.3.2.2. Detailed ReportFrom the simple report/block view, click on the More details link to access the detailed report. The detailed report lists the current status of the course completion, if all or just one of the criteria is required for completion, and all criteria for a course to be considered complete.
The detailed report has the following columns:
2.3.3. Teacher DocumentationThe teacher simply views a link to the course completion report, similar to below. Clicking on the View course report link will bring the teacher to the course completion report for all users with a role that has its progress tracked. By default, this is the student role.
The course completion report has three header rows that describe the following:
After the header rows, the report displays a list of students with a column for each criterion. The Criteria column for the student has a check mark if the criterion has been completed and a blank square if it has not. The Course criteria group displays if the user has completed the course. 2.3.3.1. Filtering the ReportThe course completion report can be filtered on the first letter in the student's first or last name by clicking on the letters at the top and bottom of the report.
2.3.3.2. Downloading the ReportThe report can be downloaded to the teacher's desktop by clicking on the Download in spreadsheet format (UTF-8 .csv) or Download in Excel-compatible format (.csv) links at the bottom of the report.
2.4. Drag and Drop2.4.1. OverviewThe Drag and drop feature allows Teachers to easily add files from their computers to sections (topic, week, or folder) in a course. The file is saved and automatically turned into a File resource without needing to manually create a resource or upload the file through the Filepicker. 2.4.2. BenefitsThe benefits of Drag and drop: New Experience:
2.4.3. Teacher Documentation2.4.3.1. Drag and drop blockBefore enabling this feature the Drag and drop upload block must be added to the course. To do this, follow the steps below:
To add files to your courses, simply grab a file from your computer and drag it to a section in the course. You will see a plus icon with Add file(s) here wherever you can drop a file.
The file is saved and automatically turned into a File resource without needing to manually create a resource or upload the file through the Filepicker.
2.5. eFolio2.5.1. OverviewThe eFolio block, in conjunction with the eFolio authentication module, provides a way to link a student's Joule account with their eFolio account. The eFolio block is used to create an initial user account and navigate to eFolio once the user has created an account. 2.5.2. User DocumentationThe eFolio block provides the same functionality to all user accounts regardless of role. The block allows a user to create an account on and navigate to the institution's eFolio site. 2.5.2.1. Connection a User Account to an eFolio SiteUpon first viewing the block on a Joule site, the user will be presented with a single link Connect. Clicking on this link will prompt the user to verify if they have an existing eFolio account or not.
Clicking the No button will cause the user to go through the account creation process at the institution's eFolio site. After creating an account on the eFolio site, the user will need to click the Login to your account link. Clicking the Yes button will take the user to the institution's eFolio site login page, where the user will be prompted to enter their existing user name and password. Once the user has logged into the institution's eFolio site, the user's account is linked between the two systems. The user will then be able to navigate back and forth between Joule and the institution's eFolio site without logging into eFolio again. 2.5.2.2. Navigating from Joule to eFolioIf the account has been linked to the institution's eFolio site previously, then the user can click the "Go to eFolio" link wherever the eFolio block has been added. 2.5.2.3. Navigating from eFolio to JouleNavigating from the institution's eFolio site back to the institution's Joule site starts by clicking on the Accounts tab within the institution's eFolio site.
Next, click on the Services menu tab in the left-hand menu and then the name of the institution's site you wish to return to.
Finally, click on the Go to Moodlerooms Account button. 2.5.2.4. Disconnecting a Joule Account from eFolioDisconnecting the user's Joule account from the institution's eFolio site can be done from either the institution's Joule site, or the institution's eFolio site.
2.6. Express Block2.6.1. OverviewThe Express block and Express theme together make up Express. The Express block is used for the following capabilities at the site, category and course levels:
This document covers all of the user interface features of Express as part of the Express block. This document does not cover the technical aspects of manually creating an Express design, Express template or Express icon pack. 2.6.2. Changes2.6.2.1. From Joule 1.x to Joule 2
2.6.2.2. Joule Summer 2011 Patch Release
2.6.2.3. Joule 2011 Maintenance Patch
2.6.2.4. Joule Winter 2011 Release
2.6.2.5. Joule Summer 2012 Release
2.6.2.6. Joule Winter 2012 Release
2.6.3. Teacher DocumentationThe Express block is separated into two areas: designs and menus. The block displays links to each area as well as a link to the Create a Design sub tab of the Designs tab.
Below is a discussion of each area of the block and what actions can be performed. The process for implementing an Express design and the flow of the sections below is as follows:
2.6.3.1. Express Theme for a CourseIn order for an Express design to work, the site or course needs to have its Moodle theme set to "Express." Only a site administrator can set the site theme, but if the site theme is something other than "Express" and your administrator has enabled course-level themes, then you can follow the steps below to switch your course theme to the Express theme. To set the course theme, follow these steps:
2.6.3.2. Create a DesignThe simplest way to create an Express design is to use the Express block's Create a Design sub tab. This tab is used to create an Express design from an existing Express template. To create a simple Express design from a template, add the Express block to your site, course category or course, and select the Create a Design link in the Express block or sub tab of the Designs tab.
or
You will see the screen shown below:
2.6.3.2.1. Create a Design SettingsBelow is a description of each of the fields on the form and their general use within the context of the Express design that you are creating from the Express template you have chosen: 2.6.3.2.1.1. General Design Settings
2.6.3.2.1.2. Template Settings
2.6.3.2.1.3. Customized Font Color SettingsThe following settings only apply when the variant type (second drop-down menu next to the Manage Templates drop-down menu) is set to "custom." The effect these fields have on the design depends on how the template was designed. Review the template notes for information provided by the designer regarding the template's use of the different settings. These fields are intended to be used directly in the CSS "color" attribute. The fields represent the following in templates:
2.6.3.2.1.4. Custom Background Color SettingsThe following settings only apply when the variant type (second drop-down menu next to the Manage Templates drop-down menu) is set to "custom." The effect these fields have on the design depends on how the template was designed. Review the template notes for information provided by the designer regarding the template's use of the different settings. The fields represent the following in templates:
2.6.3.3. Upload Design ImagesThe Upload Design Images sub tab displays all the images associated with the current Express design within the three directories (pix, pix_core and pix_plugins) that Express uses for images. For more information on what is stored in each image directory, see Express Design Technical Manual.
The Upload Design Images sub tab allows a teacher to:
Each of these actions are accessed either by right clicking on the menu icon to the right of the file or directory name or via the With selected... drop-down menu. 2.6.3.3.1. Delete an Image and/or DirectoryThere are two ways to delete a file or directory, by using either the menu to the right of the file or directory name or with the With selected... drop-down menu. The With selected... drop-down menu allows you to delete multiple files or directories at once. To delete a file or directory using the side menu, perform the following steps:
To delete one or more file(s) or directory(s) at once use the With selected... drop-down menu and follow these steps:
2.6.3.3.2. Download an Image File and/or DirectoryThere are two ways to download an Express image file(s) and directory(s) that have been created for the design. The first is via the menu icon to the right of the file and/or directory's name and the second is with the With selected... drop-down menu. The With selected... drop-down menu is used to download multiple files and/or directories at once and will compress all of the files and directories into one ZIP file for download. To download a single file or directory using the menu to the right of the file or directory's name, perform the following steps:
A ZIP file will be downloaded to your desktop automatically. Depending on your browser settings, you may be asked to open the file or choose where you would like to download the file. To download one or more file(s) and/or directory(s) using the With selected... drop-down menu, perform the following steps:
A ZIP file will be downloaded to your desktop automatically. Depending on your browser settings, you may be asked to open the file or choose where you would like to download the file. 2.6.3.3.3. Uploading an Image to a DirectoryEach directory in the Upload Design Images sub tab allows a user to upload an image file from the menu icon to the right of the directory's name. To upload a file to Express, follow these steps:
2.6.3.3.4. Create a New DirectoryThe Upload Design Images sub tab allows new directories to be created as sub directories of existing directories. To create a sub directory to upload files to, follow these steps:
2.6.3.4. Manage DesignsExpress comes with the capability to manage a design after it has been created. This is done through the Manage Designs sub tab, which is separated into two regions: the Current Design Files and Design backup Files regions.
2.6.3.4.1. Current Design FilesThe current design files area informs the user about how the current Express design was made and its current name. This is the first sentence under the Current Design File header and will read: The current design is a (template created design based on <template name> and named <current Express design name>. The current designs file area also displays the folders and files used by the design that are not image files or the manifest.xml file. Within the Current Design Files region, the user can perform the following actions:
2.6.3.4.2. Upload a Manual DesignThe Manage Designs sub tab allows a teacher to upload a manually developed Express design. 2.6.3.4.3. Prepping an Express Design for UploadYour Express design folder should look similar to the screen shot below.
A design must be in a zipped format with the .zip file extension to be accepted when manually uploading a design. Follow the appropriate directions below for your operating system to zip up the Express design's directory. 2.6.3.4.3.1. WindowsTo zip up an Express design in Windows, follow these steps:
This will create a ZIP file for your Express design called "layout.zip." Feel free to rename this file. 2.6.3.4.3.2. Mac OS XTo zip up an Express design in Mac OS X, follow these steps:
This will create a ZIP file for your Express design called "Archive.zip." Feel free to rename this file. 2.6.3.4.4. Uploading the Express DesignTo upload the Express design, follow these steps:
The Express design will be uploaded to your site, category or course and set as the current design. You should now see your new Express design.
2.6.3.4.4.1. Activate the Default DesignSometimes a user wants to start over from the base Express template and clear out the current design. This is done via the Activate the default design button. To activate the default design and replace the current design, follow these steps:
2.6.3.4.4.2. Upload File to the JavaScript, Layout and Styles DirectoriesEach directory in the Manage Designs sub tab allows a user to upload an image file from the menu icon to the right of the directory's name. Uploading a file to a directory changes the design type to "manual." See Manual vs Template Design Type for more information. To upload a file to Express, follow these steps:
2.6.3.4.4.3. Edit HTML, JavaScript and CSS FilesExpress allows a user to edit layout files directly within Joule without requiring the files to be downloaded. Only files in the Manage Designs sub tab can be edited in this way. Editing a file changes the design type to "manual." See Manual vs Template Design Type for more information. To edit a layout, JavaScript or style file, follow these steps:
2.6.3.4.4.4. Delete Files From the JavaScript, Layout and Styles DirectoriesThere are two ways to delete a file or directory: using the menu to the right of the file or directory's name or using the With selected... drop-down menu. The With selected... drop-down menu allows you to delete multiple files or directories at once. Deleting a file and/or directory changes the design type to "manual." See Manual vs Template Design Type for more information. To delete a file or directory using the menu, perform the following steps:
To delete one or more file(s) or directory(s) at once, use the With selected... drop-down menu and follow these steps:
2.6.3.4.4.5. Download a JavaScript, Layout, and/or Styles Directory or FileThere are two ways to download an Express js, layout and/or styles directory or file that has been created for the design. The first is via the menu icon to the right of the file and/or directory name. The second way is with the With selected... drop-down menu. The With selected... drop-down menu is used to download multiple files and/or directories at once and will compress all of the files and directories into one ZIP file for download. To download a single file or directory using the menu to the right of the file or directory name, perform the following steps:
A ZIP file will be downloaded to your desktop automatically. Depending on your browser settings, you may be asked to open the file or choose where you would like to download the file. To download one or more file(s) and/or directory(s) using the With selected... drop-down menu, perform the following steps:
A ZIP file will be downloaded to your desktop automatically. Depending on your browser settings, you may be asked to open the file or choose where you would like to download the file. 2.6.3.4.4.6. Create a New DirectoryThe Manage Designs sub tab allows new directories to be created as sub directories of existing directories. To create a sub directory to upload files to, follow these steps:
2.6.3.4.5. Design Backup FilesThe Design backup files area displays all of the compressed versions of the Express designs that have been created or uploaded to the site. Express creates a new backup when the name field is changed in any of the Express design forms, including Create a Design, Edit a file, and Upload a design. The backup file that is currently being used is highlighted in bold in the listing. If a file has the text Joule_upgrade<version> then this backup file was created by the Express upgrade process during a release of Joule. An Express design based on a template is recreated during a Joule release if there have bug fixes or new features added to an Express template. You can revert the changes by selecting the Express backup file with the same file name when the Joule_upgrade<version> text is removed. With the Design backup Files region, the user can perform the following actions:
2.6.3.4.5.1. Activate a Design Backup FileSometimes a user wants to change the design to a previously created Express design. This is done via the Activate backup menu item in the menu icon to the right of the backup file name. To activate a design backup file and change the current design, follow these steps:
2.6.3.4.5.2. Delete a Design Backup File(s)There are two ways to delete a backup file: by using the menu to the right of the backup file name or using the With selected... drop-down menu. The With selected... drop-down menu allows you to delete multiple backup files at once. To delete a backup file using the menu, perform the following steps:
To delete one or more backup file at once, use the With selected... drop-down menu and follow these steps:
2.6.3.4.5.3. Download a Design Backup File(s)There are two ways to download an Express backup file(s) that has been created for the design. The first is via the menu icon to the right of the backup file name. The second is using the With selected... drop-down menu. The With selected... drop-down menu is used to download multiple backup files at once and will compress all of the backup files into one ZIP file for download. To download a single backup file using the menu to the right of the file or directory name, perform the following steps:
A ZIP file will be downloaded to your desktop automatically. Depending on your browser settings, you may be asked to open the file or choose where you would like to download the file. To download one or more backup files using the With selected... drop-down menu, perform the following steps:
A ZIP file will be downloaded to your desktop automatically. Depending on your browser settings, you may be asked to open the file or choose where you would like to download the file. 2.6.3.5. MenusExpress menus are used to display navigational menus in an Express design. Not all designs or templates support menus. The Menus tab will display a red warning if the design that is currently being used does not support Express menus.
To create a menu:
Express attempts to determine if your menu syntax is correct. If an error is found, you will see a red error message indicating a problem, and your menus will not be saved.
2.6.3.5.1. Structure to Create Express MenusExpress menus follow the structure of Moodle 2.0's theme menu item, with one menu item per line, allowing for an infinite number of menus and sub-menus. This structure uses the following fields:
Express variables, like %MYCOURSESYUI%, can be used within an Express menu, and the variable will be replaced with the dynamic Moodle data. Fields are separated by a pipe or |. A basic menu with a sub-menu and a sub sub-menu would look like: Express menu structure 2.6.3.5.2. Example Menu Code:Below is a robust example of a series of menus, sub-menus and sub sub-menus using all the fields in a menu, as well as the %MYCOURSESYUI% Express variable. If you need help with menus, copy this code directly into your Express menu to use it as a template. Example Express menu The example above produces menus like the following:
2.6.3.6. Manual (User Created) vs. Template Design TypeIt is recommended that, once manual (user) changes have been made to a design (any action except download in the Manage Designs sub tab is a manual action), the user continues to make manual edits to the design. Please note that manual designs will not be updated by Moodlerooms if CSS changes are made to the design's base template to fix any UI bugs. These changes will have to be applied by a client and Moodlerooms will attempt to document all changes to the CSS for Moodlerooms developed templates. 2.7. Flexpage Navigation2.7.1. OverviewThe Flexpage menu block is a helper block that is used by the Flexpage course format to display Flexpage menus. The Flexpage Menu block is required for the Flexpage course format to work properly. The Flexpage Menu block replaces the Joule 1 page module in Joule 2. 2.7.1.1. Related Features2.7.2. Teacher DocumentationThe Flexpage Menu block cannot be directly added to a course page as a block, it must be added through the Flexpage action Add menu via Add > Add existing menu link. 2.8. Flexpage Activity2.8.1. OverviewThe Flexpage Activity block is a helper block for the Flexpage course format and is required for Flexpage to work properly. The block determines how activities added to a Flexpage are displayed. The Flexpage Activity Block in Joule 2 is a replacement for the Page module block in Joule 1. 2.8.1.1. Related Features2.9. Grade Submissions2.9.1. OverviewThe grade submission block is a generalized block that can be used to set midterm and final grades for a course. These grades are intended to be snapshots of the course total grade in the Joule Gradebook and passed to an external system. Currently this block works with the Campus Vue integration block to submit grades for processing by the Campus Vue Integration block. 2.9.1.1. Related Features2.9.2. Teacher DocumentationIn order to submit a snapshot of a student's current course total grade to be processed by an external system a teacher must first add the grade submission block to the course. This is done by selecting the Grade Submission block from the drop-down in the Add block block. The grade submission block will then appear:
From here a teacher clicks the Submit Grades link when they want to submit one or more student grades for processing by an external system. The submit grade form is displayed:
The submit grades form displays the following information:
To submit a grade a teacher must enter the grade in the submit grades table for the grade column and student row they wish to submit. Depending on the administrative configuration there will be 1 to 7 gradable columns. There will be 0 to 6 midterm grade columns which depend on the administrator to setup and there will always be a final grade column. A teacher can either manually enter a letter grade into the grade field for a grade type and a student or they can use the Populate with course grade drop-down to place the student's current course total grade into the grade column for all students with a course total grade. The current grade column informs the teacher what grade will be copied into when the Populate with course grade drop-down is used.
Once all the grades the teacher wishes to submit to the external system are added, click the Submit Grades button to submit the grades for processing. Depending on the blocks site settings a teacher may or may not change a grade after it has been sent, please speak to your Site administrator to determine how they have configured the block on your site. 2.10. ILP Integration2.10.1. OverviewThe Intelligent Learning Platform block is part of Moodlerooms' Datatel integration. The block provides Datatel clients with the ability to set midterm and final grades for a course, send retention alerts, and view the last date of attendance for a student in the course. The midterm and final grades can also be published directly to the Datatel system. 2.10.2. User DocumentationThe ILP Integration block provides students with a link back to the Intelligent Learning Platform from the course. Click the Back to Portal link to return to or access the Datatel Portal (WebAdvisor) from the course.
2.10.3. Teacher DocumentationThe ILP (Intelligent Learning Platform) Integration block looks like the following to a teacher in a course:
Each link in the block provides the teacher with access to a feature of the Intelligent Learning Platform. 2.10.3.1. Back to PortalThe Back to Portal link provides a direct link back to the Intelligent Learning Platform site collection home page, where users are redirected to their constituency home page. This links displays to students as well. 2.10.3.2. Retention AlertThe Retention Alert page displays a listing of all students with a link that goes to the Contribute Retention Info page in the Intelligent Learning Platform's WebAdvisor.
If a teacher identifies a potential problem based on assignment scores or attendance, the teacher can click that link to contribute retention information.
A retention alert is a feature of the Intelligent Learning Platform and is configured and sent through the Intelligent Learning Platform, not Joule. 2.10.3.3. Midterm GradesThe Midterm Grades page allows a teacher to submit up to six midterm grades (depending on the site settings for the block) for each student in the course as well as the student's last date of attendance or if the student has never attended the course, just like with the Last Date of Attendance page.
The Populate with course grade... drop-down menu can be used to automatically populate any of the midterm grades with the current course grade as seen in the Current Grade column. Otherwise, the teacher can manually enter a letter grade in each midterm column for the student. Once the teacher has entered all the data for the students, clicking the Submit Grades button will mark the grades and last date of attendance for import into Datatel Colleague.
2.10.3.4. Final GradesThe Final Grades page allows a teacher to submit the student's final grade for the course.
The Populate with course grade... drop-down menu can be used to automatically populate any of the midterm grades with the current course grade as seen in the Current Grade column. Otherwise, the teacher can manually enter a letter grade in each midterm column for the student. The Expire Date column is used to set the grade for the student to expire in Colleague. It is recommended that this only be used for incomplete grades. Once the teacher has entered all the data for the students, clicking the Submit Grades button will mark the grades, expire date and last date of attendance for import into Colleague.
2.10.3.5. Last Date of AttendanceThe Last Date of Attendance page displays a list of all students in the course with a field that allows the teacher to enter a last date of attendance for a student or indicate that the student never attended the class. It also displays a link to create a retention alert just like with the Retention Alert page.
2.10.3.5.1. Mark Last Attendance Dates for Import into ColleagueTo mark the last attendance dates for import into Colleague, follow these steps:
2.10.3.6. Daily AttendanceThe Daily Attendance link goes to an attendance form in WebAdvisor. The behavior depends on whether the Colleague course section uses the positive attendance method for funding accounting, as specified in the Funding Acctg Method field on the Section Financial Info (SFIN) form:
2.10.3.7. ST GradebookThe site administrator can choose to have teachers submit students' grades and last date of attendance in the ST Gradebook in WebAdvisor. If the site administrator has set this feature, then the ILP Integration block will display the ST Gradebook link instead of the Midterm Grades, Final Grades and Date of Last Attendance links.
Once the teacher clicks on the ST Gradebook link, they will be forwarded to WebAdvisor to enter grades and see a screen similar to below:
2.11. Joule Mobile2.11.1. OverviewJoule Mobile allows for contact information to be shared between users in the Joule site via the Joule Mobile phone application. In the Joule Mobile block, users have the ability to specify which information they would like to share with other users. Administrators can determine what information should be shared with other users by default. This allows the administrator to create an opt-in policy (all contact data is hidden by default and individual users must enable the sharing of contact data), an opt-out policy (all contact data is on by default and the individual user must disable the sharing of contact data), or some contact data is shared by default and other data must be enabled. If users do not share their e-mail address, then they cannot take advantage of the Dubmenow card exchange platform. 2.11.2. User DocumentationThe block is accessible by all users at all levels (site and course) and allows the user to set their own preferences for what contact data is shared with other users within the Joule Mobile phone application. When you view the block, you are provided with a single link called Update preferences:
Once have entered the preferences, you will be presented with the following options that you can set:
2.12. Joule Synchronous Instant Meeting2.12.1. OverviewThe Joule Synchronous Instant Meeting block is used to create, update and display instant Joule Synchronous meetings for the course. The block uses the settings from the Joule Synchronous activity to create instant meetings for synchronous discussions with users enrolled in the course. This allows for easy one off conversations with students who are online at the time or the creation of instant office hour sessions at a given period of time only if students are interested. 2.12.2. BenefitsThe benefits of the Joule Synchronous Instant Meeting block are:
2.12.3. User Documentation2.12.3.1. Current MeetingsCurrent meetings are Joule Synchronous Instant Meetings that have not passed their duration period. These are meetings that the student maybe able to join if enough seats are available. To access an instant meeting click on the Current tab if it isn't already selected and then click on the name of the meeting you want to join. The Joule Synchronous instant meeting has 3 views depending upon if the host has joined and if there are seats available. The screens are:
2.12.3.1.1. The Host has JoinedStudents will see the Host has not yet joined the meeting message when the host (the user that created the meeting usually the teacher) has not joined the meeting. At this time the student's only course of action is to click the browser's refresh button until they see the message stating they can join the session, the host has joined section for more information on joining a meeting. 2.12.3.1.2. 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. 2.12.3.1.3. No seats availableA teacher determines how many seats are available in a Joule Synchronous Instant 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 The 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. 2.12.3.2. Expired MeetingsExpired meetings are Joule Synchronous Instant Meetings that have passed their duration period. These meetings are used to display recordings to a student who was unable to attend the instant meeting. To access an expired meeting click on the link with the name of the meeting you would like to view.
An expired meeting will display the date and time the meeting happened, who attended the meeting and links to view a recording of the meeting. 2.12.3.3. Viewing RecordingsIf a teacher has started a recording for the meeting then the recording will appear in the meeting after it has expired. A student can view the recording from the web by clicking on the name of the record in the Meeting Contents column. This will connect the user to the meeting server and play back the session.
2.12.4. Teacher Documentation2.12.4.1. Create an instant meetingTo create an instant meeting the teacher must:
2.12.4.2. Instant Meeting Settings2.12.4.3. General
2.12.4.4. Meeting
2.12.4.5. Joining an Instant MeetingTo join a meeting the teacher can click on the join link under the join column of the Current tab that appears after the teacher has created an instant meeting.
Alternatively a teacher can click on the instant meeting name in the Current tab in the Joule Synchronous Instant Meeting block.
2.12.4.6. Recording a MeetingJoule Synchronous meetings allow for multiple recordings to be created of a meeting. These recording(s) are then showed to the students in the course after the meeting's duration has passed. To start a recording select the Meeting menu in the Joule Synchronous meeting and the check the Record Meeting... menu item. 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 the Record Meeting... from the Meeting menu or click Stop recording in the popup the displays after placing the mouse on the Red record circle in the upper right hand corner.
2.13. Locations2.13.1. OverviewA location signifies a building, meeting place, or point of interest to the institution's users. Administrators are able to use the Locations block to create site-wide locations for an institution. Instructors can then associate meeting times with these locations in a course to set up course study groups, office hours and events for an institution. Users can use the Joule Mobile application to view a location's information in the Maps module as well as find directions to that location. Meeting times are presented to the user in Joule Mobile's Course module's information screen, and from here the user can get directions to the location or view it in the Maps module. 2.13.2. Teacher Course InterfaceAdding the Locations block to a course provides an instructor with access to the meetings interface to create, update and delete meeting times.
Clicking on the Meeting link provides the user with access to a list of currently existing meetings for the course as well as the Add a meeting time tab.
Meeting times are unique to the course and must be associated with a location. An administrator must create a location before a meeting time can be created within a course. Meeting times are displayed to students within the Joule Mobile application's Course module's information screen. Students will be able to get directions to the location from within the Joule Mobile application. 2.13.2.1. Add a Meeting TimeAdding a meeting time to a course consists of completing the form below. A meeting time cannot be created without a location first existing at the site level.
2.13.2.2. Update a Meeting TimeIn order to update a meeting time, the instructor must click on the name of an existing meeting time in the Meeting Times tab. This will bring the instructor to the Add a meeting time screen with all of the fields pre-filled with the meeting time's previously set information. 2.13.2.3. Delete a Meeting TimeTo delete a meeting time, the instructor clicks on the delete link to the right of the Room column. There will be no verifications before deleting the meeting time — this action is permanent and instantaneous. As soon as the meeting time is removed from the Locations block, the meeting time will no longer be displayed in the Joule Mobile course information screen. 2.14. Microsoft Live Services2.14.1. OverviewThe Microsoft Live Services Plug-in for Moodle implements an integration with Windows Live™ Services allowing users to log into courses using their Windows Live ID and display Live Services on a Moodle site. Users can see and create emails and calendar events with Outlook® Live or Windows Live Hotmail®, and access Windows Live Messenger chat, Bing™ search and more within a course. 2.14.2. User DocumentationLog in to your Moodle site and Navigate to a course with the Microsoft® Live Services block.
The following links are at the top of the block under your Live ID:
2.14.2.1. Search the webYou can search the web using Bing™. Enter text in the box and click on the search (magnifying glass) icon to open results in a new window.
2.14.2.2. E-mail and CalendarThe Microsoft Live Services block gives you quick access to e-mail and calendar events. You will either have access to Windows Live Hotmail® or Outlook Live and calendar events. New messages and events are displayed in the block right in your Moodle course.
The following links are available:
New messages and Upcoming events are listed in the block so you don't have to navigate away from your course to view them. Simply click on a message or event to view them from within a course. Messages: Click New E-mail to open the new message creation window.
From this window you can enter the email address of the person you are sending the e-mail To:, enter the Subject: and compose a message.
Click on a message you wish to read under new messages
From this window you can view previous, next, Reply and Forward the message or click Inbox to open your inbox in a new window. Events: Click New Event to open the new event creation window.
Enter the following information:
Click Send to send the message or Cancel to discard the event invitation and close the window. Click on an event under upcoming events to view the event details.
From this window you can view event details for events on your calendar as well as click Inbox to open your inbox in a new window. 2.14.2.3. MessengerThe Microsoft Live Services block gives you quick access to Windows Live Messenger where you can easily determine who is on/off line and send messages to Teachers and students in the course.
2.14.2.3.1. Web SettingsYou will need to allow others to see you in your Windows Live Web Settings before you can see and chat with each other. To allow others to see you follow the steps below:
2.14.2.3.2. Add/Accept ContactsYou will also need to add classmates/Teachers to your contact list and they will need to accept the invitation.
Go to your Contact List and click Add contact....
The Add Contact pop-up displays.
Enter the IM/e-mail address of the person you wish to add. If you want you can add a personal message to the invite. Click Invite to send the invitation to that person.
You will receive an e-mail if/when someone adds you to their contacts. Open the e-mail and click the link to View Invitation.
The Contact Requests invitation will display.
You have three options:
Once invitations have been sent/accepted and web settings are set, you will see a list of contacts in the MS Live Services block. Click on a Teacher or Student name to open a new window and chat. Note: You may want to use the MSN Messenger Application in addition to the MS Live Services block. The MS Live Services block does not log you into MSN Messenger, so if you are not logged in to your course your classmates will not see you as available to chat. This can be very helpful for a Teacher who stays logged in to MSN Messenger so they are available to students who log in to the course or for students who wish to chat with their classmates without being logged in to the course. For more information see the links below:
2.15. My Private Files2.15.1. OverviewThe My private files block provides access to the users private file repository. The block displays folders created within the repository with expandable and collapsible menus to navigate through uploaded files. 2.15.2. User DocumentationThe My private files block allows each user to access their personal space within the Moodle repository by clicking on the Mange my private files link within the block. Clicking the Manage my private files link open file manager window.
To change views within the file manager, select the menu options in the top right corner.
Create a folderTo create folders within the file manager, select the Create folder button. Enter the folder name, then click Create folder.
Add a fileTo add files select Add.... The file picker pop-up window will open. Choose where to add the file from the available repository options listed in the right hand column.
2.16. Self Completion2.16.1. OverviewThe Self Completion block provides the student with access to mark a course as complete. This block works with the Course Completion tracking settings in a course and requires that a teacher has enabled manual completion for the course. 2.16.2. Student DocumentationThe Self Completion block simply contains a link to manually set the completion status of the course for the student. Clicking the Complete course... link will bring up a confirmation screen. Click the Yes button to complete the course and the No button to cancel and return to the course.
A course cannot be set to incomplete by a student after it has been marked complete. The Self Completion block will not show up for a student who has already marked a course as complete.
3. Course Format3.1. Flexpage3.1.1. OverviewThe Flexpage is a course format that provides a teacher with complete control of how educational materials and assessments are presented to a student. Flexpage allows a teacher to create a flexible set of pages and sub pages where blocks and activities can be placed in any location on the page instead of being restricted to a right, left or center column. Flexpage courses provide teachers with the ability to determine how many columns of data are contained within a course (up to three-columns). This allows teachers to have complete control over how they want to present course materials and assessments to students. The basic features of Flexpage are:
3.1.1.1. Related Features3.1.2. Changes3.1.2.1. Joule 1 to Joule 2
3.1.3. Usage Scenarios3.1.3.1. Flexpage as a Front Page PortalFlexpage can be enabled at the site level, which allows site administrators to create multiple pages with page menus at the site level. Having multiple pages allows the site administrator to create a portal-like landing page with more than just the list of courses that the user is enrolled in. Site administrators can add pages that contain content about the organization, contact information, support pages, example courses, video examples and so forth. Through the use of the Courses Available to You block, site administrators can also create several pages that are focused on specific categories of courses, departments or other information.
3.1.3.2. Flexpage as a Landing PageFlexpage combined with the Profile Redirect block allows a site administrator to create unique landing pages/courses for users based on a custom profile field. The Profile Redirect block automatically redirects a user to a course with the same name as a value in the user's profile field. This secondary course becomes a default landing page for the user, similar to the site-level course being a landing page. The course can contain display information to the user that is associated with the profile field. For example, a user who is part of a Biology department can be forwarded to the Biology department's main course page. There the head of the Biology department can customize the course environment to focus on Biology-specific information, such as Biology events, a department forum, questionnaires and/or a page about the faculty in the Biology department. 3.1.4. Teacher DocumentationThe Flexpage course format is different from any other Joule course format. As the name of the format describes, Flexpage provides teachers with the ultimate flexibility in designing and creating their course. A Flexpage formatted course can be composed of an unlimited number of flexpages and each flexpage can have up to 4 regions where activities and blocks can be added.
Teachers can determine the width of each of these regions on every flexpage, allowing customization that can meet their display needs for the content they would like to display. One Flexpage course can contain any number of pages with a one column layout, a two column layout, a three column layout and or a combination of columns with a top region. We will cover the following topics in this manual: 3.1.4.1. Default Flexpage Course StructureWhen a course shell is created with the course format set to Flexpage, it should look like the image below. A topics or weeks formatted course without content that is converted to Flexpage will look this way as well.
A single flexpage is created and formatted into a three column course. All of the blocks that were added to the course, show in the column they were added to. All of the blocks that show up in the course by default are configured to display on every Flexpage added to the course. To change these settings review the Changing Pages Blocks Display On section of the manual below. At this point the teacher will be able to add flexpages, activities and blocks to the course. The first step here is to turn editing on by clicking the Turn editing on button in the navigation bar or the link in the Navigation block. 3.1.4.2. Action BarOnce a teacher has turned editing on, the action bar appears in the course below the navigation bar and above the three columns in the course. The action bar looks like the image below.
The action bar is separated into two areas. The first area is the actions area which has two sets of actions, add and manage. The second area is the Flexpage navigation area which allows a teacher to move to the previous and next flexpage or jump directly to a chosen flexpage.
Click the right arrow to move to the next page, or the left arrow to return to a previous page. To select a specific flexpage in the flexpage hierarchy click on the drop-down menu and select the desired flexpage. 3.1.4.3. Add Action MenuThe Add menu in the action bar allows a teacher to add flexpages, activities, blocks and menus to the course or Flexpage.
3.1.4.3.1. Add FlexpagesThe Add flexpages modal allows a teacher to add one or more flexpages to a course. To add a page, click on the Add link in the action bar and then click the Add flexpages link from the drop-down menu. After clicking on the link, a modal like the image below will appear.
When you add new flexpages, you will want to determine where they will be located in relation to other flexpages, i.e. the Flexpage hierarchy. Flexpages can be children of other flexpages (sub-flexpages), or they can be placed before or after other flexpages. New flexpages can also be created blank, or as a copy of an existing flexpage. The modal contains a row for each new flexpage being created. Each new flexpage row is separated into four fields that have no label. These fields and their functions are:
To add multiple flexpages to a course, press the + button to the right of the last Flexpage row in the modal. To add all new flexpages click the Add flexpages button in the bottom right hand corner of the modal. After clicking the button, the modal will close and a green message will appear below the action bar stating the name of the flexpages that have been added. By default a flexpage is created as hidden and set to show no navigation links or buttons. If you need to further edit the settings of these flexpages review the Manage flexpage settings or the Manage All flexpages sections below.
3.1.4.3.2. Add ActivityThe Add activity modal allows a teacher to add a new activity to the flexpage and course. To add a new activity to the current flexpage and course click on the Add link in the action bar and then click the Add activity link from the drop-down menu. After clicking on the link a modal like the image below will appear.
The Add activity modal is separated into two areas:
3.1.4.3.2.1. Add to AreaThe top area of the modal called Add to determines the location within the flexpage that the activity will be added after being created. All four locations on the flexpage will be represented even if the flexpage settings are not configured to have the area displayed. It is important to keep in mind where you want content displayed when selecting a location. 3.1.4.3.2.2. Activities, Resources and Assignments AreaThe lower area of the modal is separated into Activities, Resources and Assignments. Click on the activity, resource or assignment type you want to create and the modal will close and return you to add flexpage for the specific activity, resource or assignment. After configuring all the settings for the specific activity, resource or assignment click the Save and return to course button. You will return to the course with the activity, resource or assignment displayed within the course in the area selected. Most activities, resources and assignments will display as a link to the activity such as the link to a quiz below.
The following activities and resources will be displayed inline in a flexpage:
These activities and resources will look similar to the image of an inline forum below.
3.1.4.3.3. Add Existing ActivityThe Add existing activity modal allows a teacher to add an activity that was previously created in the course and added to another flexpage in the course. To add an existing activity to the current flexpage, select Add existing activity link from the Add down-down menu. After clicking on the link a modal like the image below will appear.
The Add existing activity modal is separated into two areas:
3.1.4.3.3.1. Add to AreaThe top area of the modal called Add to determines the location within the flexpage that the activities will be added to. All four locations on the flexpage will be represented even if the flexpage settings have the area not displayed on the flexpage. It is important to select a location that will display course content. 3.1.4.3.3.2. Existing ActivitiesThe lower area of the modal contains a list of all the activities that have been created within the course and can be added to the current flexpage. Check the checkbox next to each activity or resource that should be added to the page. Finally, click the Add activities button at the bottom of the modal to add all the selected activities to the flexpage. The activities will display in the location selected based on the type of activity it is. See the Add activity section for more information on how activities display in a flexpage. 3.1.4.3.4. Add BlockThe Add block modal allows a teacher to add a block to the current flexpage. This can be a duplicate of a block that has been added to the current flexpage or another flexpage in the course. To add a block to the current flexpage, select Add block link from the Add drop-down menu. After clicking on the link a modal like the image below will appear.
The Add block modal is separated into two areas:
3.1.4.3.4.1. Add to AreaThe top area of the modal called Add to determines the location within the flexpage that the blocks will be added to. All four locations on the flexpage will be represented even if the flexpage settings have the area not displayed on the flexpage. It is important to select a location that will contain course content . 3.1.4.3.4.2. Block AreaThe lower area of the modal contains a list of block names as links that can be added to the flexpage. Clicking on a block name will add it to the flexpage. 3.1.4.3.5. Add Existing MenuThe Add existing menu action allows a teacher to add a flexpage menu to the flexpage either as a block or a tab. A flexpage menu must first be created before it can be added. Review the section on Managing all flexpage menus below before reading the rest of this section. To add an existing menu to the flexpage click on the Add link in the action bar and then click the Add existing menu from the drop-down menu. After clicking on the link a modal like the image below will appear.
The Add existing menu modal is separated into two areas:
3.1.4.3.5.1. Add to AreaThe top area of the modal called Add to determines the location within the flexpage that the activity will be added after being created. All four locations on the flexpage will be represented even if the flexpage settings have the area not displayed on the flexpage. It is important to select a location that will contain course content. Menus Area The lower area of the modal contains a list of menu names as links, that can be added to the flexpage. Clicking on a menu name will add it to the course. 3.1.4.4. Manage Action MenuThe Manage menu in the action bar allows a teacher to manage, move, delete the current flexpage, manage all flexpages in the course and all flexpage menus in the course.
3.1.4.4.1. Manage Flexpage SettingsTo configure the settings for this page click on the Manage link in the action bar and then click the Manage flexpage settings link from the drop-down menu. After clicking on the link a modal like the image below will appear.
3.1.4.4.2. Move FlexpageTo move a page click on the Manage link in the action bar and then click the Move flexpage link from the drop-down menu. After clicking on the link a modal like the image below will appear.
From this window, you can choose whether the page is a child to another page, or whether it is before or after another page in the Flexpage hierarchy. 3.1.4.4.3. Delete FlexpageTo delete a flexpage click on the Manage link in the action bar and then click the Delete flexpage link from the drop-down menu. After clicking on the link a modal like the image below will appear.
From this window, you can confirm that you want to delete the current page. 3.1.4.4.4. Manage All FlexpagesTo manage the settings of multiple flexpages click on the Manage link in the action bar and then click the Manage all flexpages link from the drop-down menu. After clicking on the link a modal like the image below will appear.
The modal is broken down into three columns for each page. The columns and their drop-downs are described below:
All changes on this modal are recorded as the change happens. This means that unlike the other modals to exist the user will need to click on the close icon in the upper right hand corner of the modal. 3.1.4.4.5. Manage All MenusThe manage all menus action allows a teacher to create, edit and delete all flexpage menus in the course as well as manage which flexpage menu is set as the flexpage menu in the course header. To manage tabs for your course, as well as other menus, click on the Manage link in the action bar and then click the Manage all menus link from the drop-down menu. After clicking on the link a modal like the image below will appear if there are no flexpage menus in the course;
or a modal like the image below will appear if flexpage menus have been created in this course.
The Manage menus modal lists all of the flexpage menus in the course with two extra columns, one to manage the menu and one to display which flexpage is being used in the top flexpage tab for the course. The manage drop-down provides the links to edit the menu's settings, manage the links and delete the flexpage menu. 3.1.4.4.5.1. Creating/Updating a Flexpage MenuFlexpage menus provide navigation within a course either as a block or as an expandable menu in the page menu area below the header of the course. To create a new flexpage menu click on the Add new menu button in the top area of the manage all menus modal and a modal like the image below will appear.
The New/Edit menu modal displays all the settings for the flexpage menu.
Once you have made all the changes to the menu click the Save changes button. 3.1.4.4.6. Managing LinksFlexpage menus allow the teacher to link a flexpage menu to five different locations:
To manage a flexpage menu's links, select the Manage links link from the Manage drop-down to the right of the flexpage menu you want to add links to. A modal like the one below will display if you have no links in the current flexpage menu.
The modal below will display if you have added links to the flexpage menu
The lower half of the modal is separated into three columns. The first column is the type of link. The second column contains a choose drop-down with the actions to edit, move and delete the link within the flexpage menu. The last column is a link to preview where the user will end up if the click on the menu link. Clicking the preview link will display the link in a pop-up window. 3.1.4.4.6.1. Adding Links to a Flexpage MenuTo add a link to a flexpage menu click the Add new link button in the top area of the manage links modal and select the link types that you want to create. Links added to a flexpage menu display based on the flexpage menu's settings. Activity Link The activity link is used to link to any activity or resource that has been already created in the course. This is useful if there is a particular activity like forum or resource that the teacher wants the students to have access to on every page or just specific pages. This is also a way to create navigation within a section of pages that refers to each activity the student has to complete. Activity links follow the restricted access rules for an activity and will not display the link if the student does not have access to view it. To add an activity link select Activity from the Add new link drop down menu. A new modal like the one below will display.
Select the activity to link to from the activity drop-down and click the Save changes button to add the activity link to the current flexpage menu. The modal will close and return you to the Manage links modal. Flexpage Menu Link The flexpage menu link is used to create dynamic expandable menus of multiple types. This is new to Joule 2 and provides a teacher with the flexibility to create full navigation structures that can be expanded and collapsed and contain any type of link. To add a flexpage menu link select Flexpage menu from the Add new link drop-down menu. A new modal like the one below will display.
Select a flexpage menu to add from the flexpage menu drop-down and click the Save changes button to add the flexpage menu links to the current flexpage menu. The modal will close and return you to the Manage links modal. Flexpage Link The flexpage link allows a teacher to add a specific flexpage or a parent and all child flexpages to a flexpage menu. If child flexpages are included then the menu will be expandable/collapsable in a tree menu and as a fly out menu in a horizontal navigation flexpage menu. To add a flexpage link select Flexpage from the Add new link drop-down menu. A new modal like the one below will display.
Select the flexpage to add to the flexpage menu in the Flexpage drop-down. If you want to include children pages click the Include children checkbox and then click the Save changes button. The modal will reload with all of the children of the selected flexpage. Click the checkbox next to each child flexpage you want to add as a sub menu to the parent flexpage in the flexpage menu. Once you are done selecting child flexpages click the Save changes button. The modal will close and return you to the Manage links modal. URL Link The URL link allows a teacher to link to any URL both internal and external. To add a URL link select URL from the Add new link drop-down menu. A new modal like the one below will display.
After filling out the two fields click the Save changes button to add the URL to the current flexpage menu. The modal will close and return you to the Manage links modal. 3.1.4.4.6.2. Move LinkFlexpage menu links appear in the flexpage menu as they are listed on the manage links modal. Furthermore new flexpage menu links are created at the bottom of the list. Because of this sometimes a teacher will want to move a link to a different location in the flexpage menu. To move a link first navigate to the manage links (review the Manage links modal) modal for the flexpage menu you want to rearrange links in. Next select the Move option from the drop-down in the manage column to the right of the flexpage menu link you want to move. This will bring up a modal like the image below.
Select the before or after in the first drop-down and then the flexpage menu link that the current link will be moved before or after. Finally click the Move link button and the modal will change. The manage links modal will reappear and the changes will be reflected in the modal. 3.1.4.4.6.3. Deleting Links to a Flexpage MenuIf a link in a flexpage menu has become obsolete, or you are restructuring the course, you may need to delete links from an existing flex page menu. To delete a link first navigate to the manage links (review the Manage links modal) modal for flexpage menu you want to delete a link from. Next select the Delete option from the drop-down in the manage column to the right of the flexpage menu link you want to delete. This will bring up a confirmation modal like the image below.
Click the Delete button to delete the flexpage menu link, or the Cancel button to not delete the flexpage menu link. The manage links modal will reappear and the changes will be reflected. 3.1.4.5. Deleting Activities From a CourseTo delete activities in a course click the delete icon next to the activity. This will delete all instances of the activity or resource in all flexpages and flexpage menus in the course. 3.1.4.6. Navigating Between PagesThere are two ways to navigate between flexpages in a course. The first is to turn editing on and use the navigation area on the right side of the action bar. In this area you have three methods of navigation:
The second way is to add a flexpage menu to the course via the Add existing menu in the Add menu of the action bar and navigate between pages. 3.1.4.7. Moving Blocks and ActivitiesBlocks can be moved on a flexpage just like with any other course format. The difference with Flexpage is that the blocks can be moved in any of the four areas on a flexpage, top, left, main and right. To move a block the first step is to turn editing on by clicking the Turn editing on button in the navigation bar or the link in the Navigation block. Next click the Move icon in the header of the block you want to move, it is located under the title of the block and to the far right. The page will refresh at this point and you will see pink boxes with dotted lines around them, these will appear above and below all blocks and activities in the course. You can select any of these areas to move the block there. See the image below for an example.
The top area will appear as one solid pink box above the navigation buttons and below the action bar. The top area by default spans the entire width of the flexpage and blocks are displayed horizontally going down the page. Select a pink box to move the block to that location. The page will refresh and display the changes. 3.1.4.8. Changing Flexpages Blocks Display OnFlexpage allows teachers to set blocks to display on all flexpages, on a specific page, as well as in any of the four regions of the page. This provides the teacher with the flexibility to create content that appears on all pages or only on specific pages, and to choose where on the page the content will display. Activities in Flexpage can also be displayed as blocks. This means the block settings for an activity can be displayed on all flexpages or a single flexpage as a block. To change where the block displays the first step is to turn editing on by clicking the Turn editing on button in the navigation bar or the link in the Navigation block. Next click the Configuration icon in the header of the block you want to configure, it is located under the title of the block and is the third icon in.
Clicking this icon will reload the page and provide the configuration options similar to the image below. There may be more or less settings in the block settings area depending on the block being configured. Where this block appears and On this page are relevant to changing what flexpages blocks display on.
Where this block appears
On this page
3.1.4.9. Converting Another Course Format to FlexpageChanging course formats is simple in Joule, it allows teachers to switch formats based on the best display needs for their current set of students and allows them to change formats as they become more advanced Joule users. To change a course format, navigate to the course settings under the Settings block > Course Administration > Edit Setting. Select Flexpage Format from the Format drop-down and click the Save changes button. Once this happens you will see the course in the Flexpage course format. The initial differences are seen in the image below.
A default flexpage is created just like when a new Flexpage course is created. All of the blocks that were added to the topics formatted course are also added to all flexpages in the Flexpage formatted course. The major difference is that no activities or resources have been added to the flexpage. The activities and resources still exist, but they must be added to each of the flexpages that they will be associate with. The teacher will also be able to create new flexpages, flexpage menus and menu links. 3.2. Folder view3.2.1. OverviewThe Folder View course format displays activities and resources within a folder that is expandable or collapsible. This course format can display all folders on a page or a single folder at a time with previous and next topic navigations or a jump-to menu facilitating the navigation between folders. Editing functionality is consolidated for the course into an area at the top of the page. Moodlerooms developed the Folder View course format with clients migrating from ANGEL to Joule in mind. This course format mimics many of the features of the ANGEL folders, making previous ANGEL clients feel more at home within Joule. The course format was also developed with an eye towards consolidating the editing functionality in core Moodle's Topics and Weeks formatted courses. 3.2.2. BenefitsThe benefits of the Folder View course format are:
3.2.3. User DocumentationThe initial course view for a Folder View formatted course is similar to a collapsed Topics format course. There are activities and resources that the instructor has added to the very first topic (overview section) and then a listing of folders with titles. It should look similar to the screen shot below:
From this initial screen, you will have the option to perform the following:
You will want to perform one of these actions to view the activities and resources within the folder(s). 3.2.3.1. Expanding/Collapsing One or All FoldersTo view activities and resources within a folder, you must first expand the folder. A folder can be expanded by either clicking on the folder itself or the plus
Click the folder or the minus
3.2.3.2. Viewing a Single FolderFolder View allows you to view a single folder at a time. Click on either the title of the folder or the Show only icon, which in most Joule sites is the blue or gray square in the upper right-hand corner of the folder.
Once in this view, you can return to the list of folders by clicking on the folder list icon in the upper right or the Topic list link in the bottom right of the list.
3.2.3.3. Jumping to a FolderBoth the full folder list view and the single folder list view offer the ability to jump to a single folder. The Jump to... drop-down list is at the bottom of the page.
Using the Jump to... menu brings you into the single folder view of the folder selected. 3.2.4. Teacher DocumentationThe Folder View course format is similar to the core Moodle Topics and Weeks course formats from a display perspective – activities and resources are grouped and displayed together in sections. In the Folder View format, each section is considered a "folder" and provides a folder icon next to the title. The Folder View differs from the core Moodle Topics and Weeks course formats in the following ways:
3.2.4.1. Editing TabsAfter turning editing on, the Folder View course places the usual editing features as tabs at the top of the page under the first topic folder (rather than adding drop-down menus to each topic).
The tabs are as follows:
3.2.4.2. Adding a New FolderClicking on the Add Topic link will expand the Add Topic tab.
Type in the name to be used for the new topic and click the Add topic button. The topic will be added as the last topic in the list and the course settings will be updated to include the new topic in the Number of weeks/topics setting. 3.2.4.3. Adding Resources/ActivitiesThere are two ways to add resources and activities to a topic. Either use the Add Resource tab under the first topic, or click the Add resource icon to the right of the topic title.
Using either method will expand the Add Resource tab, which will display a listing of each activity and resource that can be added to the course. At the bottom there will be a drop-down list of topic titles. If you clicked the Add Resource tab, you will want to select the topic to place the resource in from the Add To drop-down menu. If you clicked the Add resource icon to the right of the topic title, then the Add To menu will have already selected the topic for you. After selecting the topic to place the resource in, click on the link of the resource you would like to add. You will be taken to the resource's creation page and be able to change your settings there. Once you save and display or save and return to course, the resource will be in your topic of choice.
3.2.4.4. Adding BlocksFolder View removes the Add a block drop-down menu from the right-hand column and instead places it as a tab under the first topic. Clicking on the Add Block link will expand the tab to display a listing of all blocks the teacher can add to the course.
Click the link with the name of the desired block to add it to the right-hand column of the course. 3.2.4.5. Editing LayoutFolder View displays the AJAX move icon (which looks like an arrowed plus sign) from the course page initially when editing is turned.
Folder View will also limit the display of the topic summaries with a ripped paper affect in order to focus on seeing more content on the page. Drag the folders or resources where they need to be in the course at this point. 3.2.4.6. Changing Topic SettingsIn either the full topic list or single topic list mode, the Topic Settings link will bring the teacher to the settings page for the topic that it is directly under. In the full topic mode, this means the first folder of the course. In single topic mode, this means the folder selected. In this interface, the teacher can change the section name for the folder from the default section name and edit the summary for the folder. Alternatively, the teacher can click the topic settings icon in the full topic mode next to any folder title.
4. eFolio4.1. eFolio Site4.1.1. OverviewMoodlerooms' eFolio product is an integration between an institution's Joule site and the institution's Moodlerooms hosted eFolioWorld site. The basic feature of the integration is a single sign-on connection between Joule and eFolio, allowing a user to seamlessly navigate between the two systems without re-authenticating. The integration also provides an assignment, which allows a student to submit an eFolio item to an assignment and the teacher to view that eFolio item and grade the assignment. 4.1.2. User DocumentationBelow is a list of sites that document the use of eFolio by a student: 5. Express5.1. OverviewMoodlerooms has developed enhanced branding capabilities to provide both basic and advanced users with tools to completely customize the appearance of their site, course categories and courses. Express places the branding power in the client’s hands and provides the following benefits:
5.2. Express Comparison
5.3. Difference Between Express Design and Express TemplateAn Express design is what is displayed as the look and feel for the Joule site, category or course when a user views a page. Express designs are created from Express templates, which are predefined page structures and layouts with a selection of color variants that, when selected within the Express blocks Create a Design sub tab, create an Express design for the site, category or course within Joule. Express templates provide clients with the ability to approve specific page structures and layouts while allowing their teachers to feel empowered to create a unique look for their course by selecting different color variations to develop their own design. 5.4. Express Design Technical5.4.1. IntroductionThe Express block allows end users to create an Express design from an Express template. Alternatively, a user can create an Express design manually. An Express design is a series of folders and files that allow users with CSS, HTML and Web design skills to customize the look and feel of their site, course categories or courses. This document covers the Express design structure and all the variables that can be used in an Express design, the technical aspects of an Express design, and the file structure and XML manifest file that are specific to an Express design. It is considered a technical reference and is referenced by all tutorials on Express designs. This document does not cover how to create a custom Express design, but is referenced by all tutorials on creating Express designs. Specifically, this document will cover: 5.4.2. Express CSS Inheritance HierarchyThe CSS has an inheritance hierarchy where one set of style sheets is loaded and then a second set will overload those styles. The Express design's CSS inheritance hierarchy acts just like a theme in Moodle. The Moodle standard theme contains all the base styles sheets within its styles_colors.css, style_fonts.css, styles_layout.css, browser-specific files and all Moodle developer defined styles that are specific to an activity, course format or block. Express then overrides all of the styles in these style sheets with the styles in its core.css file. Styles in Express's browser-specific style sheets override the styles in Express's core.css style sheet. Finally, there are element-specific styles that are often applied within YUI interfaces or the grade book that can't be overriden. 5.4.2.1. Express Inheritance Diagram5.4.3. Express Design StructureAn Express design's structure is similar to the Moodle 2.0 theme structure, with folders being used to logically separate files that are used to display the look and feel. Express designs are expected to be zipped up before being uploaded to the client's site via the Express block's Manage Designs sub tab in the Express block. The following is a list of folders and files that make up the Express design structure (not all files are required): Express design zip file structure js/ 5.4.3.1. JavaScript Directory (js/)The JavaScript directory contains all the Express design's JavaScript files. Each file in this directory is combined and minified into a core-min.js file and then loaded in either the header or footer of the Express theme based on the site settings for the Express block's Custom JavaScript setting. In order for files in this directory to be loaded when the design is displayed by the Express theme, the Express block's Custom JavaScript setting must be set to "header" or "footer." 5.4.3.2. Layout Directory (layout/)The layout directory contains all of the Express design's HTML files that are used by the Express theme to display the look and feel. Each of these files can contain the variables detailed in the Express Design Variables section. As of the Joule 2011 Maintenance Pack 1 Express now uses the layout files according to the layouts that Moodle defines at the documentation page Moodle 2.0 theme layout files. Moodlerooms has added extra layout files for new Joule features and documented what each of the layouts are below.
5.4.3.2.1. General.htmlA generalized layout file that is used by default and can change based on Express If Variables and options set in the manifest.xml for the layout. Example general.html 5.4.3.2.2. Admin.htmlDetermines the structure of all admin pages. This layout usually only has blocks on the left or right hand side and doesn't allow both columns on the page. See Example general.html file for an example of the admin.html 5.4.3.2.3. Course.htmlDetermines the look for the main course page. This usually can just point to the general.html file in the manifest's structure. See Example general.html file for an example of the course.html 5.4.3.2.4. Coursecategory.htmlDetermines the look of the page when the user is browsing the course categories. This is only applicable to a site level Express design. See Example general.html file for an example of the coursecategory.html 5.4.3.2.5. Embedded.htmlThis determines the look of embedded pages, like iframes/objects embedded into Joule. This should be limited to just a div tag with an id page with the %MAINCONENT% variable at most. A header and footer are not recommended. Example popup.html 5.4.3.2.6. Flexpage.html (required for flexpage)This determines the look and feel of a flexpage course format. This layout file should contain more regions in it as Flexpage interacts with the main and side-top regions.. Example flexpage.html 5.4.3.2.7. Frametop.htmlUsed for legacy frame layouts only. No blocks and minimal footer. 5.4.3.2.8. Frontpage.htmlDetermines the structure of the front page. See Example general.html file for an example of the frontpage.html 5.4.3.2.9. Incourse.htmlThis determines what most activity pages look like. See Example general.html file for an example of the incourse.html 5.4.3.2.10. Login.htmlDetermines the structure for the login page when the user accesses login/index.php. This can usually be a reference to general.html unless general.html contains a login form as with most of the Express templates. See Example general.html file for an example of the login.html. If your general.html file has a login form it is recommended that you create a login.html and remove this form so that on the login/index.php page screen readers don't get confused. 5.4.3.2.11. Maintenance.htmlUsed during upgrade and install. This must not have any blocks, and it is good idea if it does not have links to other places - for example there should not be a home link in the footer. It is not recommended to create a separate layout file for this but instead point to the embedded layout file with the options set to noblocks=true, nonavbar=true and nofooter=true. See Example general.html file for an example of the maintenance.html 5.4.3.2.12. Mydashboard.htmlDetermines the structure of the my/ page and can be used to provide students with more information than on the front page or general layouts. See Example general.html file for an example of the mydashboard.html 5.4.3.2.13. Mypublic.htmlDetermines the structure of the my public page. See Example general.html file for an example of the mypublic.html 5.4.3.2.14. Popup.htmlPages that appear in pop-up windows - no navigation, no blocks, no header. It is not recommended to create a separate layout file for this but instead point to the embedded layout file with the options set to noblocks=true, nonavbar=true and nofooter=true. Example popup.html 5.4.3.2.15. Print.htmlUsed when the page is being displayed specifically for printing. It is not recommended to create a separate layout file for this but instead point to the embedded layout file with the options set to noblocks=true, nonavbar=true and nofooter=true. Example print.html 5.4.3.2.16. Redirect.htmlUsed when the user is redirected, usually after submitting some information like a post to a forum. It is not recommended to create a separate layout file for this but instead point to the embedded layout file with the options set to noblocks=true, nonavbar=true and nofooter=true. Example popup.html 5.4.3.2.17. Report.htmlDetermines the structure of all reports, this can be helpful because reports often go off the page and with Moodle's div structure it is recommended that these reports scroll to the right at some point. Example report.html 5.4.3.2.18. Standard.htmlStandard layout with blocks, this is recommended for most pages with general information. See Example general.html file for an example of the standard.html 5.4.3.2.19. Meta.htmlThe meta.html file is included within the <head></head> HTML tags and should consist mainly of <meta> HTML tags used by search engines to find the site. Example meta.html 5.4.3.2.20. Menu.htmlThe menu.html file contains the YUI 3 menu code that is created in the Express menu tab in the Express block. It is generally best to leave this file alone and allow the Express block to generate the correct HTML code. The menu uses the standard Express variables, but the most commonly used one is %MYCOURSESYUI%. Example menu.html
5.4.3.2.21. Footer.html (deprecated)The footer.html file displays at the bottom of the Moodle page after the closing of the <div id="page"> tag and opens the <div id="footer"> tag. The footer.html file usually contains navigation links, performance data, validation links, Moodlerooms tutorials, and/or logo/package information. The footer has unique variables for it that can be found in Express Design Footer Specific Variables. Example footer.html 5.4.3.2.22. Header.html (deprecated)The header.html file contains all the header information printed at the top of the page before the <div id="page"> tag. The header.html file usually contains a company logo, navigation, information regarding the logged in user, access to log in if the user has not already done so, and/or Flexpage tabs. The header has unique variables that can be found in Express Design Header Specific Variables. Example header.html 5.4.3.3. Pix Directory (pix/)The Pix directory contains all of the images used by the Express design for backgrounds, logos, favorite icon, etc. This directory can contain multiple files of various names that the Express developer can add without fear that they will not be copied when the design is uploaded via the Upload Design Images sub tab of the Express block. 5.4.3.4. Pix Core Directory (pix_core/)The Pix Core directory contains all of the Moodle 2.0 core icons. These are all icons that are used in Moodle's interface for navigation, calendar, editing actions, etc. The pix_core folder structure looks like the following: pix_core directory structure a/ - action icons for the navigation bar Within each directory, there are a number of icons. pix_core.zip contains all of the possible icons from the Moodle icon pack that is used in the Create a Design sub tab of the Express block. Not all of the icons in the folder need to be uploaded or replaced. Express will default to use Joule's icon for any icon file not uploaded. Icon files can be saved in .gif, .jpg, .jpeg or .png format. By default, Express will force icons to display with a width of 20 pixels and a height of 20 pixels. The icons in the example pix_core.zip are 16x16 pixel images, which is Moodle's default. 5.4.3.5. Pix Plugins Directory (pix_plugins/)The Pix Plugins directory contains all of the Moodle 2.0 plug-in icons. These are all icons that are used by the blocks, activities, repositories, etc. The pix_core folder structure looks like the following: pix_core directory structure blocks/ - block specific icons Each plug-in directory has sub directories for each plug-in that has icons. The best example of this is the mod directory, which has a sub directory for each activity in Joule that has an icon. Within this sub directory there is an icon.gif file that is displayed when the activity is shown in a course. The attached file pix_plugins.zip contains all of the plug-in directories and icons from the Moodle icon pack used in the Create a Design sub tab of the Express block. Not all of the icons in the folder need to be uploaded or replaced. Express will default to use Joule's icon for any icon file not uploaded. Icon files can be saved in .gif, .jpg, .jpeg or .png format. By default, Express will force icons to display with a width of 20 pixels and a height of 20 pixels. The icons in the example pix_core.zip are 16x16 pixel images, which is Moodle's default. 5.4.3.6. Style Directory (style/)The style directory contains all of the cascading style sheets used by the design. The structure and naming convention follows the Moodle 2.0 structure and naming. Each file in this directory will get recreated as a <file name>-min.css file in order to remove white space and reduce the file size for transfer. 5.4.3.6.1. Core.cssThis is the core CSS file for the theme and is required for the design to function properly. This file is always included when the design is displayed. 5.4.3.6.2. ie.cssThis is a CSS file used when the design requires specific CSS to work in all versions of Internet Explorer. 5.4.3.6.3. ie6.css (deprecated)This is a CSS file used when the design requires specific CSS to work in Internet Explorer v6. 5.4.3.6.4. ie7.css (deprecated)This is a CSS file used when the design requires specific CSS to work in Internet Explorer v7. 5.4.3.6.5. ie_rtl.cssThis file contains CSS for all versions of Internet Explorer for a right-to-left language. 5.4.3.6.6. ie6_rtl.css (deprecated)This file contains CSS for Internet Explorer v6 for a right-to-left language. 5.4.3.6.7. ie7_rtl.css (deprecated)This file contains CSS for Internet Explorer v7 for a right-to-left language. 5.4.3.6.8. rtl.cssThis CSS file is used when the language selected by the user in Moodle is a right-to-left language. 5.4.3.7. Design Manifest File (manifest.xml)The design manifest file is used to store information about the design that will be displayed in the Create a Design sub tab of the Express block. A manifest.xml file looks like the following: Example manifest.xml file 5.4.3.7.1. SettingsThe settings section of the manifest's XML is used by Express to backup the settings in the Create a Design screen for the design. This should be left alone unless you are creating a manual design. Clients creating a manual designs should change the settings section to the following: Example Manual settings in manifest.xml file 5.4.3.7.2. LayoutsThe layouts section of the manifest's XML tells Express what HTML file in the Layout directory to use when Joule loads a page. This section is optional, but recommended unless the Express design plans to use the Express theme's default layout options. The Express theme layout options will change over time as Moodlerooms releases a new default look and feel each year. The layouts XML cans one to many layout tags. Each layout tag can contain up to five XML tags:
5.4.3.7.3. User PreferencesThe user preferences section of the manifest XML is an optional section that provides Express design's JavaScript with access to variables that will save their state when the user logs out of Joule. The Cherub uses a user preference to save the state of the left hand blocks column. The userpreferences XML contains one to many sub tags called preferences. Each preference can contain the following sub tags:
To access the variable in your Express layout files add %% around the name of the variable in all capitals. For example the Cherub template uses %EXPRESS_TEMPLATE_CHERUB_CHOSEN_COLPOS%. To set the user preference variable in your JavaScript code use M.util.set_user_preference(variable name, variable value); function. For example the Cherub template uses it in the following JavaScript function: Example JavaScript using User Preference 5.4.4. Express Design VariablesExpress design variables are used to dynamically add information to the Express design files, such as header.html, footer.html and core.css. These variables act just like a PHP variable or a block of PHP code in a Moodle theme. When the Express theme loads an Express design file, the variables are replaced with the data from Moodle that they represent. For example, the %WWWROOT% is replaced with the base URL for the site – usually http://<client name>.mrooms.net. Below is a listing of all Express design variables. These variables can also be used in an Express template, but their values are not replaced until the Express theme reads the design files. The list below is grouped by where the variable is typically used. Some variables can only be used in the header.html or footer.html because they are only available in Moodle at those points in time. 5.4.4.1. Express Design Common Variables5.4.4.1.1. Navigation Variables
5.4.4.1.2. Block Region VariablesRegion variables display the blocks and their content that have been assigned to that region. For region variables to work the region must be added to the Express design's manifest.xml file within a region tag, which is part of the layout tag. If a region is not set for the layout within within the manifest.xml file then the Express design block region variable will not display blocks for that region.
5.4.4.1.3. Course Variables
5.4.4.1.4. Flexpage Variables
5.4.4.1.5. Messaging Variables
5.4.4.1.6. Site Variables
5.4.4.1.7. User Variables
5.4.4.1.8. Custom Profile Field VariablesCustom profile field variables are named based on the short name assigned when the custom profile field was created. Text-area type custom profile fields cannot be displayed in a design. Variable names should be all uppercase with a percentage (%) symbol at the beginning and end. You will need to enable custom profile fields in the Express settings (through the Site Administration block) to use custom profile field variables.
5.4.4.1.8.1. Example:Custom profile field short name: major 5.4.4.1.9. URL Variables
5.4.5. Express If VariablesExpress If Variables provide Express with a very limited version of programming. Express searches a layout file for these variables. When it finds a variable it makes a determination to display or not display the HTML code between the opening if variable and the closing if variable. For example if I have the following code in my general.html layout file: Example used of if variables Express will not display the HTML code between the IFNOTLOGGEDIN variables if the user has logged in, but it will display the HTML if the user is accessing the page as a guest. Options
5.4.5.1. FlexpageThe Flexpage if variables display HTML based on flexpage settings and flexpage block regions.
5.4.5.2. Block RegionsBlock region if variables will not display the HTML within if any of the following is true:
5.4.5.3. UserThe user if variables display HTML content between the variables based on the user's state.
6. Filters6.1. Coursename6.1.1. OverviewThe Coursename filter allows you to create a custom course program overview, allowing the Moodler insight into future classes & instant access once they are enrolled or if guest access is enabled. The filter works by translating the course shortname into a clickable link or button, with the option of adding that course's summary or section overview. 6.1.2. User DocumentationThe Coursename filter replaces strings starting with SN_ and ending with _CN in any HTML area with the information from the course and a link based on the course shortname provided. The Coursename filter can display 10 pieces of information about a course:
6.1.2.1. Fullname LinkDisplays the course's full name as a clickable link 6.1.2.1.1. Filter StructureCN_fullname_<course shortname>_CN 6.1.2.1.2. ExampleCN_fullname_CF101_CN 6.1.2.2. Shortname LinkDisplays the course's short name as a clickable link. 6.1.2.2.1. Filter StructureCN_shortname_<course shortname>_CN 6.1.2.2.2. ExampleCN_shortname_CF101_CN 6.1.2.3. Link to course with custom textDisplays whatever text you determine as a direct link to the course. 6.1.2.3.1. Filter StructureCN_link_<course shortname>_<Your Text Here>_CN 6.1.2.3.2. ExampleCN_link_CF101_Your Text Here_CN 6.1.2.4. Button link to course with custom textDisplays whatever text you determine as a button link to that course. 6.1.2.4.1. Filter StructureCN_button_<course shortname>_<Your Text Here>_CN 6.1.2.4.2. ExampleCN_button_CF101_Your Text Here_CN 6.1.2.5. Sections LinkDisplays the sections/topics of the course as clickable links. 6.1.2.5.1. Filter StructureCN_sections_<course shortname>_CN 6.1.2.5.2. ExampleCN_sections_CF101_CN 6.1.2.6. SummaryDisplays the course summary. 6.1.2.6.1. Filter StructureCN_summary_<course shortname>_CN 6.1.2.6.2. ExampleCN_summary_CF101_CN 6.1.2.7. CostDisplays the cost of the course. 6.1.2.7.1. Filter StructureCN_cost_<course shortname>_CN 6.1.2.7.2. ExampleCN_cost_CF101_CN 6.1.2.8. Completion Bar (Unlocked Pages/Total Pages)Displays a horizontal progress bar that can be styled via CSS to look how you want. The bar's width is determined by the number of flex pages in a course that are unlocked for the user. 6.1.2.8.1. Filter StructureCN_comppagebar_<course shortname>_CN 6.1.2.8.2. ExampleCN_comppagebar_CF101_CN 6.1.2.9. Completion Percentage (Unlocked Pages/Total Pages)Displays a percentage value that is determined by the number of flex pages in a course that are unlocked for the user. 6.1.2.9.1. Filter StructureCN_comppageperc_<course shortname>_CN 6.1.2.9.2. ExampleCN_comppageperc_CF101_CN 6.1.2.10. Completion Enrollment Days LeftDisplays the number of days that the user has left for their enrollment in the course based on the users enrollment end date. It displays Unlimited if the user doesn't have an enrollment end date. 6.1.2.10.1. Filter StructureCN_daysleft_<course shortname>_CN 6.1.2.10.2. ExampleCN_daysleft_CF101_CN 6.2. ScreenSteps6.2.1. OverviewThe ScreenSteps filter was developed to integrate with hosted Web sites provided to ScreenSteps clients. The filter will display spaces, manuals, buckets and lessons from the site inline wherever the filtered string is found. This is useful for rapidly developing step-by-step how-to instructions to include within a user's course. 6.2.2. User DocumentationThe ScreenSteps filter replaces strings starting with SS_ and ending with _SS in any HTML area with the information from the ScreenSteps Web site (if found). The ScreenSteps filter has 6 types of filter strings:
6.2.2.1. SpacesThis use of the filter displays a listing of all manuals and buckets that exist in the space and links to the ScreenSteps-hosted page for each manual or bucket. 6.2.2.1.1. Filter StructureSS_space_<space name>_SS 6.2.2.1.2. Example*filter:*SS_space_steps_SS 6.2.2.2. ManualThis use of the filter displays all chapters and all of their lessons with links to the ScreenSteps-hosted page for each lesson in the manual. 6.2.2.2.1. Filter StructureSS_manual_<space name>_<manual name>_SS 6.2.2.2.2. Examplefilter: SS_manual_steps_joule_SS 6.2.2.3. BucketThis use of the filter displays links to the ScreenSteps-hosted page for all of the lessons within the bucket manual. 6.2.2.3.1. Filter StructureSS_bucket_<space name>_<bucket name>_SS 6.2.2.3.2. Examplefilter: SS_bucket_employees_employeestuff_SS 6.2.2.4. Lesson StepsThese filters are used to display the actual ScreenSteps lesson, which will display the actual how-to instructions. 6.2.2.4.1. Manual Lesson StepsUser this filter if you are looking to display the steps in a lesson from a manual. 6.2.2.4.1.1. Filter StructureSS_mlesson_<space name><manual name><lesson name>_SS 6.2.2.4.1.2. Examplefilter: SS_mlesson_steps_joule_12302-Can-I-view-a-sample-of-a-course-organized-by-type-_SS
6.2.2.4.2. Bucket Lesson Steps6.2.2.4.2.1. Filter StructureSS_blesson_<space name><bucket name><lesson name>_SS 6.2.2.4.2.2. Examplefilter: SS_blesson_employees_employeestuff_5543-Adding-Messages-to-Highrise-via-Email_SS 7. Joule Mobile7.1. Phone Application7.1.1. OverviewThe Joule Mobile application is the core component of Moodlerooms' Joule Mobile product. The application is supported on a number of mobile devices using the Apple, Android or BlackBerry operating systems. The Joule Mobile application allows these mobile devices to access the user's course grades, course rosters, upcoming events, campus directory, campus news and campus locations on a map. The Joule Mobile application is a powerful tool for users on the go who need to access their learning management platform. 7.1.2. Basic Setup7.1.2.1. Installing Joule Mobile
7.1.2.2. Select an Institution Upon First Accessing the ApplicationThe first time a user accesses the the Joule Mobile application on their device, they will need to select the institution they would like to log in to. The user can enter search terms which match on the Site Name and Keywords fields from the Dubmenow configuration settings.
Upon selecting an institution, the user will be asked to verify that they want to select this institution.
Once the institution is accepted, then the application uses this institution every time the application is run. If a user needs to switch to a different institution, they will need to reset the university.
7.1.2.3. Log In/Log Out of an Institution's Joule SiteAfter opening the Joule Mobile application, the user first sees the main menu. If this is the first time the user has accessed the application, they are not logged in.
To log in, the user clicks on the Login button for Apple and Android devices. BlackBerry devices must click the BlackBerry logo button and then select Login.
Logging in allows Joule Mobile to retrieve data about the user from the institution's Joule site. Logging in is required before the user is able to use many of the Joule Mobile features. 7.1.2.4. Navigation in Joule MobileAt any time, you are able to navigate backwards in Joule Mobile by clicking the appropriate navigational icon in the top left corner of the screen. For example, to navigate back to the Main Menu, you would click on the icon in the upper left-hand corner of the application, or the device's back button. 7.1.3. Directory
The Directory module allows the user to see information about all users in the courses the user is enrolled in. The interface for the Directory module allows the user to search by first and last name or e-mail address for specific users. For example, you may enter "M" to search for all users with the letter M in their first name, last name, or e-mail address. The Directory module can also show only students or only teachers that are in the user's courses. This is done by selecting the appropriate option beneath the search bar (options are All, student or Teacher). How to Search
Once the list of students and teachers has been filtered, a user can select a specific student or teacher to view detailed information about them based on the user's settings in the Joule Mobile block. For more information about setting view permissions, see the Joule Mobile Block Manual. The directory can show the following detailed information about a user:
From the contact details screen, you may add the contact to your device's address book or send a friend request through the Dubmenow network. Clicking on a contact's phone number will initiate a call to that individual. Clicking on the contact's address will display the address on the device's map. Clicking on the contact's e-mail address will begin the composition of an e-mail to that user. 7.1.4. News
The News module provides the institution with the capabilities to display a predefined set of RSS feeds. These RSS feeds can be internal or external to Joule. RSS feeds expand and contract to show and hide the entries in the feed. The RSS feed with the most recent entry appears first on the list. Selecting a new entry causes the user to navigate to the RSS entry via the device's Web browser. 7.1.5. Courses
The Courses module displays a list of all the courses in which the user is enrolled, organized by course category based on the institution's global settings for the Joule Mobile block. When a user selects a course, they are provided with more information about the course. The Joule Mobile app separates the course information into five areas through the use of buttons or tabs:
Each of the screens are discussed in greater detail below. 7.1.5.1. Info
Selecting a course from the course list presents the user with the Course info screen. The course info screen lists out information about the course, the faculty members, course summary, and any meetings created for the course. For more information on creating meetings for a course, see the Locations Block Manual. 7.1.5.2. Recent Activity
The Recent Activity screen (accessed through the Recent tab or button on the device in the Course module) displays the same information displayed by the Recent Activity block for the selected course in Joule. This includes all logged actions performed by users enrolled in the selected course. For a student, this is useful to view what updates a teacher has made. For a teacher, this allows them to see when students have completed or viewed activities. A user can click on an activity and they will be logged in (via single sign-on) to the institution's Joule site and sent to the activity via the device's Web browser. 7.1.5.3. Upcoming Events
The Upcoming Events screen (accessed through the Upcoming tab or button on the device in the Course module) displays events in the course calendar over the next two weeks. These events can be user, group or course events. Clicking on an event provides the event details listing the date, time, duration and summary of the event. 7.1.5.4. Roster
Similar to the Directory screen, the Roster screen lists out all other users enrolled in the course. Users can view a participant's contact details by clicking on the participant's name. The contact detail displayed from the Roster screen is the same contact detail displayed in the Directory module. 7.1.5.5. GradesStudents and teachers have different views of the Grades screen. More information can be found in the Teacher Grades section or Student Grades section below. 7.1.6. Maps
The Maps module synchronizes with the Locations block in the institution's Joule site to get a list of all of the locations an institution has created for their campus. The Maps module displays the locations as pins using the device's native mapping application (typically Google Maps) inline the Joule Mobile application. Users are able to view the details for a particular location by clicking on the pin. Details include the address of the location and the ability to view directions to the location.
From the Maps main screen, a user can change to a list view of buildings or campuses that have been created for the institution. The method for viewing this list depends on the device's operating system:
7.1.7. Events
The Events module displays all calendar events (site, user, group and course events) from the institution's Joule site for the user for the next two weeks. Selecting an event provides the user with greater detail, including the date, time, duration and summary of the event. This behaves the same as an upcoming event in the Course module. 7.1.8. Info
The Info module displays information about the Joule Mobile application as well as support contact information for the institution. The following information is displayed to the user:
The institution configures the help desk e-mail, Web site and phone number when purchasing Joule Mobile. 7.1.9. Notifications
Users receive Joule Notifications in the Main Menu of the Joule Mobile application. The notification details include the date and time of the notification and the same message that is delivered to the user's e-mail.
7.1.10. DubMeNow ModulesTwo modules in the Joule Mobile application provide the user access to DubMeNow's contact sharing network. Review the privacy policy attached DubMeNow's Privacy Policy and visit https://www.dubhub.com/ for more information about DubMeNow. 7.1.10.1. FriendsThe Friends module displays contacts you have added to the Dub network and allows you to contact them. 7.1.10.2. My CardThe My Card module displays the user's Dub contact card. 7.1.11. Course7.1.11.1. GradesUsers that are enrolled as a Teacher in the course will have access to additional screens within the Grade screen than students. Instructors can view individual grades for all students, and the average grades for all students for all activities. Selecting a user or an activity will display a detailed view of the overall grades for that user or activity. 7.1.11.1.1. Student Grades
The default view of the Grades screen displays the overall grade for each student currently enrolled in the course. This screen is also accessible by clicking the Student tab or button. The screen shows a list of participants by last name in alphabetical order with the associated course grade and average course grade in parentheses. Clicking on a student will take the user to the Student Grade Details screen. 7.1.11.1.2. Student Grade Details
The Student Grade Details screen displays each activity grade for the student in the order that they appear in the course. The average grade for the activity is listed in parentheses to the right of the activity name. Each activity has an icon to the left of the activity name that indicates whether a grading action is required for the activity. A checkmark indicates that there are no submissions, or all submissions have been graded. An empty circle indicates that there is a submission for the activity that requires grading. Clicking on an activity will take the user to the grade book for the course in the institution's Joule site via the phone's Web browser. 7.1.11.1.3. Activity Grades
The Activity Grades screen displays a list of all activities with the average student grade for each activity in parentheses. Each activity has an icon to the left of the activity name that indicates whether a grading action is required for the activity. A checkmark indicates that there are no submissions, or all submissions have been graded. An empty circle indicates that there is a submission for the activity that requires grading. The activities are listed by the order they appear in the course. Clicking on an activity will take the user to the Activity Grade Details screen. 7.1.11.1.4. Activity Grade Details
The Activity Grade Details screen displays a list of students in alphabetical order by last name with their course grade and average course grade in parentheses for the activity selected. Clicking on a student will take the user to the grade book for the course in the institution's Joule site via their phone's Web browser. 8. Joule Social8.1. Social Site8.1.1. OverviewJoule Social offers an environment where all institutional users can choose to befriend each other, communicate, join groups together, or create new ad-hoc groups. Community tools allow users to share links, multimedia, status updates, blogs, forums, and questions and answers. 8.1.2. BenefitsJoule Social supports collaboration, networking, crowd-sourced knowledge, and ad-hoc groups. Every learner can also participate as an informal teacher. While Joule Social benefits a community of students, it also supports communities of alumni, parents, and other constituencies who desire to connect and learn from each other. 8.1.2.1. Social Constructionism as a Design ReferentOpen-source Moodle was designed as a tool to support Social Constructionism. Martin Dougiamas, Moodle's founder and lead developer, followed these tenants in the creation of Moodle:
Joule Social was designed by rethinking these same tenants through the lens of contemporary social networking, rather than through the lens of a traditional LMS. We see Joule Social as a powerful companion to the LMS – a place where informal learning can be fostered and celebrated. 8.1.3. Usage ScenariosJoule Social can be used in a variety of ways:
8.1.4. User Documentation
8.1.4.1. Select Joule SocialUsers can enter the Joule Social environment by clicking the link within the Joule Social block.
8.1.4.2. Community StreamThe community "stream" allows you to see aggregated activity within your community of friends and groups. When you befriend someone in Joule Social, their activities are added to your community stream. When you join a group, those activities are also shown on the community stream. When you are in a Joule course, the recent course activity is added to the stream as well. This aggregation of activity and updates makes staying connected much easier, because you do not have to visit every person, group or course in order to view activities.
8.1.4.2.1. Filtering the StreamIf you do not want to see evidence of all activities for groups or friends, you can click the filter (funnel shaped) icon in order to filter out streams.
Identify which content and streams you want to view by checking them appropriately. Click the Update button to confirm your decision. As your community grows, these filters will help you focus on your favorite things. 8.1.4.2.2. Adding to the StreamIf you want to add an activity to the stream, you can type a status update in the stream box.
If you want to attach items to your post, click on the appropriate icon. Attachment choices include:
If you want to cancel the attachment, click the Cancel button. You will notice that the resulting post includes your icon (so that others can identify you), a time stamp and the ability for others to click on the Comment link to post a note about your post. 8.1.4.3. User Information ColumnOn the left side of the screen is a list of user information.
You can use this list to quickly navigate to different Joule Social activities within your profile. 8.1.4.4. View FriendsTo view friends, click the Friends link in the header navigation or in the User Information column.
Any of your existing friends will appear in this list. 8.1.4.4.1. Find FriendsTo find a friend, click the Find People link. A list of people within the institution will appear.
Find the user that you want to add as a friend, hover the mouse over the corresponding wrench icon until it reveals two additional icons:
Click the Add Friend (silhouette shape with a plus sign) icon to make a friend request. If they choose to accept your request, a notification message will appear in the Notifications list. Click the Mail (envelope) icon to send a message to that person. 8.1.4.4.2. Friend Request NotificationsWhen someone requests to be your friend, the request goes to their Notifications area. Click the Notifications icon to view all alerts.
Click the Accept link to add the person as a friend. Click the Decline link to ignore the request and remove the notification. 8.1.4.4.3. Removing FriendsWhen you view your friend list or add friends (see above), you will see the people who are your current friends. Hover the mouse over the wrench icon until it reveals the additional icons:
Click the Remove friend (silhouette shape with a red X) to drop the user from your list. 8.1.4.4.4. Visiting a Friend's ProfileOnce a friend appears in your list, you can click on his or her name and visit their profile page.
A friend's profile page reveals everything about his or her activities. Click on the Actions link to view those activities.
One of the central concepts of Joule Social is that both people and groups offer "centers" of activities. Compared to other Web activities, people-based activities include personal updates, personal media albums, etc. (think Facebook). Meanwhile, groups are more like informal Web communities (think Ning), where users can share blogs, forums, etc. with a specific group. Rather than distinguish the activities of people and groups differently, we instead provide the same activities within both contexts. 8.1.4.5. GroupsTo view groups, click the Groups link in the header navigation or in the User Information column.
Any existing groups will appear in this list.
Click on the Group Name link to visit the group. 8.1.4.5.1. View Group ActivitiesThe group page displays recent activity in the stream, as well as a list of group members.
Click on the Actions link to view all activities, sorted by activity type. Click on the Edit Group Settings link to manage/edit the group settings. 8.1.4.5.2. Find and Join a GroupTo find a group, click the Find Groups link. You will see a list of current and available groups.
After you have found the group you want to join, click the Join Group link.
Joining groups adds you to a smaller community of users. Some of those users may not be your formal friends. 8.1.4.5.3. Leave a GroupClick the Groups link in the User Information column.
Identify the group you want to leave and hover the mouse over the wrench icon.
Hovering will reveal the Leave Group (silhouette with a red X) icon:
Clicking the icon will remove you from the group. 8.1.4.5.4. Create a GroupTo create a group, click the Create Group link.
You will be asked for to provide the following information:
Next, a group leader needs to determine who will have access to join the group. The following three methods are available:
Save your changes to this new group by clicking the Create Group button at the bottom of the page. 8.1.4.6. Group ActivitiesGroups, like user profiles, offer a series of activities that are shared with the community of people belonging to the group. Users can post status updates and attachments within the group's activities stream. Users can click the Actions link to view group forums, media albums, answers or blogs. Likewise, users can view members of the group and send messages to individuals within the group.
8.1.4.7. Managing the GroupIf you are a group manager, you can re-visit the group's settings page by clicking the Action link and choosing Edit Group Settings option.
Alternately, when you want to return and make changes to the group settings, click the Groups link in the header navigation or in the User Information column. Find the group that you want to manage, hover the mouse over the wrench icon next to your selected group until it reveals the additional icons:
Click the Edit icon to navigate to the group management page, where you can change the group's name, description, image and access settings. Moreover, you will see a series of links to manage invitations, membership, ownership and (ultimately) whether the group should be deleted.
8.1.4.7.1. Managing Group InvitesWhen you want to invite someone to a group (especially if group access is limited to Closed or Hidden), click the Invite link within the group management page.
You will then see a list of all your current friends. Select the friends (by checking the corresponding box) that you would like to invite to the group. Then click the Send Invitations button. 8.1.4.7.2. Managing Group MembersWhen you want to manage members of a group, click the Members link within the group management page.
You will be able to remove members from the group by clicking the Delete (red X) icon corresponding to their name. Additionally, by checking the Admin box, you can designate them as a manager/admin of the group. 8.1.4.7.3. Resigning Ownership of a GroupWhen you want to resign as the owner of a group, click the Resign Ownership link within the group management page.
Click on a group member's name in order to designate that person as a new owner/manager/admin of the group. Alternately, you may transfer management of a group through the following method:
8.1.4.7.4. Deleting a GroupWhen you want to delete a group, click the Delete link within the group management page.
Joule Social will present a warning and require confirmation prior to deleting the group. 8.1.4.8. View MessagesTo view your messages, click the Messages link in the User Information column.
The inbox contains all of your messages. Click on the message's subject line to read it and reply. Mark a message for the trash by checking the corresponding box and clicking the Move to Trash button.
When you are reading a message, you can click on the author's name to visit his profile, post your own reply, or click the Close or Move to Trash buttons.
8.1.4.8.1. Compose MessagesTo write a new message, click the Compose link in the User Information column.
Messages can be sent to any of your friends. Begin typing their names to see them in the To Friend field. Add a subject, compose your message, and then click the Send Message button to send. 8.1.4.9. View Media AlbumsTo view your media albums, click the Media Albums link in the User Information column.
Next, choose the album you want to view by clicking on its title. You may also edit or delete the album by clicking on the links.
Upon clicking on an album title, you will see all of the media within the album. You may also edit or delete the media by clicking on the links.
Click on individual items to see them alone.
On this page, you can view the number of comments and views as well as add your own comments. Further, clicking the navigation arrow will take you to the next item in the media album. 8.1.4.9.1. Create New AlbumTo create a new media album, click the Create Album link in the User Information column.
To add media to your album, click one of the three media buttons: photos (.jpg, .tif, .gif, .png), movies (.avi, .mov, .mp4, .wmv) and sounds (.mp3, .wma).
Prior to uploading the file, Joule Social will offer information about maximum file sizes and types, as well as require the user to claim authority to post the media items. 8.1.4.10. AnswersIf you want to "community-source" answers to various questions, use the Answers activity. This system allows you and your friends to post various questions, then allow others to provide answers to them. Favorite (or most accurate) answers can be voted upon by the community. Begin by clicking the Answers link in the User Information column.
8.1.4.10.1. New QuestionsNext, you can pose a new question to your community of friends by typing your question in the text box and clicking the green check mark button to post it.
8.1.4.10.2. Sorting QuestionsYour questions will be added to a list that can be sorted by clicking the Most Recent Questions link. You may also sort by the Most Popular Questions, and Questions without Answers.
8.1.4.10.3. Question DetailYour list of questions will indicate how many answers are associated with each. You will also know the time of last activity associated with each question.
8.1.4.10.4. AnswersOnce questions have been raised, you can offer answers to them. You may also add comments to the question, offering contextual layers.
Within your answer, you can use text, photos, attachments and links to craft your response.
Example of an answer:
8.1.4.10.5. Commenting on AnswersYou may comment on someone's answer. Click on the Dialogue icon to start.
8.1.4.10.6. Voting on AnswersYou can also vote for the answer you think is best. Click on the one of the three star icons. The three stars represent: Good answer, reasonable answer, and flawed answer.
8.1.4.11. ForumsForums are activities that allow a deeper conversational flow then common Joule Social media comments. To view forums, click the Forums link in the User Information column.
Forums are organized as a three-level system. First, you have a forum title, then you have a topic, then you have posts to that topic. Click on a forum title to view its various topics.
Click on a topic to view its various discussion posts. Or you can click the green plus sign to add a topic or the red X to delete any checked topics.
8.1.4.11.1. Post to a Topic Within a ForumAdd a post by replying to a topic or an existing post. Discussion posts are displayed as nested conversations so that you can reply to individual posts.
8.1.4.11.2. Add a New ForumClick on the folder icon in the forum bar to create a new forum. Give the new forum a name before clicking on the Submit button.
8.1.4.11.3. Navigate From Forum to ForumUsers can navigate back to the main forum page by clicking on the Forums link in the breadcrumb nav. To go to a different forum, click on the Change Forum drop-down menu and select the forum you'd like to visit.
8.1.4.11.4. Deleting Posts, Topics and ForumsThe author of a post can hover over the wrench icon of a post and see the following three options:
The owner of a forum can erase one or more forums by marking the corresponding forum, then clicking the Delete button.
The owner of a topic can erase one or more topics by marking the corresponding topic, then clicking the Delete button.
8.1.4.12. BlogsTo view blogs, click the Blogs link in the User Information column.
A list of current blogs will appear in the center of the screen. You will be able to see, at a glance, the number of comments and views per post. Click on the Comments link to view or make comments.
Click on the title of the blog to see its full length. Note the ability to add photos to your blog posts.
8.1.4.12.1. Add a New Blog PostThe new blog will require a title, and could include an image attachment. The body of the post is composed using a WYSIWYG HTML editor, which allows users to toggle between WYSIWYG view and source code view, depending on their preferences.
8.1.4.12.2. Browsing Blogs and Group BlogsClick on the Browse Blogs link to see a list of most recent blogs from the entire community (not limited to your friend community). Click on the title of the blog to see its full length. Click on the Group Blogs link to see a list of most recent blogs from your groups. By browsing blogs, it is possible to learn about interesting writers on the site who may be potential friends. 8.1.4.13. NotificationsNumerous actions within Joule Social send notifications to the user. These are available by clicking on the Notifications icon, which looks like an exclamation point in an orange circle. A red number will appear on the icon to indicate you have the many new notifications waiting.
You will be prompted to accept actions or dismiss them. Notifications will disappear from the list only when you click on one of their links (e.g. to Read or Dismiss). 8.1.4.14. NewsAn institution/organization can post news articles to Joule Social that appear one of two ways. 8.1.4.14.1. Headline NewsNews articles that are marked as "featured" will appear in the top of the header. Clicking on the article title will open the article in the main page. Clicking the left and right arrow icons will scroll through the list of featured articles. 8.1.4.14.2. News LinkClick on the News link in the User Information column to view the news summary in the main page.
8.1.4.14.3. News SummaryThe News summary is a quick view of the featured and regular articles on the site. Click on article titles for the full story. Some articles allow for commenting or voting.
Note: Only Joule Social managers can submit and curate the news articles. 8.1.4.15. LinksClick on the Links icon in the header for a list of quick links for the organization.
Note: Only Joule Social managers can submit and curate the links. 8.1.4.16. SearchClick on the Search (magnifying glass) icon in the header to search for keywords. You may filter your search to include the entire site, news, blogs, groups or users.
Search results will present summaries of matches. Click on the link within the summary to visit the source.
8.1.4.17. ChatbarAlong the footer of Joule Social is a bar that supports individual user chats, as well as chatrooms.
Clicking on the gear icon in the Chatbar opens some user options, such as setting an availability status and enabling/disabling sound and popup notifications of new chat messages.
Clicking on the Close (downward arrows) icon will collapse the long bar into a single chat icon.
Clicking on the Chatroom icon will open a panel of existing chats, as well as provide the ability to create new chats with friends.
9. Moodle9.1. Activity Completion9.1.1. OverviewActivity completion allows the teacher to configure activities to be marked for completion, either manually by the student or automatically based on a student meeting one or more conditions. This allows a student to see visibly what items have been completed in the course and can limit or direct what activities a student is able to access in the course. Activity completion can be used in combination with course completion to meet a teacher's completion needs. 9.1.1.1. Related Features9.1.2. Usage Scenarios9.1.2.1. Student Manual Completion TrackingIn this scenario, each activity is set to Students can manually mark the activity as completed. The student marks each activity as complete when they determine the activity is complete. In this scenario, the student uses activity completion to track their progress in the course more for personal use. 9.1.2.2. Activity and Course Completion TrackingIn this scenario, activity completion is linked to course completion through the completion settings for the course. Each activity selected in the course completion settings counts towards the completion of the course. Within this scenario, the teacher can set activities to be manually or conditionally completed. For more automated completion, it is recommended that conditions be set for each activity. 9.1.3. User DocumentationActivity completion is set by the teacher for each activity they determine to be completable. There are two types of activity completion that an activity can have:
When activity completion is enabled for a course and an activity, a new column appears to the far right of the activity called Your progress. Within this column, each completable activity will have an icon based on the theme being used. Moodlerooms' default theme uses a blank square to denote an activity that hasn't been completed for manual and conditional activity completion.
A black check mark icon denotes a completed activity.
9.1.3.1. Manually Marking an Activity as CompleteTo manually mark an activity as complete, click on the incomplete icon (the blank square in the Your progress column). This will change the icon to a black check mark. If the cursor doesn't change when placed over the incomplete icon, then the activity is set to conditional completion. In this case, the student will need to meet the conditions to complete the activity. 9.1.4. Teacher Documentation9.1.4.1. Activity CompletionActivity 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.
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:
9.1.4.2. Activity Completion in a CourseWhen a teacher views assignments in a course with editing turned on, activities that have activity completion enabled will have an icon to the right of them that displays the type of completion the activity has set (manual or conditional completion).
The icons displayed can vary by theme. For the Express theme provided by Moodlerooms, the gray check mark denotes a manually completed activity and the light blue check mark icon denotes an activity that has conditions that must be met in order to be completed. 9.2. Backup and Restore9.2.1. OverviewA course can be saved with some or all of its parts by performing a course backup. A teacher with editing privileges can create a backup or download an existing backup for safe keeping, or for use on another Moodle site. A backup can also be made that is IMS Common Cartridge compliant and allows the user to migrate courses, without user data, between LMS's.
9.2.2. BenefitsThe benefits of backup/restore and support for IMS Common Cartridge:
9.2.3. Teacher Documentation9.2.3.1. Backing up a courseThere are many reasons to back up course data. For example, you may want to save your course elsewhere, that way in the event of a technological failure all is not lost. The back up process can be used to create multiple sections of a single course, to backup certain resources and activities and re-use them elsewhere, or to backup a course without user data to re-use it again. To back up a course log in as Teacher with editing permissions.
Navigate to Settings->Course Administration and click Backup. ? 9.2.3.2. Initial settingsInitial settings allow you to select what information you want to back up from your course. You can choose what information you want backed up as well as choose to save the backup as an IMS Common Cartridge file. For more information on IMS Common Cartridge click here. To begin the backup process, check the boxes for the information you would like to include in the backup under Initial settings Backup settings:
9.2.3.3. Backing up using IMS Common CartridgeCommon cartridge is a specification standard that IMS has set to standardize course content and allow it to be used across LMS platforms. For more information on IMS Common Cartridge click here. To backup the course as an IMS Common Cartridge check IMS Common Cartridge 1.1 and click Next.
9.2.3.4. Schema settingsSchema settings allow you to customize your backup and include/exclude specific data from a course and decide if you want user data to be included or not. For example, if you are creating a new course but want to use a few resources or activities from a course you could backup only the particular activities and resources you want to re-use and restore them into the new course. You can select to include/exclude user data if you checked Include enrolled users in the Initial settings. User data can make the backup take longer depending on how many users are enrolled in a course. Review and select the information to be included in the backup under Schema settings and click Next.
9.2.3.5. Confirmation and reviewEnter the Filename if you do not wish to use the default and confirm and review the information that will be included in the backup. Green checks mean the item will be included, and red X's mean the item will not be included. Make any necessary changes to the Initial or Schema settings and confirm and review your backup.
9.2.3.6. Perform backupMake sure everything you wish to include has been included and everything you do not wish to include has been excluded before backing up your data. After you have reviewed the information and are ready to begin, click Perform backup.
Once the backup is complete, click Continue. Your backup will begin, depending on the size this may take a few minutes. When the backup is complete, you will be directed to the Restore page where you can review your backup files and/or restore a course.
9.2.4. Teacher Documentation9.2.4.1. Restoring a courseIf you would like to restore a course backup file, you will need to log in to the course as Teacher with editing permissions.
Navigate to Settings->Course Administration and click Restore.
9.2.4.2. Import a backup fileTo import a backup file for restoration from an external location, click Choose a file... under Import a backup file.
Browse to and select the backup file you wish to restore and click the Restore button. 9.2.4.2.1. Course backup areaIf you backed up a course using the default settings, the file(s) will be located under the Course backup area. If you backed up a course with "Anonymize user information" checked, backup files will be located under the User private backup area.
There is a link to Download a file and save for restoring later or to restore on another computer. There is also a link to Restore the file to the current course.
To add, download all backup files, rename, move, and delete the backup files listed here, click on Manage backup files and click Save changes when finished. Once you have located the file you want to restore, click Restore to restore your course.
If you are restoring a Moodle backup file (.mbz) you will be directed to the Confirm screen. After reviewing the Backup details for Common Cartridge, click Continue when you are ready to proceed. 9.2.4.3. ConfirmReview information like the course format, Moodle version and more in the Backup details.
9.2.4.3.1. Backup settingsBackup settings displays what information was selected under Initial settings in the backup process. Review what information is included, such as included enrolled users, activities, blocks and more.
9.2.4.3.2. Course settingsReview the course title, original ID, sections and more under Course settings to see specifically what is going to be restored.
Scroll to the bottom and click Continue when you are ready to proceed. 9.2.4.4. DestinationThe Destination is where your course will be restored to. You can choose to restore your course to several different places. 9.2.4.4.1. Restore as a new course
9.2.4.4.2. Restore into this course
9.2.4.4.3. Restore into an existing course
9.2.4.5. SettingsThe settings lists what is available to be included in the restore, as well as the PLD settings for the restore. You can customize your restore by selecting/deselecting these settings.
Review the Restore settings and Personalized Learning Designer Settings and click Next when you are ready to proceed. 9.2.4.6. Schema settingsSelect/deselect specific items and user data, and amend the Course name, Course short name, and Course startdate if necessary on the Schema page then click Next.
9.2.4.7. ReviewReview the Restore settings and Course settings to make sure everything is correct. Click Previous to return and make changes if necessary.
9.2.4.8. Perform restoreAfter you have reviewed everything and are sure you want to restore a course, click Perform restore.
Upon successful completion you will get the following message:
Click Continue to proceed to the restored course. 9.3. Conditional Release9.3.1. OverviewAn instructor can create one or more conditions for the availability of course materials. Note that ALL conditional restrictions have to be met in order for the activity to be made available. Course materials that can be conditionally released:
Conditions include:
9.3.2. BenefitsConditional Release allows instructors to hide and release content until individual students are prepared to receive it. Instructors can also create thoughtful learning paths for different instructional content. This provides each student with a different experience within the course based on the adaptive path that is most appropriate for them. 9.3.3. Related Features9.3.4. Usage Scenarios
9.3.5. Student InterfaceCourses that have conditionally released activities manifest the information in one of two ways: either students will see a greyed-out message that describes what conditions will make the activity available; or the students won't see the activity at all until the activity is released. Greyed-Out Message: Completely Invisible:
9.3.6. Teacher DocumentationWhen creating activities (or editing existing ones), teachers can create the following conditional releases: 9.3.6.1. Allow Access From or UntilAccess from/to dates determine when students are allowed to 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 still view the course item description, whereas access from/to dates prevent access completely.
9.3.6.2. Release CodeIn Joule, Moodlerooms offers an additional "Release Code" condition which works in conjunction with the Personalized Learning Designer (PLD). First, instructors "hide" one or more activities by associating them with a release code. Next, instructors create a PLD rule that "releases" the code to an individual student upon a specified event (e.g. he passes a quiz with a score between 0-60%). This allows instructors to identify certain learning paths with release codes (e.g. release Advanced Placement activities, or remedial activities). Students will not ever be prompted for a release code; instead, the PLD rules will activate or de-activate them based on certain conditions).
9.3.6.3. Grade ConditionThis setting determines any grade conditions that 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.
Note: Click the drop-down menu to select the course activity that is a prerequisite to the current activity. Choose a grade range (low % to high %) that must be obtained to fulfill the condition. Also, if you want more grade conditions for the current activity, click the Add two grade conditions to form button. 9.3.6.4. Completion ConditionThis setting determines any activity completion conditions that must be met in order to access this course item. Please 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.
Note: Click the first drop-down menu to select the activities that you want to assign conditions to. Then click the second drop-down menu to choose the threshold condition (one of the following: must be marked complete; must not be marked complete; must be complete with pass grade; must be complete with fail grade). Also, if you want more activity completion conditions for the current activity, then click the Add two activity conditions to the form button. 9.3.6.5. View SettingsThis setting determines whether students will see conditional activities with greyed-out messages identifying the required access conditions, or whether conditional activities should be completely hidden from student view until fulfillment.
Invisible from the perspective of the instructor:
9.4. Course Completion9.4.1. OverviewCourse Completion tracking is designed to allow a course to be marked as completed in the system based on one or more criteria. Completion tracking can be based on any of the following:
9.4.1.1. Related Features9.4.2. Usage ScenariosCourse Completion has eight methods that can be used separately or together to determine if a student has completed a course. These completion methods are:
Each method is described individually in the Teacher Documentation section. Below is a description of several common combinations of the eight methods to create a specific completion scenario. 9.4.2.1. Self Completion After a DateIn this scenario, the student completes the course after a specific date and upon their own admission of completion. This scenario is used with self-paced courses that a student isn't allowed to complete before a specific date in the semester or term. To configure this scenario, the teacher enables Manual self completion and sets the After specified date setting to the earliest date the student can complete the course. The student must then manually mark the course complete after the date has passed for the course to be considered complete. 9.4.2.2. Completing a Course With a Defined Total Grade, and Completion of Key ActivitiesIn this scenario, the student completes the course once they have met the activity completion criteria for specific activities in the course and have a total grade of greater than the passing grade value. This can be used in the majority of course types to allow a student to view their progress in a course. In order to configure this scenario, the teacher configures the key activity's completion tracking and then sets the Passing grade to the minimum grade the student needs to get to complete the course. The student will automatically have the course marked as complete if they meet both criteria. 9.4.2.3. Completion of Course With a Passing Grade After a Certain Period in the CourseIn this scenario, a student completes a course after a certain number of days of being enrolled in a course based on a final grade. This scenario can be used in an evaluation or prerequisite course that requires a student to receive a passing grade and spend a certain amount of time in a course. To configure this scenario, a teacher enables the Duration after enrolment and Grade course completion methods. The Duration after enrolment is set the minimum amount of time the student must be enrolled in the course and the Passing grade is set to the minimum grade the student needs to complete the course. The student will automatically have the course marked as complete if they meet both criteria. 9.4.3. Teacher Documentation9.4.3.1. Enabling Course CompletionCourse Completion is enabled within the course settings (found at Settings block > Course administration > Edit settings) under the Student progress area towards the bottom of the form. To enable Course Completion tracking for the course, select Enabled, control via completion and activity settings from the Completion tracking drop-down menu.
9.4.3.2. Course Completion Course SettingsThe course settings for Course Completion tracking can be accessed via the Settings block > Course administration > Completion tracking. To enable course completion, one of the eight completion types must be enabled:
9.4.3.2.1. Overall Criteria Type Aggregation
9.4.3.2.2. Course PrerequisitesCourse prerequisites are used to determine if this course can be considered complete based on if the student has completed other courses that are required for the student to begin this one. If course completion is not enabled for any other courses on the site, then no courses will be displayed here and you will receive the message "Course completion is not enabled for any other courses, so none can be displayed. You can enable course completion in the course settings. Enabling course completion in a course is defined as:
9.4.3.2.3. Manual Self-CompletionManual self-completion allows the student to mark a course as complete when they determine they have completed the materials.
9.4.3.2.4. Manual Completion ByThe Manual Completion By course completion method requires that users with the assigned role manually mark a student as having completed the course. This is most often used when a teacher or manager of the course must review a student's participation in a course to determine if they have met all criteria.
9.4.3.2.5. Activities CompletedActivities Completed is used to allow course completion to be based on activities the student has completed in the course. This course completion method is usually used if the teacher requires a student to complete specific activities to have completed the course, such as midterm and final quizzes or uploading specific assignments. All activities with the checkbox next to their name will be included in the Course Completion screen. If a new activity is added to the course, it will need to be manually checked in the Completion Tracking page. This can't be done after a student has already had their Course Completion tracking started. The following message will display if all activities in the course have their Activity completion setting set to Do not indicate activity completion: "Completion information is not enabled for any activity, so none can be displayed. You can enable completion information by editing the settings for an activity."
9.4.3.2.6. DateThe Date setting allows the teacher to automatically mark a course complete for all students on a specific date. This can be used in conjunction with the other criteria to make sure that a user waits until a specific date before they can complete the course.
9.4.3.2.7. Duration After EnrolmentDuration After Enrollment allows a teacher to mark the course as complete a certain number of days after the student was enrolled in the course. This is usually good for a course that has a minimum time that the student is required to spend in the course before they can complete it. This can be used in conjunction with the other criteria to make sure that a user waits for a certain period of time after starting the course before they can complete the course.
9.4.3.2.8. GradeThe Grade method allows a teacher to automatically mark a course complete if a student has received a total course grade above a certain value. This works only with the total course grade. If the course should be marked completed based on specific grades in specific activities, the teacher should use Activity Completion in conjunction with Course Completion.
9.4.3.2.9. UnenrolmentThe Unenrolment method is used to mark the course complete for a student when they are unenrolled from the course. This is used in conjunction with other criteria to fulfill completion of a course towards the end of the course or a semester.
9.4.3.3. Editing Course Completion SettingsThe Course Completion tracking settings can be edited by the teacher at any time before completion tracking has started for any user in the course. Completion tracking begins when the following criteria are met:
After these criteria are met, the teacher must unlock the Course Completion tracking Settings page and delete the current completion tracking data for all users enrolled in the course. To unlock completion tracking, perform the following steps:
10. Moodlerooms10.1. Joule Gradebook10.1.1. OverviewThe Joule gradebook is an alternate grading option to the default Moodle Grader report. You can easily switch back and forth between gradebooks using the jump menu located at the top of the screen. A simplified view displays categories and course totals for each student. You can set up grade categories, move assignments around, and grade activities easier than ever. New column and row actions simplify grading and allow Teachers to perform actions like send messages to students directly from the gradebook and change all of the grades in a column at once. 10.1.2. BenefitsNew Experience:
More choices:
10.1.3. Teacher DocumentationThe Joule gradebook was designed to simplify the gradebook experience by improving default views, and it is more productive because it can perform actions in the course directly from the gradebook. 10.1.3.1. Accessing the Joule gradebookNavigate to the Settings block and select Course Administration > Grades. If the Joule gradebook is not displayed you can select it from the navigation drop-down menu near the top of the page, or selecting the Joule gradebook link under the View tab.
10.1.3.1.1. Uncategorized itemsClick Show uncategorized items or Hide uncategorized items to show and hide uncategorized items in the Joule gradebook. This can streamline the Joule gradebook and make it less cluttered. You can customize what is displayed, only showing category totals, or showing all items.
10.1.3.1.2. NavigatingNavigating through categories is easily done by using the drop-down menu and the "Next" and "Previous" arrows.
10.1.3.1.3. Entering gradesYou can enter grades in the empty cells using point values, percentages and/or letter grades. Press Enter or click in another cell to save the grade.
10.1.3.2. Column ActionsJoule gradebook is more productive with actions to perform bulk and individual grading and messaging tasks. Actions can be viewed by clicking the action icons in a the rows and columns. The actions below are available for column actions. Some actions are available when viewing categories where as others are only available for items within categories.
10.1.3.2.1. Joule Grader ActionSelect this action to jump to the Joule grader. 10.1.3.2.2. Module Grader ActionSelect this action to jump to the activity grader. 10.1.3.2.3. Column Grader Action ActionOpen the Column Grader to easily grade all students in the column. Enter grades and use Check to make empty cells=0 to enter zeros in all cells that do not have a grade entered already. Click Save when you're finished grading in the Column Grader.
10.1.3.2.4. Message to Incompletes ActionSend a message to all students that have not completed the activity. All students that do not have a grade entered for the activity will be added to a message automatically. Add/remove recipients, and enter a subject and body for the message. Click Send to send a message to all students who do not have a grade in the activity.
10.1.3.2.5. Message to Grade Range ActionSend a message to all students in a specified grade range, good, or bad. Enter the grade range you would like to send the message to and click Save.
Add or remove recipients using the Add Recipients link and/or the red X's next to a name. Enter a subject and body for the message.
Click Send to deliver the message. 10.1.3.2.6. Change all grades in this column to.. ActionChange all grades in a column to a specified grade. Check Ignore cells with existing values to leave grades already entered in a column as they are, or uncheck it and replace all grades with the value that is entered. Use this to grade exception. Enter the grade you wish to change all grades in the column to, and click Save when you are finished.
10.1.3.2.7. Toggle Visible/Hidden (Currently Visible/Hidden) ActionSelect whether or not you want this activity to be visible/hidden to students. When you click this option in the menu it will change the visibility without having to save.
10.1.3.2.8. Move this to a different gradebook category ActionUse this action to move an item to a different category without the need of using the Moodle Grader report. Select the category for where you would like it to be located.
10.1.3.3. Row ActionsJoule gradebook is more productive with row actions to perform bulk and individual grading and messaging tasks. Click the action icon next to the student's name and select the Row Grader or Message to student options to grade all activities for the student or to send him/her a direct message.
10.1.3.3.1. Row Grader ActionView and change grades for one student at a time. The Row Grader allows you to quickly enter grades for all of a student's assignments, with the option to make any empty cells=0 by checking the box. Enter the grades for the student for each activity. When you finish entering grades and decide how to handle empty cells, click Save.
10.1.3.3.2. Message to Student ActionSend a message to a student. 10.1.3.4. SortingYou can organize students by names, grades, and groups. 10.1.3.4.1. By nameSort students by Last name and First name by clicking on the respective links above the list of names. Click a student's name to visit the student's profile.
10.1.3.4.2. By gradeClick the course Category or Item link at the top of a column to sort the grades in the column in an ascending/descending order.
10.1.3.4.3. By groupSort students by the groups they belong to for group grading using the participants menu. If groups have been created in the course, the All participants drop-down menu will be available. Click the drop-down menu or use the "Next" and "Previous" arrows to navigate between groups. Select a group from the list and only those students belonging to the group will be displayed in the Joule Gradebook.
10.1.3.5. My PreferencesTeachers can customize settings in the My preferences tab in the Joule gradebook. Navigate to the My preferences tab and select Joule Gradebook from the drop-down menu. 10.1.3.5.1. Show/hide toggles
The following settings can be configured:
10.1.3.5.2. Special Rows
The following settings can be configured:
10.1.3.5.3. General
The following settings can be configured:
Click Save changes to apply these settings when you are finished, or click Cancel to discard any changes and proceed. 10.2. Joule Grader10.2.1. OverviewJoule grader is an alternate grading option that allows teachers to view, grade, and download a student submitted assignment in a simplified two-pane grading experience. A student can only view his/hers own submission along with the grade of a particular activity. Joule grader allows both teachers and students to start a discussion about a particular grade or submission. Joule Grader also gives the teacher and student the opportunity to view/grade (teacher only) advanced grading methods (e.g., a Rubric) for an activity in a grader pane. 10.2.2. User Documentation10.2.2.1. Viewing graded workYou can view work graded by teachers using Joule grader. Log in to your site and navigate to the Settings block and select Joule grader.
The Joule Grader page opens where you can view and navigate through assignments that have been graded. You can also see comments from the teacher and make comments in return.
You can navigate through graded assignments using the left/right arrows or drop-down menu at the top right.
The grade for the assignment selected is under the navigation controls.
Comments from the teacher and comments made by the user are listed below the grade. You can make comments and submit them by entering text into the box and clicking Add. The comment will post in the list above.
10.2.3. Teacher Documentation10.2.3.1. Grading activities using Joule graderYou can easily view and grade activities, that have been submitted by users using Joule grader. Log in to your site and navigate to the Settings block and select Course administration > Joule grader. Note that at the current time, only Assignment and Advanced forum are support in Joule grader.
The Joule grader page opens where you can view, grade, and navigate through assignments that have been submitted by users. You can grade using simple or advanced grading methods. You can also make comments to users and view comments they've made in return. Click Show Activities Requiring Grading to filter by activities that have yet to be graded.
Navigate between activities that need to be graded using the left and right arrows or the drop-down menu.
Navigate between students in the course to see what they have submitted that needs grading.
Enter in a grade for the assignment and student chosen. Grades saved here will populate the gradebook. Different grading methods will bring up different options here. Click Save to save the grade and stay on the page. Click Save and Next to save the grade for the current student chosen and move to the next student who has submitted the assignment chosen above.
Make a comment and click Add to add a comment to the list of comments.
10.3. Joule Reports10.3.1. OverviewReports allow a user (student, teacher and administrator) to view data about activity in a course or group of courses that is relevant to them. There are six categories of reports in Joule 2, each with a number of reports:
10.3.1.1. Related Features
10.3.2. Changes from Joule to Joule 2A lot of work has gone into overhauling the reports for Joule 2. The following are the major revisions that have been made to reports in Joule 2:
10.3.3. Student Documentation10.3.3.1. Accessing ReportsIn Joule 2, Joule Reports are accessed via the Joule Reports link in the Settings block. Clicking the Joule Reports link will bring up the Joule Reports Dashboard.
10.3.3.2. Exporting ReportsTabular data for all reports can be exported to a CSV file via the Export drop-down menu on the bottom of the page.
The user will be asked if they want to save or open the file, depending on the browser's settings. 10.3.3.3. Learner ReportsLearner reports focus on each individual student's activity in the course and contain a compilation of all data around specific activities in the course. Please note that a teacher may not use all activities in a course that have reports listed in the reports drop-down menu, which will result in a blank report for that particular unused activity. 10.3.3.3.1. Common FiltersThe following are common filters that are available for all Course reports:
10.3.3.3.2. Activity GradesThe Activity Grades report provides a simple view into your activity grades in the course. 10.3.3.3.2.1. Report-Specific FiltersThe report has the following filters that apply specifically to it:
10.3.3.3.2.2. Report View
10.3.3.3.3. Activity ViewsThe Activity Views report provides a quick look at the number of times you have viewed each activity in the course. 10.3.3.3.3.1. Report-Specific FiltersThe report has the following filters that apply specifically to it:
10.3.3.3.3.2. Report View
10.3.3.3.4. Assignment SubmissionsThe Assignment Submissions report provides a view of all assignment submissions in the course. 10.3.3.3.4.1. Report-Specific FiltersThe report has the following filters that apply specifically to it:
10.3.3.3.4.2. Report View
10.3.3.3.5. DashboardThe Dashboard is a quick view of the Recent Activity chart, which is intended to visually show the student their activity level in the course. 10.3.3.3.5.1. Report View
10.3.3.3.6. Forum PostsThe Forum Posts report shows all of the forums and a total number of posts and discussions you have contributed to those forums. 10.3.3.3.6.1. Report-Specific FiltersThe report has the following filters that apply specifically to it:
10.3.3.3.6.2. Report View
10.3.3.3.7. Glossary PostsThe Glossary Posts report shows all of the glossaries and the total number of posts that you have contributed to each of those glossaries. 10.3.3.3.7.1. Report-Specific FiltersThe report has the following filters that apply specifically to it:
10.3.3.3.7.2. Report View
10.3.3.3.8. OutcomesThe Outcomes report is a quick look at all the activities in the course that are associated with a outcome and what your rating is for each outcome and activity. 10.3.3.3.8.1. Report-Specific FiltersThe report has the following filters that apply specifically to it:
10.3.3.3.8.2. Report View
10.3.3.3.9. Quiz SubmissionsThe Quiz Submissions report shows you all of your attempts for each quiz in the course and the grade for that attempt as well as the final grade. This is a good look at your quiz status in the course. 10.3.3.3.9.1. Report-Specific FiltersThe report has the following filters that apply specifically to it:
10.3.3.3.9.2. Report View
10.3.3.3.10. Recent ActivityThe Recent Activity report provides a view of all the activity you have had within the course that Joule reports to teachers. This provides you with a good idea of what you have been doing and what your teacher will see you doing. 10.3.3.3.10.1. Report-Specific FiltersThe report has the following filters that apply specifically to it:
10.3.3.3.10.2. Report ViewsTabular
Chart
10.3.3.3.11. RosterThe Roster report allows the student to view the last time they accessed an activity in a section of the course or any specific activity in the course. 10.3.3.3.11.1. Report-Specific FiltersRoster is different than the other Course reports as it only supports the following filter:
10.3.3.3.11.2. Report View
10.3.3.3.12. SCORMsThe SCORM report provides you with a look at all the SCORM packages in the course along with each attempt you have made for each section of the SCORM (called a sco). Each record will show your grade, time on task and last access. 10.3.3.3.12.1. Report-Specific FiltersThe report has the following filters that apply specifically to it:
10.3.3.3.12.2. Report View
10.3.3.3.13. Wiki PostsThe Wiki Posts report is a quick view of all the wikis in the course and how many pages and posts you have created in each. 10.3.3.3.13.1. Report-Specific FiltersThe Wiki Posts report doesn't use the Grade category filter but has the following filters that apply specifically to it:
10.3.3.3.13.2. Report View
10.3.4. Teacher Documentation
10.3.4.1. Accessing Reportsin Joule 2, Joule Reports are accessed via the Joule Reports link in the Settings block. Clicking the Joule Reports link will bring up the Joule Reports Dashboard.
10.3.4.2. Exporting ReportsTabular data for all reports can be exported to a CSV file via the Export drop-down menu on the bottom of the page.
The user will be asked if they want to save or open the file, depending on the browser's settings. 10.3.4.3. Report ActionsCourse, Exception and LearnerView reports have an Action drop-down menu below the Select column of a report. This Action drop-down menu can be used to perform an action on the student listed in the user column for a record selected. The current action is:
To perform an action on a student, click the checkbox in the Select column and then select the action from the Action drop-down menu. 10.3.4.3.1. Sending a Message to a Student(s)To send a message to a student or students, click the checkbox in the Select column for each student you want to send a message to. Next select the Send message to student action from the Action drop-down menu.
This will cause a message pop up to appear.
Add your message to the Message body text area and click the Send message button to send the message to the student(s). A message will be sent to the user based on their Moodle messaging Personal messages between users_ settings. You can remove students from the selected users to send a message to by clicking the Remove button to the right of the user's name and email address. 10.3.4.4. Course ReportsThese reports provide simple views of student engagement within course activities. 10.3.4.4.1. Common FiltersThe following are common filters that are available for all Course reports:
10.3.4.4.2. Activity GradesThe Activity Grades report provides a simple view into the activity grades in a course for users. 10.3.4.4.2.1. Report Specific FiltersThe report has the following filters that apply specifically to it:
10.3.4.4.2.2. Report View
10.3.4.4.3. Activity ViewsThe Activity Views report provides a quick look into the number of times that users have viewed each activity in the course. This provides teachers an idea of the popular or most used resources or activities in a course. 10.3.4.4.3.1. Report-Specific FiltersThe report has the following filters that apply specifically to it:
10.3.4.4.3.2. Report View
10.3.4.4.4. Assignment SubmissionsThe Assignment Submissions report provides the teacher with a view of all assignment submissions for all students in the course. 10.3.4.4.4.1. Report-Specific FiltersThe report has the following filters that apply specifically to it:
10.3.4.4.4.2. Report View
10.3.4.4.5. DashboardThe Dashboard is a quick view of charts for the most common reports: Recent Activity, Forum Posts, Quiz Submissions and Assignment Submissions. These charts are intended to provide the teacher with a quick idea of the level of activity in the course. 10.3.4.4.5.1. Report View
10.3.4.4.6. Forum PostsThe Forum Posts report provides a quick look into the usage of each forum in the course by providing a list of students and number of posts they have each made in each forum. 10.3.4.4.6.1. Report-Specific FiltersThe report has the following filters that apply specifically to it:
10.3.4.4.6.2. Report ViewsTabular
Chart
10.3.4.4.7. Glossary PostsThe Glossary Posts report provides a quick look into the usage of each glossary in the course by providing a list of students and the number of posts they have each made in each glossary. 10.3.4.4.7.1. Report-Specific FiltersThe report has the following filters that apply specifically to it:
10.3.4.4.7.2. Report View
10.3.4.4.8. Needs GradingThe Needs Grading report provides a quick list of all of the activities in a course that have attempts that need to be graded by the teacher. 10.3.4.4.8.1. Report-Specific FiltersThe report has the following filters that apply specifically to it:
10.3.4.4.8.2. Report View
10.3.4.4.9. OutcomesThe Outcomes report provides a quick list of all the students outcome ratings for each activity that has been assigned an outcome. 10.3.4.4.9.1. Report-Specific FiltersThe report has the following filters that apply specifically to it:
10.3.4.4.9.2. Report View
10.3.4.4.10. Quiz SubmissionsThe Quiz Submissions report provides a quick look at all student attempts for each quiz in the course, along with the grade for each attempt and the final grade. 10.3.4.4.10.1. Report-Specific FiltersThe report has the following filters that apply specifically to it:
10.3.4.4.10.2. Report ViewsTabular
Chart
10.3.4.4.11. Recent ActivityThe Recent Activity report provides a view of all activity for all of the students in the course. From a graph perspective, this report provides you with a basic usage chart for the course and all students in the course. 10.3.4.4.11.1. Report-Specific FiltersThe report has the following filters that apply specifically to it:
10.3.4.4.11.2. Report ViewTabular
Chart
10.3.4.4.12. RosterThe Roster provides a quick look at all of the users who are enrolled in the course and the last date they accessed the course. 10.3.4.4.12.1. Report-Specific FiltersRoster is different than the other Course reports because it only supports the following filter:
10.3.4.4.12.2. Report View
10.3.4.4.13. SCORMsThe SCORMs report provides a list of all SCORM packages and the SCOs within those packages that students have accessed in the course. This report also reports the attempt, time on attempt and grade for the SCO. 10.3.4.4.13.1. Report-Specific FiltersThe report has the following filters that apply specifically to it:
10.3.4.4.13.2. Report View
10.3.4.4.14. Wiki PostsThe Wiki Posts report provides a quick look into the usage of each wiki in the course by providing a list of students and the number of posts each student has made in each wiki. 10.3.4.4.14.1. Report-Specific FiltersThe Wiki Posts report doesn't use the Grade category filter and has the following filters that apply specifically to it:
10.3.4.4.14.2. Report View
10.3.4.5. Correlation ReportsThe Correlation reports compare grades in the course to the level of engagement for activities in a course. 10.3.4.5.1. Activity Grade via Engagement Detail ReportThis report reveals various learner scores within course activities. The average grade for the activity is represented with a bar chart. When you hover your cursor over the chart, you will see the total number of views and posts (engagement) within the grade's context. This report can be viewed in several different contexts with different results. 10.3.4.5.1.1. Report FiltersThe report allows the following filters to be applied:
10.3.4.5.1.2. Report ViewsTabular
Chart
10.3.4.5.2. Learner Engagement Distribution ReportThis report reveals how much learner engagement is captured within each grade distribution (e.g. How many views/posts are students making whose grades are between 50-60%? How many views/posts are students making whose grades are between 90-100%?). 10.3.4.5.2.1. Report FiltersThe report allows the following filters to be applied:
10.3.4.5.2.2. Report ViewsTabular Posts
Chart Posts
Tabular Views
Chart Views
10.3.4.5.3. Learner Engagement Trends ReportThis report reveals a total number of views or posts of users over a range of time. One can see when students are engaged (or not) with the course. 10.3.4.5.3.1. Report FiltersThe report allows the following filters to be applied:
10.3.4.5.3.2. Report ViewsTabular Posts
Chart Posts
Tabular Views
Chart Views
10.3.4.5.4. Learner Grade via Engagement Detail ReportThis report reveals a learner's grade within an activity, course or series of courses. The learner's accumulated grade is represented with a bar chart. When you hover your cursor over the chart, you will see the total number of views and posts (engagement) within the grade's context. This report can be viewed in several different contexts with different results. 10.3.4.5.4.1. Report FiltersThe report allows the following filters to be applied:
10.3.4.5.4.2. Report ViewsTabular
Chart
10.3.4.6. Exception ReportsThe Exception reports are used by teachers to track which students are not interacting with the course activities and may need assistance. These reports focus on students that are missing information. For example, those who haven't posted to a forum or a wiki. 10.3.4.6.1. Common FiltersThe following are common filters that are available for all Course reports:
10.3.4.6.2. Activity GradesThe Activity Grades report provides the teacher with a list of all users and the activities that they have not received a grade on yet. This report will only show activities that can actually be graded. 10.3.4.6.2.1. Report-Specific FiltersThe report has the following filters that apply specifically to it:
10.3.4.6.2.2. Report View
10.3.4.6.3. Activity ViewsThe Activity Views report provides the teacher with a look at all activities in a course that a student hasn't viewed at least once. 10.3.4.6.3.1. Report-Specific FiltersThe report has the following filters that apply specifically to it:
10.3.4.6.3.2. Report View
10.3.4.6.4. Assignment SubmissionsThe Assignment Submissions report provides the teacher with a view of all the assignments in the course that the student hasn't made a submission to. 10.3.4.6.4.1. Report Specific FiltersThe report has the following filters that apply specifically to it:
10.3.4.6.4.2. Report View
10.3.4.6.5. Forum PostsThe Forum Posts report provides the teacher with a list of users and what forums they have not made a post to. 10.3.4.6.5.1. Report-Specific FiltersThe report has the following specific filters that apply to it:
10.3.4.6.5.2. Report View
10.3.4.6.6. Glossary PostsThe Glossary Posts report provides a teacher with a quick view of all the users who have not posted to a glossary within the course. 10.3.4.6.6.1. Report-Specific FiltersThe report has the following filters that apply specifically to it:
10.3.4.6.6.2. Report View
10.3.4.6.7. OutcomesThe Outcomes report provides the teacher with a list of students who have not performed against an outcome within the course. 10.3.4.6.7.1. Report Specific FiltersThe report has the following filters that apply specifically to it:
10.3.4.6.7.2. Report View
10.3.4.6.8. Quiz SubmissionsThe Quiz Submissions report provides the teacher with a list of students who have not attempted quizzes within the course. 10.3.4.6.8.1. Report Specific FiltersThe report has the following filters that apply specifically to it:
10.3.4.6.8.2. Report View
10.3.4.6.9. SCORMsThe SCORMs report provides the teacher with a list of students who have not attempted SCORMs in the course. 10.3.4.6.9.1. Report View
10.3.4.6.9.2. Report-Specific FiltersThe report has the following filters that apply specifically to it:
10.3.4.6.10. Wiki PostsThe Wiki Posts report provides the teacher with a list of students who have not posted to a wiki within the course. 10.3.4.6.10.1. Report-Specific FiltersThe Wiki Posts report doesn't use the Grade category filter but has the following filters that apply specifically to it:
10.3.4.6.10.2. Report View
10.3.4.7. LearnerView ReportsThe LearnerView reports are used by teachers to view what specific students are doing in a course and understanding each individual's progress. These reports have a unique interface that focuses the reports on a student and works to provide the teacher with quick navigation between students. 10.3.4.7.1. Common FiltersThe following are common filters that are available for all Course reports:
The LearnerView reports also have a navigation element in the upper right-hand corner of the report. The user navigation provides a quick way to navigate between users in the course to view their report information. Click the Previous user link to return to the report of the previous user in the list. Click the Next user link to navigate to the report of the next user in the course. A drop-down menu can also be used to jump to a specific user in the course. When navigating between users, the report filters stay the same for each user, providing a quick view into the same data for each user for an apples-to-apples comparison. 10.3.4.7.2. Activity GradesThe Activity Grades report provides a simple view into the activity grades in a course for the selected user. 10.3.4.7.2.1. Report-Specific FiltersThe report has the following filters that apply specifically to it:
10.3.4.7.2.2. Report View
10.3.4.7.3. Activity ViewsThe Activity Views report provides a quick look into the number of views for each activity in the course that the user has performed. This provides the teachers with an idea of the popular or most used resources or activities for the individual student. 10.3.4.7.3.1. Report-Specific FiltersThe report has the following filters that apply specifically to it:
10.3.4.7.3.2. Report View
10.3.4.7.4. Assignment SubmissionsThe Assignment Submissions report provides the teacher with a view of all the assignment submissions for a student in the course. 10.3.4.7.4.1. Report-Specific FiltersThe report has the following filters that apply specifically to it:
10.3.4.7.4.2. Report View
10.3.4.7.5. Forum PostsThe Forum Posts report provides the teacher with the number of posts a student has made in each course forum. 10.3.4.7.5.1. Report-Specific FiltersThe report has the following filters that apply specifically to it:
10.3.4.7.5.2. Report View
10.3.4.7.6. Glossary PostsThe Glossary Posts report provides the teacher with the number of posts a student has made in each course glossary. 10.3.4.7.6.1. Report-Specific FiltersThe report has the following filters that apply specifically to it:
10.3.4.7.6.2. Report View
10.3.4.7.7. OutcomesThe Outcomes report provides the teacher with the student's outcome grade by activity for the course. 10.3.4.7.7.1. Report-Specific FiltersThe report has the following filters that apply specifically to it:
10.3.4.7.7.2. Report View
10.3.4.7.8. Quiz SubmissionsThe Quiz Submissions report provides the teacher with data about all of the quiz attempts, including grades, that a student has made in the course. 10.3.4.7.8.1. Report-Specific FiltersThe report has the following filters that apply specifically to it:
10.3.4.7.8.2. Report View
10.3.4.7.9. Recent ActivityThe Recent Activity report provides the teacher with the recent activity for the student in the course. 10.3.4.7.9.1. Report-Specific FiltersThe report has the following filters that apply specifically to it:
10.3.4.7.9.2. Report View
10.3.4.7.10. SCORMsThe SCORMs report provides the teacher with a view of all the SCORM and SCO attempts the student has made in the course. 10.3.4.7.10.1. Report-Specific FiltersThe report has the following filters that apply specifically to it:
10.3.4.7.10.2. Report View
10.3.4.7.11. Wiki PostsThe Wiki Posts report provides the teacher with the number of posts a student has made in each wiki in the course. 10.3.4.7.11.1. Report-Specific FiltersThe Wiki report doesn't use the Grade category filter but has the following filters that apply specifically to it:
10.3.4.7.11.2. Report View
10.3.4.8. Comparison ReportsComparison Reports help the teacher and other course managers focus on comparisons between courses, course activities, and student performance within their courses. 10.3.4.8.1. Course SummariesThe Course summaries report enables administrators, instructors or students to compare the summary data of different courses to each other. Summary data in these reports include table columns for course category, course, grade, completion, engagement hits, and sample of activities. 10.3.4.8.1.1. Report-Specific FiltersThe report has the following filters that apply specifically to it:
10.3.4.8.1.2. Report View
10.3.4.8.2. Participant SummariesThe Participant summaries report enables administrators and instructors to compare specific users across a site or course. Summary data in these reports include table columns for course participant, course category, course, grade, completion, engagement hits, and sample of activities. 10.3.4.8.2.1. Report-Specific FiltersThe report has the following filters that apply specifically to it:
10.3.4.8.2.2. Report View
10.3.4.8.3. Participants ComparisonThe Participants comparison report enables administrators and instructors to compare the summary data of different users within a single course. This report can only be accessed at the course level. Summary data in these reports include table columns for course participant, activity, grade, completion, engagement, and samples of activities. 10.3.4.8.3.1. Report-Specific FiltersThe report has the following filters that apply specifically to it:
10.3.4.8.3.2. Report View
10.3.4.8.4. Activities ComparisonThe Activities comparison report enables administrators and instructors to compare the summary data of different course activities within a course. Like the Participants comparison report, this report is only accessible at the course level as well. Summary data in these reports include table columns for course activity, participant, grade, completion, and engagement. 10.3.4.8.4.1. Report-Specific FiltersThe report has the following filters that apply specifically to it:
10.3.4.8.4.2. Report View
10.4. Personalized Learning Designer10.4.1. OverviewThe Personalized Learning Designer (PLD) offers instructors the ability to create and modify one or more "rules" within a course. Rules designate triggering events in the course, upon which Joule automatically performs specific actions. Instructors can create numerous rules to work as an agent on their behalf. For example, a rule can watch for "at risk" grades, sending messages to key figures in the student's life. A rule could also encourage students for improvement by watching for the completion of activities. Numerous possibilities exist as instructors combine different events, conditions, and actions within the course into rules. 10.4.2. Usage Scenarios
10.4.3. User DocumentationStudents in a course do not ever see rules; however, they are recipients of actions performed by the rules. Here is a list of actions that you may receive from the Personalized Learning Designer:
10.4.4. Teacher DocumentationThe Personalized Learning Designer (PLD) is available via the Settings block.
Alternatively, in edit mode, teachers can navigate to the PLD by clicking the PLD icon.
Both actions lead to the Rules summary page. 10.4.4.1. The Rules Summary PageAll of the existing rules are listed on the Rules page. They can be filtered using the top drop-down menus. The first menu filters rules that belong to one or all of the activities. The second menu filters the type of event that is being examined (e.g. Activity Completion, Activity Grade, Activity View) by the rule.
The existing rules can be edited or deleted by clicking the icon that looks like a gear. To create a new rule, click the Add Rule button. 10.4.4.2. Rule Examples
10.4.4.3. Create/Edit a RuleSpecify events, conditions, and actions of a rule by visiting each associated tab. 10.4.4.3.1. Event TabEvents determine when this rule will run. When users trigger any of the specified events, actions will fire if the conditions are fulfilled.
To add an event, select at least the event and activity type, then click the Add button. The following event types are available. Note that not all event types are applicable to all activity and resource types.
10.4.4.3.2. Condition Tab (optional)
Conditions determine if actions will fire when an event occurs. If no conditions are specified, actions will always fire when an event occurs. Add a condition by selecting a condition type, then clicking the Add button. A dialog box will appear where additional configuration can be specified. The following condition types are available:
10.4.4.3.3. Action TabActions are performed when an event occurs and specified conditions are fulfilled.
To add an action, select an action type, then click Add. A dialog box will appear where additional configurations can be specified. The following action types are available:
10.4.5. Examples of Rules10.4.5.1. Send an E-Mail when a Specific Activity is Completed
10.4.5.2. Send an E-Mail Upon Activity Graded
10.4.5.3. Personalized Greeting Upon Viewing an Activity
10.4.5.4. Send an E-Mail that a Student has Been Added to a Group
10.4.5.5. Send an E-mail that a Student has Been Removed from a Group
10.4.5.6. Welcome the Student Back to the Course
10.4.5.7. Send an E-Mail Upon Course Grade Change
10.4.5.8. Using "User Role Check" as a Condition(Scenario: You want to prevent a rule from running for teachers.)
10.4.5.9. Using "Group Membership Check" as a Condition(Scenario: You want to reserve a rule for a specific group of students.)
10.4.5.10. Using "Date Check" as a Condition(Scenario: You want to release course content 7 days after a student's enrollment)
10.5. Streams and Alerts10.5.1. OverviewJoule Streams and Alerts keep users up-to-date on course events and messages by enabling various types of notifications for important events. Teachers and students can customize the types of notifications they wish to receive and when they would like to receive them by updating their message settings. Notifications can be delivered when on and offline via the Activity stream, popup notification, email and alert badge. 10.5.2. User Documentation10.5.2.1. Activity StreamThe Activity stream is a live stream of course activity and an easy way to keep track of important course activities. The My home/My Moodle page is the perfect place to add the Activity stream block. This will allow you to view the most recent activity from all of your courses in one place. Add the Activity stream block to your site home page, if it has not been added already. To do this, follow these steps:
For more information on adding a block, click here. Streams and Alerts will deliver event information based on the settings in message center preferences. Students can determine their message preferences for Streams and Alerts by clicking My profile settings > Messaging in their Settings block.
The Messaging settings allow you to configure your notification methods for event messages. Check the options for Activity stream and Alert badge notification, when logged in, offline, or both for each notification type.
When selecting what messages to send to the Activity stream and what messages you would like to receive Alerts for, keep in mind that you may want to make important messages Alert notifications and less important messages Activity stream notifications. For example, you may want to know about things like Joule Gradebook messages and messages about a recent activity that has been graded without having to navigate to your Activity stream, if so, set them up as Alert notifications. If there are less important messages, set them up as Activity stream notifications, that way you check them when you have time to review your Activity stream.
Click Visit, or on any link in the Activity stream to navigate to that area in a course.
To see older activities in a stream, just click on the More button in the block. The block will reveal more items for your viewing. 10.5.2.2. AlertsAlerts are almost the same as streams. Alerts are triggered by various course events, but are most likely important enough that you want to know about them without having to navigate to the My home/My Moodle page to view the stream. When there is a new alert, the Alert badge will display a number indicating how many alerts are in your queue. The Alert badge is located at the top of the page and is automatically loaded when you use the Express theme. The Alert badge can be moved to a different location on your page by editing your Express theme.
Click on the alert badge to display a list of alerts.
Click Remove, Read, or Visit to perform that action on each alert. You can also click on any link in the alert to navigate to that area in the course.
11. Repositories11.1. Enhanced Alfresco11.1.1. OverviewThe Enhanced Alfresco repository provides access to a Moodlerooms hosted Alfresco repository instance. This plugin works with the Enhanced Alfresco SSO plugin to provide users with access to the Alfresco repository content in each of the following collections: user, course, shared and cohort. Users can add resources to the course and activities, or upload files to Alfresco from within the Moodle file repository interface. 11.1.2. BenefitsThe Enhanced Alfresco repository plugin provides the following benefits to Moodlerooms clients above and beyond the core Moodle Alfresco repository plugin:
11.1.3. Usage Scenarios11.1.3.1. Course Resource RepositoryThis is the most common usage scenario where Alfresco is used as a repository for course materials and users are not allowed to have their own repository directories. In this scenario a directory is created for each course where files are stored. Files can be linked or copied from courses from semester to semester but are not stored in Joule. Student's files are stored in Joule as responses to assignments. 11.1.3.2. Personal File RepositoryIn this scenario all users are provided with their own personal repository directory, in Alfresco, to store files in. The student and teachers are allowed to store files here. This is beneficial to students who want to be able to load files up once but use them in multiple courses. Student files are also not stored in Joule but are linked to Alfresco. This also allows instructors to store files in one location and find them even when they are not teaching a course. 11.1.4. User DocumentationDepending on how your Joule Administrator has configured Joule and Alfresco students can have access to Alfresco as a personal file repository. This means that from within Joule the student can do the following:
11.1.4.1. Accessing the Enhanced Alfresco RepositoryThere is one component of Joule that allows a student to access the Enhanced Alfresco Repository and that is the file picker. The file picker is displayed to a student in four areas of Joule:
Once you have clicked the required button to open the file picker a modal will pop-up.
Click the Enhanced Alfresco Repository link in the left column of the file picker. The modal will change to display the Alfresco repository similar to the image below.
From this screen the user has access to their user directory, which can be access by clicking the Myfiles link.
The user has access to the action bar where actions such as search, manage, upload file(s) and create a folder can be performed on the current directory in the Alfresco repository. The directory path is displayed below the action bar and a user can click on any of the directory names to navigate to that listing in Alfresco. Below the directory path all of the files and folders within that directory are listed. Clicking on a file name will bring up the select file screen, similar to the image below.
From the select a file screen the user can add the file to one of the four locations where the user accessed the file picker from. 11.1.4.2. Searching for Files in the RepositoryThe action bar allows the user to search for content in all directories they have access to in the Alfresco repository. To search for content, click on the Search link in the action bar of the file picker.
After clicking the link a search modal will appear.
Enter keywords in the Keyword text field. The keyword search is very sensitive and the use of the ampersand (&) is recommended for searches where you want a lot of results and the file name has the search string somewhere in it. For example if you are searching for a file that contains the word "table" in it you would use the following search table. If you wanted to search for all Word documents, you would use .doc this will retrieve both .doc and .docx files. You can use search operators, as well as "and", "the" and "or" when searching for content.
Once you have the string you think will return the Alfresco content you want, click the Submit button. The search modal will close and any results will appear in the file picker modal, similar to the image below.
Click on the file name you are looking for to bring up the select file screen, similar to the image below.
At this point you can change the name of the file in Joule by changing the text in the Save as text field. You can also change the author and set any licensing for use you want. Click the Select file button to add the file to the file picker in the activity or repository you brought up the file picker from. 11.1.4.3. Managing Files within the RepositoryThe action bar allows a user to navigate to Alfresco via the Manage link.
The Manage link on the action bar pops up a new window and redirects the user to the Alfresco Repository after signing them in. The new window will look similar to the image below.
From here the user is in Alfresco and can interact with the Alfresco repository in the standard way. For more information on how to use Alfresco please go to the Alfresco Documentation To navigate back to Joule click on the Joule window open in your browser. 11.1.4.4. Uploading Files to the RepositoryThe action bar allows a user to upload files to Alfresco via the Upload File(s) link.
The Upload File(s) link in the action bar allows a user to upload one or more files from Joule to the current directory in Alfresco. Clicking the Upload file(s) link brings up the upload file(s) modal, similar to the image below.
The upload file(s) modal has the Select File(s) button, which is used to select one of more files to upload and a progress column, which displays the upload progress of all files being uploaded. Clicking on the Select File(s) button brings up a browser file selection interface. Select one or more files to upload and click the window's OK or Open buttons depending on your browser. The file(s) will be added to the progress area similar to the image below, but the files will not start uploading.
Click the Submit button to submit the files for upload, or click the red X icon to delete to the left of a file name to delete it from the upload queue. After clicking the Submit button the files will begin uploading.
Once all the files have been uploaded the Upload File(s) modal will close automatically. The file picker will reload and the files will be displayed within the directory listing for the Enhanced Alfresco Repository.
11.1.4.5. Create a Folder in the RepositoryThe action bar allows a user to create a new folder in Alfresco via the Create a Folder link.
The Create a Folder link in the action bar allows the user to create a new folder within Alfresco as a sub folder of the current directory. Clicking on the Create Folder link in the action bar will bring up the modal to name the new folder, similar to the image below.
Enter the name of the folder in the Folder Name text field and click the Submit button. The folder will be created in the current directory and the file picker will be reloaded to display the new folder.
11.1.5. Teacher DocumentationThe teacher in a course has access to two additional directories within the file picker that a student does not. These directories are a course specific directory, named based on the course shortname, and the shared directory, which contains files that are shared by all Alfresco users. When a teacher accesses the file picker from within a course, a directory with the shortname of the course will appear in the Enhanced Alfresco Repository plugin at the very beginning of the directory listing.
From within the course specific, My courses or the shared the teacher can use the same actions in the action bar a student can to search, manage and upload files. 11.2. Private Files Repository11.2.1. OverviewMoodle file repository system contains repositories instances, which are areas where Moodle users can access and/or storage files. The Private files repository is an area that basically serves as a private repository for each Moodle user, where they can save and easily access file at their convenience. 11.2.2. BenefitsEach Moodle user has a private files area for uploading and managing a set of files. The Private files repository provides the following benefits to Moodlerooms clients:
11.2.3. User Documentation11.2.3.1. Managing private filesEach Moodle user can manage their own private files.To access the My private files area navigate to Navigation>My profiles> My private files.
It is also possible to access the private files area via the My private files bloc. This block provides to access the repository by clicking on the Manage my private files link within the block. Once inside the My private files, users can then click the icons on the top of the file manager to Add, Create folder or Download all files. Files can also be dragged and dropped directly into the My private files area.
11.2.3.2. Accessing files saved in the Private files repositoryMoodle users can easily copy or link the files saved in the Private files. They first need to find an activity or resource where they want to add a file and click Add...to open the File picker. The File picker opens and lists the Private files repository on the left pane. . Once a file is selected,the following options are available:
11.3. Server Files Repository11.3.1. OverviewMoodle file repository system contains repositories instances, which are areas where Moodle users can access and/or storage files. The Server files repository enables administrators, manager and teachers to access files used within a course and elsewhere on the site, as long as they have permission to access and edit the area. 11.3.2. BenefitsThe Server files repository is the place where files are located in site-specific context and the access to its folders will vary depending on the role of each user. The Server files repository provides the following benefits to Moodlerooms clients:
11.3.3. User Documentation11.3.3.1. Managing Server filesWhen files are added to courses, they are saved in folders named after the activities/resources.These folders are organized in the context of categories and courses in which users have permission to access. Only users with editing privileges have access to Server files folders of a course. User can browse through the Server files via the File Picker. Server files can only be updated via the activity module. To overwrite a file, return to the activity/resource where it was created and click Update. Drag and drop or add a file with the same exact name. Click the button Overwrite to confirm the file update.
11.3.3.2.11.3.3.3. Accessing files saved in the Server files repositoryMoodle users can easily copy or link the files saved in the Server files as long as they have access to the folder. They first need to find an activity or resource where they want to add a file and click Add... to open the File picker. The File picker opens and lists the Server files repository on the left pane. Browse through the folders to find the file. Once a file is selected,the following options are available:
12. Resources12.1. Folder12.1.1. OverviewThe Folder resource enables teachers to display a collection of resources (e.g., text documents, PDF, multimedia) to users to either view and/or download. 12.1.2. BenefitsUsing the Folder resource, teachers can avoid cluttering the front page of a course with multiple links to individual documents. This makes the course not only more usable, but also more appealing visually. In addition, teachers are able to add a description and group the resources in a logical fashion using subfolders. 12.1.3. Usage ScenariosAnytime that teachers or course builders find themselves uploading multiple documents to a course, they may wish to consider using the Folder resource.
12.1.4. User DocumentationTo view a Folder resource, students click the resource link on the front page of the course.
When students view a Folder resource, they see the name of the folder, a description of the folder's contents, and the content of the folder (both subfolders and files).
12.1.5. Teacher Documentation12.1.5.1. Creating a Folder ResourceTo create a new folder resource, complete the following:
12.1.5.2. Resource Settings12.1.5.2.1. General
12.1.5.2.2. Content12.1.5.2.2.1. Add buttonIn order to add files to the folder, the teacher clicks the Add button and launches the file picker. At this point, he or she may add files from server files, recent files, private files, or files located in an external repository.
12.1.5.2.2.2. Create folder buttonIf the teacher wishes to create subfolders inside the Folder resource, he or she clicks the Create folder button, enters a name for the subdirectory, and clicks the Enter button. 12.1.5.2.2.3. File PropertiesClicking a file brings up the file properties. Here you can:
12.1.5.2.3. Common Module Settings
12.1.5.2.4. Restrict AccessAn 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. 12.1.5.2.4.1. Date ConditionIdentify 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.
12.1.5.2.4.2. Grade ConditionYou 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.
12.1.5.2.4.3. Creating More ConditionsClick 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.
12.1.5.2.4.4. New Adaptive Learning PathsApplying 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. 12.1.5.2.4.5. An ExampleStudents 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:
12.1.5.2.4.6. Admin SettingsTo 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.
12.1.5.3. Activity CompletionActivity completion works with course completion and allows a teacher to allow students to set their progress in a course or automatically update progress in a course based on conditions for activities.
12.2. Label12.2.1. OverviewCourse Designers use Labels to place content within the main course page. Labels can include text, images or multimedia players.
12.2.2. BenefitsAn online course should be clearly organized and inviting. Often, Labels can draw the learner's eye to key elements of the course. Labels that include multimedia files allow designers to engage the learner before needing to link to a secondary activity page. 12.2.3. Usage Scenarios
12.2.4. User DocumentationStudents can view Labels from the main course page just as an instructor can view one. The Labels can include any text, image, or multimedia object.
12.2.5. Teacher Documentation12.2.5.1. Creating a Label ResourceTo create a Label to a course you must follow these steps:
12.2.5.2. Resource Settings12.2.5.2.1. General
12.2.5.2.2. Common Module
12.2.5.2.3. Restrict AccessAn 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. 12.2.5.2.3.1. Date ConditionIdentify 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.
12.2.5.2.3.2. Grade ConditionYou 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.
12.2.5.2.3.3. Creating More ConditionsClick 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.
12.2.5.2.3.4. New Adaptive Learning PathsApplying 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. 12.2.5.2.3.5. An ExampleStudents 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:
12.2.5.2.3.6. Admin SettingsTo 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.
12.2.5.3. Activity CompletionActivity completion works with course completion and allows a teacher to allow students to set their progress in a course or automatically update progress in a course based on conditions for activities.
12.2.5.4. Accessing a Label ResourceThe student and teacher interface of the Label resource are similar. When viewing the Label, 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 label. 12.3. Page12.3.1. OverviewTeachers can add content into HTML page by adding a Page resource. Students click the Page resource that contains the content they wish to view and then they can scroll through its content. Pages can be displayed either in the same window or in a pop-up window.
12.3.2. BenefitsA page is perfect for a smaller piece of content that the student can easily access from the front page of the course. 12.3.3. Usage ScenariosA teacher may choose to use a Page to add the following kinds of content to a course:
12.3.4. User DocumentationStudents can view a Page resource by clicking its link located on the front page of the course. Students can click the course's name within the breadcrumb navigation to return to the main course page.
12.3.5. Teacher Documentation12.3.5.1. Creating a Page ResourceTo create these links to a course, complete these steps:
12.3.5.2. Resource Settings12.3.5.2.1. General
12.3.5.2.2. Content
12.3.5.2.3. Options
12.3.5.2.4. Common Module Settings
12.3.5.2.5. Restrict AccessAn 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. 12.3.5.2.5.1. Date ConditionIdentify 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.
12.3.5.2.5.2. Grade ConditionYou 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.
12.3.5.2.5.3. Creating More ConditionsClick 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.
12.3.5.2.5.4. New Adaptive Learning PathsApplying 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. 12.3.5.2.5.5. An ExampleStudents 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:
12.3.5.2.5.6. Admin SettingsTo 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.
12.3.5.3. Activity CompletionActivity completion works with course completion and allows a teacher to allow students to set their progress in a course or automatically update progress in a course based on conditions for activities.
12.3.5.4. Viewing Page ResourceThe student and instructor interface of the Page resource activity are similar. When viewing the activity, the instructor can use the Settings block to edit the activity by clicking on the Edit Settings link. Alternatively, the instructor can edit the activity from the course page (while in "Editing Mode") by clicking the edit icon next to the Page resource link. 12.4. URL12.4.1. OverviewThe URL resource allows teachers and course builders to add resources to a course that are links to external Web pages. When students are within the course, they simply scroll through the course, then click the associated resource link within a section of the course.
12.4.2. BenefitsLinking to URLs ties the "isolated" online course to all of the extraordinary resources of the Internet. While the course may be a place where learners and facilitators discuss materials, links to the Web provide direction for searching for critical information. The setting that allows for linking embedded material into a course activity provides the most current technologies for merging different parts of the Web into a single experience. 12.4.3. Usage ScenariosInstructors may want to link to resource Web sites (e.g., media sites, history archives). Likewise, course designers might want to link to activities outside of the course, where students have an experience or make a discovery and then report back to that class. 12.4.4. User DocumentationStudents can view URL resources by clicking on the associated link within the course.
Depending on the design of the particular resource, the browser will next reveal an external Web site, or elements of the external Web site within a course navigation frame or within a pop-up window.
12.4.5. Teacher Documentation12.4.5.1. Create a URL ResourceTo create A URL resource link in a course, complete these steps:
12.4.5.2. Resource Settings12.4.5.2.1. General
12.4.5.2.2. ContentEnter the URL into this External URL field or find it using the Choose a link button.
12.4.5.2.3. OptionsBecause an external URL has the potential of confusing users by removing them from the course environment and onto a different Web page, Course Designers should consider some of the usage scenarios and display choices for this resource.
Here, you can choose to display your linked page in a number of different ways:
12.4.5.2.4. Link Parameters (Advanced)Teachers and course builders can also add links to external Web pages that include parameters. This allows certain information from the user and the course to accompany the URL and (in some cases) allows for deeper linking into the external system.
The parameter settings are completely optional, and are only useful when you need to pass some Moodle information to the resource file or Web site. If you define any parameters, they will be passed to the resource as part of the URL (using the GET method). The left column allows you to choose information to send, and the right column allows you to give it a name. Note that the user information will be from the user who is looking at this resource, and the course information is from the course that this resource is part of.
An example is to send students to the URL http://www.google.com/search. This is the page that returns search results for your Google searches but, if you go there directly, without specifying what you wish to search for, you just get the standard Google search screen. Google expects a parameter called q that tells it what to look for. If you select a parameter (any will do, but in this example we'll use Surname) and give it the name "q," then every user will see a page of search results based upon the Surname stored in their profile. A slightly more useful example can be seen on the front page of Moodle.org. The Documentation link (second from the top on the left-hand side) uses parameters to add the language specified in the user's profile to the link. Try changing your language before clicking on the link and see where you end up. (Bear in mind that if no Moodle Docs exists for a language, you will be redirected to the English documentation). In general, this feature provides a powerful way to connect Moodle to external Web resources that are logically divided up by Geographic Region, Course or User details, etc. For example, you may already have all your past course papers available ordered by course code. This allows a standard course template to be created that points to different places when the course code is changed. If the external source cannot accept connections in the standard format that Moodle provides, and you have access and control over the external source, then a server add-on called mod_rewrite could be used to make them interoperable. You can pass up to five parameters in the URL. These parameters encompass:
12.4.5.2.5. Common Module Settings
12.4.5.2.6. Restrict AccessAn 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. 12.4.5.2.6.1. Date ConditionIdentify 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.
12.4.5.2.6.2. Grade ConditionYou 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.
12.4.5.2.6.3. Creating More ConditionsClick 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.
12.4.5.2.6.4. New Adaptive Learning PathsApplying 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. 12.4.5.2.6.5. An ExampleStudents 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:
12.4.5.2.6.6. Admin SettingsTo 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.
12.4.5.3. Activity CompletionActivity completion works with course completion and allows a teacher to allow students to set their progress in a course or automatically update progress in a course based on conditions for activities.
12.4.5.4. Viewing a URL ResourceThe student and instructor interface of the URL resource are similar. When viewing the resource, the instructor can use the Settings block to edit the URL resource by clicking on the Edit Settings link. Alternatively, the instructor can edit the URL resource from the course page (while in "Editing Mode") by clicking the edit icon next to the resource link. 13. Product Manual Terms of UsePermission for the use of Product Manual is granted subject to the following terms and conditions: By accessing this page and using this manual, you agree to and are bound by the terms of this Terms of Use. If you do not agree to all of the terms and conditions contained in the Terms of Use, you are not authorized to use this page or these documents. In using Product Manual, you agree that you will use them only for their intended purpose and not use them for any purpose that is unlawful or prohibited by these terms. You may not misuse or alter any document in any way, including any derivative work, or reproduce or display these documents outside your enterprise without the express written consent of Moodlerooms. Except as expressly granted in the Terms of Use, no other permissions, licenses or rights are granted, either express or implied, to the Product Manual, or to any information, data, software or other intellectual property contained therein. Moodlerooms reserves the right to withdraw the permissions granted herein whenever, in its sole discretion, the use of the Product Manual is detrimental to its interest or, as determined by Moodlerooms, the instructions contained herein are not being properly followed. Moodlerooms makes no guarantee about the content of the Product Manual. Use of the Product Manual is at your own risk. They are provided “as is” and without warranty of any kind, either express or implied, including, but not limited to implied warranties of merchantability, non-infringement and fitness for a particular purpose. The Content, Software, Services and all other aspects of this web site are subject to these Terms of Use. Moodlerooms reserves the right to update these Terms of Use at any time without notice to you. The applicable and most current version of the Terms of Use can be reviewed by clicking on the “Terms of Use” hypertext link located at the bottom of our web pages. 
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