FFC8 Moodlerooms Training Manual

Transcription

1 FFC8 Moodlerooms Training Manual Instructor: Rachel Miller Fall

2 Contents Moodlerooms Support Page... 2 Uses for Primary Education... 3 Uses for Secondary Education... 4 Logging In... 5 Organizing Your Courses... 6 Setting Up Your Courses... 6 Personalizing Your Profile Page... 7 Navigating Around Snap Theme... 7 Add activities and resources in Snap Edit activities and resources in Snap Upload files in Snap Grade in Snap Message students in Snap Give feedback on submissions Learning Activities and Resources Joule Grader Getting Started with Gradebook Enter Grades in the Gradebook Personalized Learning Designer Frequently Asked Questions Can a teacher copy assignments/calendar/resources from one course to another? Online Course Planning Document Moodlerooms Support Page A great resource for finding more information about course design, activities/resources, grading and more! (This site is where a majority of this document came from.) 2

3 Uses for Primary Education Create online courses custom-tailored for elementary and middle school students RESOURCES & ACTIVITIES OTHER MOODLE/JOULE FEATURES RECOMMENDATIONS Link to files and URLs Label to organize and illustrate courses Chat for informal conversations and tutoring Assignment activity can work as a drop box News Forum announcement to send messages to students and parents for projects and homework Forums and groups for tutoring and discussions Choice to run polls, elections, or elicit general student feedback Lesson to scaffold content and questions Glossary and Database to provide student- generated content and language learning support Quiz with multiple choice, truefalse, calculated math questions, and short answer questions SCORM activities for creating content (e.g., simulations, selfpaced modules) or reusing existing content and tracking in Moodle Calendar for course schedule and school activities Course formats to organize work for children on a daily basis Themes can change screen layout and dimensions to be child friendly Gradebook results and outcomes can be customized for individual assessment Reports will help keep track of individual user progress Blog can work as a channel of communication for both students and parents Timed release of activities and/or hidden sections to control pace of student learning Mentees block for mentor parent view of the course In primary education settings, Moodle can be particularly useful as a safe entry-point to the online world Promote a more social, collaborative model of learning for elementary-aged students Increase parent contact and involvement with classroom activities Encourage student participation in a familiar, nonthreatening virtual learning space Familiarize students with standardized testing procedures from within the course Tie activities with grading procedures aligned with state standards and outcomes for particular grade levels Track and record a longrange history of student performance School-wide platform for communication and building Embed multimedia resources for engagement and interactivity SCORM to include easy insertion of engaging learning objects Reuse content created in other SCORM compliant systems by uploading as a SCORM 1.2 package Games to promote informal learning Flash Card Set for testing preparation 3

4 Uses for Secondary Education Create online courses custom-tailored for high-school level students that will increase graduation rates and meet state standards RESOURCES & ACTIVITIES OTHER MOODLE/JOULE FEATURES RECOMMENDATIONS Link to files and URL Label for organizing and illustrating a course Chat for informal conversations and tutoring Page for small amounts of content or embedding videos in a larger space Lesson for scaffolding of content and questions Choice to get a quick idea of student preferences Glossary to provide interactive, subject matter vocabulary and second language learning support Chat for informal interaction Workshop to support peer- and selfassessment Feedback or Questionnaire to create surveys using a variety of question types for the purpose of gathering data from user Quiz for asking students different types of questions and grading automatically Assignments for reflection Forums allow for real interaction between parents, students, teachers, and school directors or administrators Mentees block for mentor/parent view of the course Timed release of activities and/or hidden sections to manage pace of student learning Calendar for course schedule and school activities Themes can change screen layout and dimensions Language settings to promote second language learning Gradebook results and outcomes can be customized for individual assessment Reports to help track individual user progress Attendance to provide tracking of student participation Utilize Moodle/Joule to provide a place for teachers to explore and implement different teaching methods Exposure to online learning during primary education can be extended into late childhood and adolescent years, particularly with social and collaborative features Create remediation for students with low scores Allow for self-paced exploration for accelerated students College preparatory coursework and introduction to virtual learning that will be a part of the higher education experience Utilize for advisory classes, counseling and mentoring programs School-wide platform for communication and building school community Familiarize students with standardized testing procedures from within the course Tie activities with grading procedures aligned with state standards and outcomes for particular grade levels Track and record a longrange history of student performance Embed multimedia resources 4

5 Logging In 1. Login using Office 365 Account. 2. Land at your Personal Menu. 5

6 Organizing Your Courses Our Moodlerooms site is linked to Infinite Campus. All your courses and enrollments are automatically populated from IC. Your home screen will show all the courses you are an instructor for. You can organize these by clicking on the star in the top right corner and choosing your favorites. This will bring your favorite courses to the top. Additionally, I added pictures to my active courses to help organize. Setting Up Your Courses 1. Choose a course you would like to start building. 2. Click on Course Tools. 3. Choose Edit Course Settings-one time only for each course set up. 4. Scroll to the bottom and find Course Summary Files. This is where you can upload a photo to appear in your Personal Menu and at the top of your course page. 5. Along the right hand side, choose Course Format. You will want to choose Topics or Weekly Format. If you choose Weekly, ensure the course start date is correct. 6. Find Completion Tracking change to Yes. 7. Do not change any other settings on this page. 8. Click on Course Tools. 6

7 9. Participants allows you to see your course roster with or without student details. If you choose basic view you can sort by different categories. 10. Click on Course Tools. 11. Edit Course Blocks. Course blocks appear at the bottom of the Course Tools section. a. Helpful blocks to have: i. Activity Stream ii. Calendar iii. Microsoft Personalizing Your Profile Page After logging in you land at your Personal Menu. If you click on your name, this takes you to your profile page. Click Customize this page to add blocks. Helpful blocks on this page are: user details, calendar, activities, Microsoft, courses, miscellaneous. On User Details you can edit your public profile, add a picture, and different interests. Navigating Around Snap Theme The structure of Snap promotes a focus on the learning content. It presents the content in a single column. Information flows from top to bottom. Each section or topic is a separate web page. This allows your students to focus on each topic without any distractions. Blocks are in their own area found in Course Tools. At the start of each course is a table of contents. The table of contents creates a clear overview of the course structure. This structure means your students can navigate to each section in the course with ease. It also shows each participant his or her progress through each section in the course. Course tools are in one simple location. Select Course Tools in the table of contents to go to them. Blocks are also found in this area. 7

8 A recent activity stream is available in the course footer. It shows you and your students a snapshot of what happened recently in the course. Snap hides the Administration block to reduce page clutter.. Select Admin in the top right to expand the block. 8

9 Snap uses icons and cards to help students recognize resources and activities at-a-glance. The color for popular file types match the product color. For example an Excel spreadsheet is green. This makes the file types easier to scan. A check mark shows users they have completed an activity. The personal menu is the best place to see everything important you need to know at-a-glance. It includes feedback, grades, and forum posts. Go to the new Moodle feedback page and see all your courses and grades to date. Select Menu at the top of your screen to stay engaged and keep current with what others are saying.. 9

10 Add activities and resources in Snap Step: Create a learning activity or resource At the bottom of each section you can add an activity or resource. 1. Select Create learning activity or resource and choose the activity or resource you want to add. 2. Select Add. 3. Edit the resource or activity and save. To change the order of activities and resources select Move. Navigate to the new location. Select Move here. Edit activities and resources in Snap Editing is always on and right where you want it. Every label, activity and resource have three tools you can use to edit it. Move: Use this to change the location of the activity, resource or label. 10

11 Edit: Use this to edit the settings or content of the activity, resource, or label. More: Open this to delete, hide, and duplicate the item. You can also assign roles and open the Personalized Learning Designer. Upload files in Snap It's easier than ever to upload files. Not only can you drag-n-drop, you can browse to upload single or many files. This makes it easier to add content on touchscreen devices. Go to the bottom of a section to add files to your course. Grade in Snap Use Joule Grader to view and grade submitted assignments and forum posts. Steps: Course Tools > Joule Grader > Show Activities Requiring Grading 11

12 View the gradebook with a simple landing page of gradebook category and course totals. Steps: Course Tools > Gradebook > Joule Gradebook Message students in Snap Steps: Course Tools > Participants Visit the course participant list to message a student. 1. Select Course Tools and select Participants. 2. Check the participants you want to message. 3. Select Send a message from the Choose menu. 4. Compose your message and send. Give feedback on submissions Steps: Personal Menu > Deadlines Find submissions that are ready for your feedback under Deadlines in your personal menu. 1. Open your personal menu. 2. Find submissions under Deadlines. 3. Open the submission and give your feedback. 12

13 Learning Activities and Resources The following table describes each tool and what learning outcomes it best supports to build your course content. 13

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31 Joule Grader Joule Grader is an alternate grading option that enables you to view, grade, and navigate through student submissions in a simplified, adjustable, two-pane view. Currently, only assignments and advanced forums are supported in Joule Grader. Use advanced grading methods, such as rubrics. Annotate PDFs within Joule Grader. Use marking workflows and delegate grading. Teachers and students can discuss a particular grade or submission in the assignment's comments. Students can view only their own submissions and grades in Joule Grader. Grade activities with Joule Grader Steps in Snap: Course Tools > Joule Grader Joule Grader lets you grade student submissions in a simplified, adjustable, two-pane view. Student submissions appear in the left pane. Online text submissions and discussion forum posts appear in the submission frame. File submissions need to be downloaded for review, with one exception. PDF files can be viewed and annotated directly in the submission frame. You can filter your view to see only activities that need grading. Select Show Activities Requiring Grading. Use the activity, participant, and group menus and arrows to move between activities or students. 31

32 Grade student submissions in the right pane. Options you set when creating the activity, such as whether Activity Comments are available, determine what is displayed in this panel. If an assignment uses an advanced grading method such as rubrics, checklist, or marking guide, you can view them from here. Save grade and next to move to the next student who has submitted that assignment OR Save the grade and stay on the page. Grades saved here are recorded in the course Gradebook. Mark up PDF submissions Steps in Snap: Course Tools > Joule Grader > Find submission > Launch PDF editor If you want to mark up student submissions in Joule Grader you need to do these things when you create the assignment: Select File submissions for the assignment Submission types. Select Simple direct grading for the assignment Grading method. Instruct your students to upload PDF file submissions only. Joule Grader doesn't convert other file types to PDF. Select Launch PDF editor under Grading to view and edit and PDF submission in Joule Grader. With the PDF editor you can mark up and add comments to student submissions. View inline lets you view the content only. You need to open the PDF editor to annotate. Use these tools in the PDF editor to mark up the submission: Use the right and left arrows to move between pages. Search for comments in the submission. Add comments to the submission. You can change color of the comments. Move or delete the comment or mark up. Mark up the submission with free-hand drawing, lines and objects. Highlight words and sentences you want to stand out. You can change the color of the highlight. Stamp the submission with a happy face, sad face, checkmark or red x. 32

33 Marking workflows With marking workflows, marks go through these stages in Joule Grader before being released to students. Not marked: Marking hasn't started. In marking: Marking is in progress. Marking completed: Marking is finished but the marker might need to go back for corrections. In review: Marking is being reviewed the teacher in charge for quality checking. Ready for release: The teacher in charge is satisfied with the marking but is waiting to give students access to the mark. Released: The student can access the grades and feedback. Marking workflows are ideal when you have more than one marker. For example, a teaching assistant can mark the submission and mark it complete for the teacher's review. The teacher can then release the mark to the student. If you want to use marking workflows you need to do these things to set it up. Select Use marking workflow in the assignment Grade settings. Give another user marking permission. From Course administration select Users. Select Enrolled Users and Assign Roles. Select non-editing teacher. Choose who you want to give permission to. You can then give them give them assignments to mark. You must have permission to assign markers to this. If you want to release grades to more than one student or all students at the same time, use the assignment's Module Grader instead of Joule Grader. Joule Grader enables you to release a grade only one student at a time. Allocate markers Steps in Snap: Assignment > View/Grade All Submissions > Set allocated marker Steps in other themes: Assignment > View/Grade All Submissions > Set allocated marker You can designate one marker for all student submissions, or designate several different markers across student submissions. 1. Access the assignment and select View/Grade All Submissions. 2. Select a set of students by checking the boxes. 3. Select Set allocated marker in the With selected menu. 4. Select Go. 5. Select an Allocated Marker from the menu. o Only users with grading permissions appear in the menu. To add a user to the list, select Locally assigned roles in Administration. Select Non-editing teacher and select a Potential user. Select Add. 33

34 o When allocating markers to several students at one time, it is possible to allocate a marker to their own submission. Double-check the grading list to ensure this doesn't occur. 6. Save changes. Notify the allocated markers Allocated markers aren't notified that they are assigned to student submissions. Tell your markers so they know to check for submissions. If you enable notifications in the assignment settings, an is sent to markers telling when students submit something for them to mark. Let your markers know to expect these s and how to mark the submission. What do allocated markers see? The user specified as the allocated marker for the activity sees the student's submission in these locations: View/Grade All Submissions in the assignment: Only assignments that are submitted and allocated to the marker are listed. Joule Grader: Allocated markers see only their own submissions for all gradable activities except for the activity that they were assigned to mark. For that activity, the drop-down menu shows the current user's name as well as the name of the user to mark. After a marker assigns a grade, the marker can change the workflow status. Do both instructors and allocated markers grade submissions? The student receives only one grade. Both the instructor and allocated marker can update the grade and change the Marking workflow state as many times as necessary. The workflow state is visible in the grading grid. 34

35 Getting Started with Gradebook Find your way around the Gradebook Steps in Snap: Course tools > Gradebook A. Use the tabs and menu at the top of the page to manage and customize your Gradebook. From here you can change your view, import grades, or set your Gradebook up just how you like it. B. Students and gradable items are shown in an easy-to-read table. Students are rows and gradable items are columns. Where the two meet is where you grade a student for a specific assignment. Select a cell to enter a grade. Beside each student and gradable item name is an action icon that allows you to perform quick and common actions to the student or item. For example, you can send a message to the student or bulk grade everyone for a single item. C. Filter your view by category or members in a group. 35

36 Remove the clutter Steps in Snap: Course tools > Gradebook > Hide uncategorized Select Show uncategorized items or Hide uncategorized items to show and hide uncategorized items. This can streamline the Gradebook and make it less cluttered. You can customize what is displayed, only showing category totals, or showing all items. You need to create grade categories and add them to any items you want to grade. If no grade categories are created and used, all you'll see for each student is there course total. Set up your Gradebook Ensure all settings match your Infinite Campus Gradebook Setting up your Gradebook is simple. Begin setting up your Gradebook by adding gradable activities to your course. Choose the activity you want to add and set the grade settings. Add grade items to the Gradebook for any offline activities. Organize your Gradebook with categories. Categories can help you manage the appearance and calculation of grades. Set how you want grades to be calculated and assign weights. Set your Gradebook preferences. Add grade items to the Gradebook Steps in Snap: Course tools > Gradebook > Setup > Add grade item Steps in other themes: Turn editing on > Administration > Course administration > Grades > Setup > Add grade item Not all assessments happen in your Moodlerooms course. You may have "offline" activities, such as oral presentations. Keep grades for all assessments in one place. Add the activities to your Gradebook. When the activity is complete, enter the grades in the Gradebook manually. The grades are available to students and added to the course total. 1. From Setup in the Gradebook, select Add grade item. 2. Type a meaningful name for the item. 3. Select a type from the Grade type menu. o o o Value: Use a numerical value for grading. Type the Maximum grade and Minimum grade that can be earned. Scale: Use a scale to grade. Select the scale you want to use from the Scale menu. Text: Use text to give your students feedback only. 4. Select how you want the grade to appear in the Grade display type menu. 36

37 o o o Real: Show the actual grade. Percentage: Show the grade as a percentage. Letter: Show the grade as a letter that represents a range of grades. 5. Optionally, set the following. o o o o Overall decimal points: Set the number of decimal points to display for each grade. It has no effect on grade calculations, which are made with an accuracy of 5 decimal places. Hidden: Hide the grade for this item from students. If you want to show students the grade for this item later, select a date from the Hidden until menu. Locked: When selected, the item can't be automatically updated by related activity. You can set a date for when you want to lock the grade in. Weight adjusted: Uncheck this to reset a grade item weight to its automatically calculated value. Checking this will prevent the weight being automatically adjusted. 6. Optionally, type a value for the Weight. 7. Select Save changes. Use categories to organize your Gradebook Steps in Snap: Course tools > Gradebook > Setup > Add category Categories are used in the Gradebook to group gradable items. This can make the Gradebook easier to view. You can filter your Gradebook view by category. You can also use categories to combine grades, drop the lowest grade, and weight a group of grades. Set aggregation method and assign weights Steps in Snap: Course tools > Gradebook > Setup By default your Gradebook is set to calculate grades using the Simple weighted mean of grades. This aggregation method does not allow instructors to assign a weight for specific assessment activities. You can change how the Gradebook calculates grades. 1. From Setup in the Gradebook, select Edit beside the course name. 2. Select Edit settings. Select the grade calculation method from the Aggregation menu. Select Weighted mean of grades, if you want to use your own weighted grading scheme. Select Save changes. After you have set the aggregation method, you can now assign weights to your Gradebook items and categories. A weight column appears in the Gradebook Setup. Type the weight for each item and category. Your weights should total 100 to make sure the grade displayed is accurate. 37

38 My preferences Steps in Snap: Course tools > Gradebook > Preferences: Joule Gradebook Decide what you want to see in your Gradebook. Show/hide Toggles o o o o o o Show calculations: A calculator icon appears for each grade item and category. There are tool tips over calculated items and a visual indicator that a column is calculated. You must select Turn editing on to see it. Show show/hide icons: Use the show/hide icon to show or hide the grade from students. You must select Turn editing on it see it. Show column averages: An additional row appears with the average (mean) for each category and grade item. Show locks: Control if an item can be automatically updated by related activity. Select the lock to lock the grade. Unlock to allow automatic updates. You must select Turn editing on to see it. Show user profile image: See user profile images beside their names. Show ranges: An additional row appears with the range for each category and grade item. Special Rows o o o o o o Range display type: Display ranges as real grades, percentages, or letters. Decimals shown in ranges: Display the number of decimal points for each range. Column averages display type: Display the average (mean) as real grades, percentages, or letters. Decimals in column averages: Display the number of decimal points for each average. Grades selected for column averages: Decide if you want to include cells with no grade when calculating the average (mean) for each category or grade item. Show number of grades in averages: Display the number of grades used when calculating the average (mean) in brackets after each average. General o o o Students per page: Set how many students you want to see on each page of the Gradebook. Aggregation position: Decide where the category and course total columns are displayed in the gradebook reports. Enable AJAX: Adds a layer of AJAX functionality to the Joule gradebook. This simplifies and speeds up common operations. Javascript must be switched on at the user's browser level. This option is set to Yes because AJAX is required for Joule gradebook. 38

39 How Gradebook interacts with your course The Gradebook interacts with several tools and components in Moodlerooms. Understanding how and where these interactions happen can help you take full advantage of this tool. Tool/Component Interaction Activities and resources When you create gradable items in your course it adds a grade column for that item to the Gradebook. Example: When you create a journal, you can select the grading option. A grade column is added to the Gradebook with the name of the journal. tool You can use the tool in the Gradebook to send messages to students and, if applicable, their observers. External data from other grading systems You can export and import data to the Gradebook by uploading and downloading delimited files. Joule Grader You can view and grade submitted assignments and posts made to advanced forums. Grades assigned in the Joule Grader appear in the Gradebook. 39

40 Tool/Component Interaction Observers Observers can log in and access their observed students' released grades. Examples of observers might include a student's parents or guardians, or a tutor. Your institution controls observer access. If allowed institution-wide, you can determine observer access on a course-by-course basis. Student view of grades By default, students see their grades in their own personal Gradebook. You can hide their Gradebook from them in course settings. You can also hide individual grades by column, if you want. X-Ray Learning Analytics X-Ray extracts and analyzes information from the Gradebook to keep you informed on how your students are doing. X-Ray also suggests grades for forums but doesn't save those grades to the Gradebook. Teachers must add the grades manually, if they agree with the suggested grade. 40

41 Enter Grades in the Gradebook Steps in Snap: Course tools > Gradebook How do I know what needs grading? There are many ways for you to tell what needs grading in your courses. From the activity: Select the activity to view the summary page. Select View/grade all submissions. From here you can see if a student has submitted something and grade the submissions. From Joule grader: In Snap select Course tools and Joule Grader. In the other themes select Joule Grader from Course administration. Select Show Activities Requiring Grading. Navigate through the activities and student submissions. From the Needs Grading report: In Snap select Course tools and Joule Reports. In other themes select Joule Reports from Course administration. SelectNeeds Grading from the Dashboard menu at the top of the screen. Fill in the information and select Generate report. From your personal menu: Select Menu at the top of your Moodlerooms screen to open your personal menu. New submissions needing grading are listed under Grading. The personal menu is only available with the Snap theme. Can I override grades? By default you can override grades in the Gradebook. You can choose to lock a grade item in the Gradebook. When a grade item is locked it can't be updated by related activity. 41

42 Can I grade offline? Yes you can grade items offline. Select Export in the Gradebook. Pick the format you want. For example, Plain text file. Select grade items you want included. All are selected by default. Select Download. When you are done select Import to upload your grades to the Gradebook. Manage grade items Use column actions to perform bulk and individual grading and messaging tasks. Actions can be viewed by clicking the action icons in 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. Joule Grader: Jump to the Joule grader. Module Grader: Jump to the activity grades to view detailed results. Column Grader: Input activity grades for all course participants at one time. Message to Incompletes: Send a message to all participants who have not completed a specific activity. All students that do not have a grade entered for the activity are added to a message automatically. Message to Grade Range: Set a grade range that will trigger a custom message to be sent to students whose grades fall within that range. Change all grades in this column to: Change all grades for an activity using this feature. If all students except a few received the same grade, you can use this feature to save time by only having to input the exceptions. 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. Toggle Visible/Hidden (Currently Visible/Hidden): Makes the grade for the activity visible/hidden to students. Move this to a different Gradebook category: Move the item to a different category in the gradebook. Manage students The 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. Row Grader: View and change grades for one student at a time. 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. Message to Student: Send a message to a student. 42

43 Personalized Learning Designer Different learning paths for different learners. With the Personalized Learning Designer (PLD) you can automate different experiences for students. Identify key behaviors to trigger extra help or more challenges depending on the student. Keep it personal with special messaging and appropriate learning paths for each student. The PLD can: Save you time and manual effort. Help you track how your students are doing. Give extra help to students who need it. Accelerate learning. How the Personalized Learning Designer works The PLD uses rules to trigger automated events in your course. You can create rules to reduce excessive manual effort and reach out to at-risk students. For example, a rule can watch for atrisk grades and send messages to key figures in the student's life. A rule could also encourage students by watching for the completion of activities. Each rule has an event, optional conditions, and at least one action. Events: An event is what triggers the rule, or causes it to run. Conditions: A condition determines if there are actions when an event occurs. If there are no conditions, actions happen automatically. Actions: An action is what happens when the right conditions are met. The sky is the limit as you combine different events, conditions, and actions within rules. After a student earns 55% on a quiz, he receives an automated with a number of specific improvement suggestions. A student submits a quiz that is automatically graded with a D. She is redirected to a lesson with additional content on the topic. For positive reinforcement, create rules that send out positive messages to students when their actions and grades meet specific criteria. 43

44 A course starts and stops during different times of the year. Each element of the course is designed to open after a student completes the previous element. When a student's performance does not meet minimum criteria, more activities about the same topic are provided. Upon success, the next element is made available. Three students are in the same class, but when they log in to the course, they see different activities. Different content has been been made available to them based on previous and ongoing assessments. If a quiz is viewed, but the learner has not read a particular lesson, show an alert instructing them to read it before taking the quiz. If a learner submits a quiz and the grade is less than 70%, release remedial content and inform the learner they have access to it. If a learner submits a quiz and the grade is greater than or equal to 90%, release the next lesson. When a forum is viewed, show an alert with instructions that you don't want the learner to overlook. Add rules to the Personalized Learning Designer Steps in Snap: Admin > Personalized Learning Designer > Add a Rule 1. Select Add a Rule. 2. Type a meaningful name for your rule. This makes it easier to find later on. 3. Select an Event type from the menu. Additional menus appear. They are different depending on the event. Choose what you want and select Add. You can add more than one event to a rule. For descriptions of each event type, select the help icon in the course interface. 4. Optionally, select Conditions. Select a condition type from the menu and select Add. Additional menus appear. They are different depending on the condition. Choose what you want and select Save. You don't need to specify conditions if actions should always happen when an event occurs. For descriptions of each condition, click the help icon in the course interface. 5. Select Actions. Decide what happens when the event specified occurs. Select an action type from the menu and select Add. Additional menus appear. They are different depending on the action. Choose what you want and select Save. You must select at least one action. For descriptions of each action, click the help icon in the course interface. 6. Select Save. You can stop a rule's action by checking the Disabled box. The rule is not used in the course unless unless the check is removed from the Disabled box and then saved. The Course grade change event and the Activity events should be used respectively with the Course or Activity actions. Edit or delete existing rules by clicking the gear icon in the row for each rule. 44

45 View the Personalize Learning Designer history Steps in Snap: Admin > Personalized Learning Designer > History View a list of the actions triggered in the course to see which students are triggering them. 1. Access the Personalized Learning Designer. 2. Click the History tab. 3. The list shows the rule, user, date, and actions fired. The list can be filtered for easier viewing. Student experience Students can't access the Personalized Learning Designer and don't see the rules. They only experience the actions. Alert: A message appears within the browser of the course. It requires the student's attention before being able to proceed. An with a personalized message from the course is sent to the student. Go to Activity: The student is automatically redirected to another resource or activity within the course. Go to URL: The student is sent to a specific URL. Release Codes: The student can view (or lose rights to view) specific course content that is tagged with a specific release code. Add/Remove User from Group: The student may be added or removed from specific course groups based on their interaction in a course. Three rules you can t live without: The Personalized Learning Designer ~Janelle Gieseke, Senior Corporate Trainer Even if you have heard of Moodlerooms Personalized Learning Designer (PLD), you may still not know what to do with this extremely versatile feature. The PLD is a tool that works on your behalf to interact, communicate, and route student activity within the course. Rules are created by adding events, conditions, and actions to enhance your Moodle classroom. Starting with these basic rules will allow you to automate facilitation tasks that you would have manually completed in the past. 1. Rule name: Welcome This rule will send an to students upon first access of the course and also redirect the student to the course syllabus. Be sure to add a condition to stop this rule from triggering every time the student enters the course. Event: Course Entered Conditions: Activity viewed: Choose has not been viewed and Select an activity, which is the resource for the syllabus in your course. 45

46 User role check: Select Student. Select All of the conditions must be fulfilled. Action: Send Select From Teacher and To Triggering User. Create template and include the use of tokens to personalize the , such as the Course name and User name tokens. Go to activity: Select activity and choose the delay time before being redirected. 2. Rule name: Assignment Receipt Using the assignment submission receipt rule will assist your students to be responsible for their participation in the course. If the student contacts you about a particular assignment in which they say they have submitted, you will be able to ask them to send you their assignment receipt that verifies that they had submitted the assignment. As well as, you can review the history tab within the PLD to view if the rule triggered an to the student. Event: Quiz or Assignment Submitted: Choose Assignment for the Activity Type and leave Activity as Any of Type to allow this rule to run for all activities in the course. Condition: No Condition: Always run Action: Display alert: Create template alert and include the Activity name token, as well as, a reminder of the duration of time to allow for manual grading. Send Select From Teacher and To Triggering User. Create template and include the Activity name token. 3. Rule name: Come to Class No longer is the need for you to review the last login date of your students. With this PLD rule a reminder will be automatically sent to the student and the facilitator to alert them both to a student who may be falling behind in course activity. Event: Recurring event: Choose Weekly on Sunday s ending the last day of class. Condition: Course login: Choose has not logged into the course within the last 7 days. Action: Send Select From Teacher and To Triggering User and Teacher. Create template . Since PLD rules are tracked via the History tab, facilitators are able to view what communication and interaction has happened automatically between the rules and the student. To access the History tab go to Settings > Course administration > Personalized Learning Designer > History tab then filter by the rule you would like to view the history for. Join us for the Personalized Learning Designer webinar to learn more about using and creating rules to automate your facilitation. 46

47 Frequently Asked Questions If a teacher chooses anonymous posts in a forum, can he or she still see who made each post? No, posts are anonymous to all users. How can students work collaboratively on a document or project within Moodlerooms? What does the workflow look like? Can a teacher tell which student did each part of the assignment? The best tool in Moodlerooms is a Wiki activity. A group of students can work together to create and share learning. A teacher can see who edited the content on each page. Can you prevent blank file submissions? The best way is to have students submit work through the in course editor rather than a file attachment. Using Joule Grader allows teachers to quickly click through submissions and provide feedback for students. Any blank pages can be quickly skipped instead of having to open each file individually. If a teacher creates an assignment in Infinite Campus, does it show up in Moodlerooms? No. That information is not included in the upload from IC. What if a teacher creates an assignment in Moodlerooms but doesn t want it in Infinite Campus? For a quiz or an assignment, click on Settings, Grade, Type, None. Can a teacher print quizzes or assignments for students without online access or with special accommodations? A teacher would need to use the print feature in the internet browser to print a quiz. This would be more difficult if a quiz was laid out on multiple pages. Can teachers create a common assessment course for an entire grade level? Can students self-enroll? Yes. Please formally request the course be manually created. You will need to provide the course name and teachers associated to the course. Send requests to rmiller@ffc8.org. Can a teacher review a forum post before it is posted? No. What is the video file size/capacity? Within each course there is a 500MB maximum file upload size. If stored within the course there is no storage limit. How does a teacher move content from one week to another? Click on the arrow next to the content you would like to move. You can click on more than one item. Choose the week you want to move content to and then click on Move Here. 47

48 Can a teacher lock down the computer during a test? You can lock down the browser the student is using but not the entire computer. Under quiz settings, click on Extra Restrictions/Attempts, choose Show More, choose Browser Security. Can a teacher copy assignments/calendar/resources from one course to another? Yes. You will use the import function under Course Settings. From within the recipient course, click on the gear icon in the top right corner. Click on Import. Choose course you want to copy from. Choose the parts of the course you want to create an exact copy of. Continue through the prompts and choose Import. *If you create content in Blackboard Open Content, you can quickly assign the content to multiple courses. 48

49 Online Course Planning Document Course Information Course title: Course summary: Write a short description of the course. Course author: Audience: Delivery date: When will this course be available for enrollment? Hours of instruction: How many hours of instruction is this course? Enrollment duration: What is the recommended enrollment duration for this course? Delivery format: Blended, hybrid, online only Delivery method: synchronous, asynchronous, combination Facilitation: Will an instructor facilitate this course? Pacing: Self-paced, scheduled completion (with set due dates) Course structure: Weekly, Topic Required tools: What software will you require your students to have in order to view information in this course? Acceptable formats: What file formats will you use in the course? List the types you will use to provide information to students. Required student materials: List all materials for the course. 49

50 High-Level Outline Topic/Week Title Subtopic Titles Week/Topic (Copy this table for each new topic) Week #/topic title: Enter the week number or the title for the section/topic. Objectives: Identify instructional goals for this topic/week. Required student materials: List all materials for the section. Detailed outline of content: Specify all student resources and activities in this section and how they will be delivered (file, chat, forum, assignment, etc). Identify the title of instructional material in the left-hand column and specify its details in the right-hand column. Here you should specify each instructional item to be included, in the order it is to be built within the course. Be sure to include all documents, links, discussion, assessments (graded items such as quizzes and assignments), rubrics and/or grading criteria for each activity. Add more rows as needed (on your keyboard press the Tab button when the cursor is placed in the last cell of this table). Title of instructional material Details of instructional materials 50