Cisco Learning Environment User Guide v.03 -Draft-

Transcription

1 Cisco Learning Environment User Guide v.03 -Draft-

2 Table of Contents LIST OF FIGURES... 4 LIST OF TABLES... 4 INTRODUCTION... 8 DESIGNING A COURSE... 8 GETTING STARTED... 9 MY HOME PAGE ELEMENTS CONTACTS WITH PRESENCE Contact Management Presence NAVIGATION BLOCK Site home Site pages My profile Blogs SETTINGS BLOCK Edit Profile Change Password Messaging Blogs MY COURSES Search Forums Latest News Calendar Recent Activity COURSE ADMINISTRATION Edit Settings Users Groups Filters Grades Backup Restore MODIFYING A COURSE TURN EDITING ON Editing Icons HTML editor WORKING WITH RESOURCES Adding a File Adding a Folder Add an IMS content package Add a Label Add a Page Add a URL Add a Video WORKING WITH ACTIVITIES Assignment Chat Page 2

3 Choice Database Forum Glossary Lesson Quiz SCORM Package Survey Wiki Workshop WEBEX WEBEX SESSION PARTICIPATION ADDING A WEBEX SESSION WebEx setup MANAGING PARTICIPANTS CONFIGURATION Default Settings WORKING WITH BLOCKS ADD A BLOCK MOVING A BLOCK ACTIVITIES BLOCK ACTIVITY UPDATES BLOCK BLOG TAGS BLOCK CALENDAR BLOCK COMMENTS BLOCK COMMUNITY FINDER BLOCK COURSE COMPLETION BLOCK MY COURSES BLOCK HTML BLOCK MENTEES BLOCK MESSAGES BLOCK MY PRIVATE FILES BLOCK ONLINE USERS BLOCK PEOPLE BLOCK PERSONAL PROFILE BLOCK QUIZ RESULTS BLOCK RECENT BLOG ENT RIES BLOCK APPENDICES UNDERSTANDING THE VIRTUAL LEA RNING EXPERIENCE BEST PRACTICES Preparation Planning Delivery Plan Communication, Assessment, and Support Provide Organizational Support Tips for Motivating Online Learners GLOSSARY OF TERMS Page 3

4 List of Figures Figure 1: CLE Spaces... 8 Figure 2: Login Screen... 9 Figure 3: My home Page Figure 4: Spaces Figure 5: Messages Figure 6: Contacts Figure 7: Navigation Block Figure 8: Site home view Figure 9: Links in the Site pages folder Figure 10: Site blog page Figure 11: Search tags page Figure 12: Links in the My profile folder Figure 13: Profile page Figure 14: Forum Posts Figure 15: Discussions Figure 16: Blogs folder Figure 17: Blog entries page Figure 18: Add a new entry page Figure 19: Messages Page Figure 20: My private files page Figure 21: Navigation Block Figure 22: Edit Profile Page Figure 23: Update Profile Button Figure 24: Change Password Figure 25: Messaging Figure 26: Preferences Figure 27: External blogs Figure 28: Register an external blog Figure 29: My course page Figure 30: Course Administration Links Figure 31: Switch role to folder Figure 32: Topic in edit mode Figure 33: Search Forums block Figure 34: Advanced Forum Search page Figure 35: Latest News block Figure 36: Upcoming Events Figure 37: Calendar Events Key Figure 38: New Event button Figure 39: Adding a New Event Figure 40: Recent Activity block Figure 41: Course administration tools Figure 42: Course Settings Figure 43: More Options for Course Settings Figure 44: Enrolled users page Figure 45: Enrolment Methods Page Figure 46: Groups page Figure 47: Check Permissions page Figure 48: Other Users page Figure 49: Filters page Figure 50: Grade administration folder Page 4

5 Figure 51: Grade Administration page Figure 52 Grade report menu Figure 53: Initial setting for creating a backup Figure 54: Restore page Figure 55: Import data page Figure 56: Question bank page Figure 57: Turn editing on Figure 58: Editing Icons Figure 59: HTML editor Figure 60: Add a Resource drop down menu Figure 61: Move Icon Figure 62: Target Location Figure 63: Adding a new File page Figure 64: File picker page Figure 65: Options for adding a file Figure 66: Settings for Adding a Folder Figure 67: File Picker Pop Up Window Figure 68: General Settings for Adding an IMS Content Package Figure 69: Other settings for Adding an IMS Content Package Figure 70: Settings for Adding a Label Figure 71: General Settings for Adding a Page Figure 72: Other Settings for Adding a Page Figure 73: General Settings for Adding a URL Figure 74: Other Settings for Adding a URL Figure 75: General Settings for Adding a Video Figure 76: Add an Activity Drop Down Menu Figure 77: Target Locations for Moving an Activity Figure 78: Assignment Types Figure 79: Adding a New Assignment Page Figure 80: Settings for Advanced Uploading of Files Figure 81: Common Module Settings for Assignments Figure 82: Settings for Advanced Uploading of Files Figure 83: Settings for Online Text Assignments Figure 84: Settings for Uploading a Single File Figure 85: General Settings for a Chat Activity Figure 86: Common Module Settings for a Chat Activity Figure 87: General Settings for Creating a Choice Figure 88: Limit Options for the Choice Activity Figure 89: Response Options for a Choice Activity Figure 90: Restriction Options for a Choice Activity Figure 91: Miscellaneous Settings for a Choice Activity Figure 92: Common Module Settings for a Choice Activity Figure 93: General Settings for a New Database Figure 94: Grade Options for a New Database Figure 95: Ratings Options for a New Database Figure 96: Common Module Settings for a New Database Figure 97: Creating a New Field Page Figure 98: Create a New Field Drop Down Menu Figure 99: General Settings for a Forum Figure 100: Grade and Ratings Options for a Forum Figure 101: Common Module Settings for a Forum Figure 102: Adding a New Glossary Page Page 5

6 Figure 103: General Settings for Creating a Glossary Entry Figure 104: Common Module Settings for Creating a Glossary Entry Figure 105: Glossy Link Figure 106: Add a New Glossary Entry Figure 107: General Settings for a Glossary Figure 108: Auto-Linking Options for Glossary Entries Figure 109: Adding a New Lesson Page Figure 110: Other Settings for Creating a Lesson Figure 111: Options for Creating a Lesson Figure 112: Adding a New Quiz Page Figure 113: Quiz Parameters Figure 114: Layout Options for a Quiz Figure 115: Quiz Question Behavior Figure 116: Quiz Review Options Figure 117: Quiz Display Options Figure 118: Advanced Quiz Settings Figure 119: Quiz Feedback Options Figure 120: Common Module Settings for a Quiz Figure 121: Editing Quiz Page Figure 122: Quiz Question Type Figure 123: Adding a Multiple Choice Question Page Figure 124: Choice and Feedback Page Figure 125: Adding Quiz Tags Figure 126: Previewing a Quiz Figure 127: Submitting a Quiz Figure 128: Adding a SCORM Package Page Figure 129: Other settings for adding a SCORM Package Page Figure 130: Adding a New Survey Page Figure 131: Adding a new Wiki page Figure 132: Wiki Settings Figure 133: Adding a New Workshop Page Figure 134: Grade Settings for a Workshop Figure 135: Submission Settings for a Workshop Figure 136: Assessment Settings for a Workshop Figure 137: Access Control Settings for a Workshop Figure 138: Common Module Settings for a Workshop Figure 139: WebEx Window Figure 140: WebEx Session Info Figure 141: Adding a New WebEx Page Figure 142: Session Date and Time Settings Figure 143: Session Type Figure 144: Daily Session Figure 145: Daily Session Figure 146: Weekly Session Figure 147: Ending Options Figure 148: Ending After Option Figure 149: Audio & Other Settings Figure 150: Other WebEx Settings Figure 151: Grade Settings Figure 152: Common Module Settings for a WebEx Session Figure 153: Adding a WebEx Activity Figure 154: Participants Tab Page 6

7 Figure 155: Current Attendees Figure 156: Add Attendees Figure 157: Invite External User Figure 158: Blocks with Editing Turned On Figure 159: Editing Icons in Blocks Figure 160: Available Blocks Figure 161: Block Placement Options Figure 162: Activities Block Figure 163: Activity Updates BlockBlog Menu Block Figure 164: Blog Menu Block Figure 165: Blog Tags Block Figure 166: Calendar Block Figure 167: Detailed Month View Figure 168: Comments Block Figure 169: Community Finder Block Figure 170: Course Completion Block Figure 171: My Courses Block Figure 172: HTML Block Figure 173: Mentees Block Figure 174: Messages Block Figure 175: My Private Files Block Figure 176: Online Users Block Figure 177: People Block Figure 178: Personal Profile Block Figure 179: Quiz Results Block Figure 180: Recent Blog Entries Block List of Tables Table 1: Course Administration Links and Functions Table 2: General Settings Related to a Course Table 3: Editing Icons Table 4: HTML Icons Table 5: Summary of Activity Options Table 6: Planning Checklist Table 7 Example of a Delivery Plan Template Page 7

8 Introduction The Cisco Learning Environment (CLE) is designed to help educators easily create quality courses and to allow students, instructors, and administrators to collaborate in order to enhance their learning and teaching experience. CLE promotes a social constructivist pedagogy, which includes, but not limited to collaboration, activity-based learning and critical reflection and is suitable for virtual and blended learning environments. As shown in the Figure below, class spaces in CLE include a collection of collaboration tools and content information such as course details, schedules, assignments, instant messaging, discussion forums, wiki, blog, and shared resources such as audio, documents, calendar, and . Figure 1: CLE Spaces Designing a Course The first step when preparing a course is to develop a design document. A design document identifies the content and media for each page of the course. Once you have the content ready, you can then easily create the course in CLE. Design Document The key to creating a course is to prepare your content before you start. You should have a design document for your course, have titles for the topics, activities and resources and collect the media and decide where it will be placed and have some textual content. Page 8

9 The following sample design is an example of a three level course. The topic includes content, activities and resources. The three levels in this hierarchy are as follows: 1. Course Course Title: Using CLE Introduction Title: Introduction to CLE Content: Introduction to Managing Content Content Image: CLE home page screenshot 1.1 Topic Title: Module 1 Content: Objectives Resource Title: Learn how to upload an Assignment Content: Video example of uploading content Activity Title: Upload an Assignment Assignment: Upload an Image Getting Started Type your Username and Password in the Login screen as shown in the Figure, and then press the Login button. This will take you directly to My home page. Figure 2: Login Screen Page 9

10 My home Page Elements As shown in the Figure below, My home is the default page you see when you log into CLE. You will see the following elements on the page: 1. Top Bar Status, Notification, Welcome Message, Logout, Help, Settings and Search 2. Contacts with Presence 3. Navigation Block and Settings Block 4. Space Updates 5. Activity Update 6. Calendar 7. My Private Files Figure 3: My home Page Page 10

11 8. Tabs: a. Home b. Spaces Figure 4: Spaces c. Progress d. Messages Figure 5: Messages Page 11

12 Contacts with Presence Figure 6: Contacts Contact Management You can manage your contacts list with the Contacts button. Click the button to Add, Edit and Delete Contacts Presence This is an indicator that shows availability of a user. The following default presence indicators are available: Online and Offline Navigation Block As shown in the Figure, the Navigation block allows you to access profile details, move to a different course, or go back to My home. The Navigation block contains the following links: 1. My home 2. Site Home 3. Site pages 4. My profile 5. My courses Figure 7: Navigation Block Page 12

13 NOTE: Location Indicator or Navigation Bar The location indicator or sometimes referred to as "Breadcrumbs" is shown on the top-left side of your screen and represents the path of the page you are currently in. For example, the path of a certain webpage could read: Site home Figure 8: Site home view Page 13

14 Site pages As shown in the Figure, the Site pages folder contains the following links: 1. Blogs 2. Tags Figure 9: Links in the Site pages folder Site blog If you click the Blogs link, you will see the following page: Figure 10: Site blog page Page 14

15 Tags If you click the Tags link, you will see the following page: Figure 11: Search tags page My profile The My profile folder contains the following links: 1. View profile 2. Forum posts 3. Blogs 4. Messages 5. My private files Figure 12: Links in the My profile folder Page 15

16 View profile Figure 13: Profile page Forum posts Figure 14: Forum Posts Page 16

17 Figure 15: Discussions Blogs As shown in the Figure, the Blogs folder contains two links. On the Blog page you can create, read and reply to blogs on the site. Figure 16: Blogs folder Page 17

18 To view all of your blog entries, select the View all of my entries link. Figure 17: Blog entries page To add a new blog entry: 1. Select the Add a new entry link 2. Enter the title and main body of your blog 3. You can add a document or image attachment 4. Choose whether you want this blog to be just a draft or to be published. 5. Add tags to help users find your blog 6. Click Save changes to post your blog (Your blog is now visible) Figure 18: Add a new entry page Page 18

19 Messages Figure 19: Messages Page My private files Figure 20: My private files page Note: My courses The contents of the My courses folder will be covered in an upcoming section. Page 19

20 Settings Block Figure 21: Navigation Block By clicking on the My profile settings folder, you will see 4 links. Edit Profile To edit your profile click the Edit profile link. On the Edit profile page as shown in the Figure, you can modify your name, , location, time zone, language, and personalization features like a description of yourself or a picture. Figure 22: Edit Profile Page Page 20

21 Modify any of the fields to match your preferences, and then press the Update profile button. Changing your language and time zone will make them the default the next time you enter the site. Figure 23: Update Profile Button Page 21

22 Change Password Figure 24: Change Password Messaging Figure 25: Messaging Page 22

23 Blogs 1. Preferences Figure 26: Preferences 2. External blogs 3. Register an external blog Figure 27: External blogs Figure 28: Register an external blog Page 23

24 My Courses As shown in the Figure, a course contains blocks, which can be added, removed and rearranged on the left and right sides and course content in the middle of the screen. In the upper-left corner of the course page, you will see the name of your course as entitled when the course was created. As noted earlier, below the course name is a navigation bar, commonly referred to breadcrumbs, that displays the names of pages as you navigate from one page to another. In most cases, an optimal way to return to your course page is to click on the course name in the navigation bar. As shown in the Figure, below the navigation bar are three columns. The far-left and far-right columns contain tool blocks, while the center column contains your course content, resources and activities. Figure 29: My course page Page 24

25 In the left column, you will see the Settings block, which contains a Course administration settings. Assuming you have been assigned the role of instructor, you will find links to set your course options, assign roles, perform backups of the course, and manage student grades in the Course administration folder. Figure 30: Course Administration Links If you would like to view the course from your student s perspective, you can select the student view from the Switch role to folder. Figure 31: Switch role to folder Page 25

26 The middle column is where is where you add all of your content and activities, such as forums, quizzes, and lessons for students to access. As you add forums, quizzes, assignments, and other activities to your course, the activity types will be listed here. By clicking on the activity type, students can view all activities of that type that are currently available to them. For example, if you gave a quiz every week, each content section would list a quiz, and if you clicked the Quizzes link in the Activities block, it would list all of the quizzes in the course. Figure 32: Topic in edit mode The far-right column includes: Search Forums The Search Forums block allows users to search all Forums. Figure 33: Search Forums block Page 26

27 By clicking the Advanced search, you will see the following page: Figure 34: Advanced Forum Search page Latest News The Latest News block allows you to post course news you want students to receive. Any posting made in this forum will display as a listed item in the Latest News block such as news stories that pertain to the subject you're teaching. Figure 35: Latest News block Page 27

28 Upcoming Events The Upcoming Events block displays events that you have created in the calendar on the course homepage, alerting students across all courses they are enrolled in of different category events such as exams and holidays, together with assignment and quiz deadlines in an abbreviated list, with links to the actual event so all details can be viewed. Alerts are color-coded by category. At the bottom of the block you can click on the links to view the calendar and add new events. Figure 36: Upcoming Events Calendar Keeping a calendar of events is important to both you and your students. This allows you to post significant events, relative to their account permissions. Events can be created for different categories, including: Global events that appear in all courses (system admin). Course events set by an instructor. Group events set by instructor relative only to a group. User events set by learner (e.g. due dates, personal etc.). Figure 37: Calendar Events Key Steps to Adding a Calendar Event 1. Click New Event button Figure 38: New Event button Page 28

29 2. From New Event page select: User event (event unique to the user only) Course event (for students within the course only) 3. Add event properties and click Save changes. Event will now display with color code within Calendar block Figure 39: Adding a New Event Recent Activity The Recent Activity block displays recent course activity, such as forum postings and uploads. Figure 40: Recent Activity block Page 29

30 Course Administration The Course Administration folder contains all important functions in one toolbox. By default, on the left-hand side of the screen, you will see the Settings block, which contains the Course Administration tools that allow you to administer a course. Figure 41: Course administration tools The following table provides a summary of each link in the Course Administration folder: Link Function Turn editing on Allows you to edit a course Edit Settings Allows you to edit course settings Users Filters Grades Backup Restore Allows you to set user roles and permissions and allows you to create groups Provides a simple mechanism to embed content Provides the grades of students that are enrolled Allows you to backup your class data Allows you to restore your class data from back up Import Allows you to transfer data from another course Reset Allows you to remove user data from your course Question bank Displays your question bank, which can be used to generate questions for quizzes Table 1: Course Administration Links and Functions NOTE: The Help Icon provides details to the settings and features on each page. Page 30

31 Edit Settings Individual settings have a next to them, which explains that purpose of the setting. The fields in red and marked with an asterisk indicate that they are required to be completed. When you click Edit Settings, you will see the following page: Figure 42: Course Settings Page 31

32 A description of the general settings is provided in the following table. General Settings Category Full name Short name Course ID number Summary Format Course start date Hidden sections News items to show Description Depending on your role privileges, you may be able to categorize your course by department, subject, or other organizational principle The full course name that is displayed on every page and the course listings page The shorthand name for your course, which appears in the navigation bar at the top of the page The course ID number is used to provide a link between systems The course summary, which appears in the course listings page Allows you to set the course format Allows you the day the course is first active This allows you to hide an upcoming topic section to prevent students from jumping ahead This setting allows you to determine the number of course news items displayed on the course page Show grades This setting allows you to select whether or not students can see the gradebook Show activity reports Maximum upload size If set to Yes this setting allows students to view their activity history in the course This setting allows you to set the size limit of the files you or your students can upload to the course Table 2: General Settings Related to a Course Page 32

33 More Options Figure 43: More Options for Course Settings Guest access settings: Allow guest access - You can choose to allow guests to access your course. Password Groups Settings: Group mode This allows to you create student workgroups. Force group mode This allows you to set the group mode separately for various activities at the course level. Default grouping Availability Setting: Availability Allows you to set student access to your course. You can choose to make course available or unavailable to students. Language Setting: Force language By doing so, students cannot change languages within the course. Once you ve made all your selections, click the Save changes button. Page 33

34 Users The Enrolled Users Page: Figure 44: Enrolled users page The Enrolment Methods Page: Figure 45: Enrolment Methods Page Page 34

35 Groups Assigning students to a group is a common practice and allows you to create group categories, and determine how students will interact with each other and within various activities. The Groups Page: Figure 46: Groups page Page 35

36 The Check Permissions Page: The Other Users Page: Figure 47: Check Permissions page Figure 48: Other Users page Page 36

37 Filters Figure 49: Filters page Grades The Grades feature provides a quick view of all Forum, Assignment, Quiz, Lesson and Workshop grades. The grading scale applied to a students submission is shown, along with a cumulative total, on a single page. You can define custom Scales, which can be used for grading Forums, Assignments. Standard scales include assigning a value from 1-100% for each submission. Grade Administration Settings include: Figure 50: Grade administration folder Grade Administration Page or Grade book View: Figure 51: Grade Administration page Page 37

38 Grader Report Options include: Figure 52 Grade report menu Backup Settings and Process: Figure 53: Initial setting for creating a backup Page 38

39 Restore Figure 54: Restore page Import Figure 55: Import data page Question Bank Figure 56: Question bank page Page 39

40 Modifying a Course To start modifying your course, you will need to Turn editing on, which allows you to add content, resources and activities to your course. Turn editing on At the top right of the page of any course you are teaching, you will see a button labeled, Turn editing on. To modify (add/edit/delete) content, activities, and resources and arrange blocks in your course, click the Turn editing on button (located in the top right corner of the screen as in the Figure). By clicking the Turn editing on button, you will see the features for adding activities and resources in the content area of your course and you will be able to add, remove and re-arrange blocks. Figure 57: Turn editing on Editing Icons Editing icons will now appear next to existing features, and two Add boxes will now be in each topic area as shown in the Figure below. Figure 58: Editing Icons Page 40

41 For existing items there is a series of icons next to the item. If you hover over each icon with the mouse, it will tell you what the button does: Icon Function Assign Roles icon Assign user roles Group Icon Visibility icon - Show or hide items Edit icon - Edit items Delete icon - Delete items Move icon Move icon - Move items left, up, down, right Table 3: Editing Icons HTML editor The HTML editor to create pages that can be displayed in any web browser. The HTML editor is similar to a word-processing application toolbar. Figure 59: HTML editor Icon Function Font Font size Style Bold, italic, underline, strikethrough Left, center, right, or full justify Direction from left to right or from right to left Numbered or bullet list, decrease or increase indent Table 4: HTML Icons Page 41

42 Working with Resources In this section, you will learn about the add a resource menu. The Add a resource dropdown box menu appears on your course page when you have the editing turned on. Figure 60: Add a Resource drop down menu Moving a Resource Click on the Move Icon: Select the target location: Figure 61: Move Icon Figure 62: Target Location Page 42

43 Adding a File If you choose the File option, you would can upload and display files such as a word documents, PowerPoint slides, or PDFs. By selecting the File option from the drop-down, you will see the Adding a new File page. From this page, you can: 4. Type the Name of the file 5. Type the Description of the file 6. Click Add to upload the file Figure 63: Adding a new File page Figure 64: File picker page Page 43

44 If you click, Show Advanced, you will see Figure 65: Options for adding a file Adding a Folder The Folder resource enables files to be uploaded. By selecting the Folder option, you will see the Adding a new Folder page. General settings include: Name Description Figure 66: Settings for Adding a Folder Page 44

45 Content settings include: Add Create folder Figure 67: File Picker Pop Up Window Add an IMS content package IMS Global Learning Consortium (GLC) defines technical standards related to educational data systems and content. The IMS Content Packaging specification makes it possible to package material in a standard format, which can be re-used in different systems, without having to convert the material into new formats. The IMS content package resource allows you to upload content packages and include them in your courses. There are various options for displaying content in a pop-up window and with a navigation menu or buttons. By selecting the IMS Content package option, you will see Adding a new IMS content package. The general settings include: Name Description Figure 68: General Settings for Adding an IMS Content Package Page 45

46 Other settings include: Figure 69: Other settings for Adding an IMS Content Package Add a Label The Label resource allows you to insert text, images, and other items directly into the topic. By selecting the Label option, you will see Adding a new Label page. The settings on this page include: Label Text Visible When you are done, click on Save and return to course. Figure 70: Settings for Adding a Label Page 46

47 Add a Page The Page resource allows you to post a page. By selecting the Page option, you will see Adding a new Page page. The general settings on this page include: Name and Description Figure 71: General Settings for Adding a Page The settings on the remainder of this page include: Page content Display page name Display page description Visible ID Number Figure 72: Other Settings for Adding a Page Page 47

48 Add a URL The URL resource allows you to post a URL. By selecting the URL option, you will see Adding a new URL page. The general settings on this page include: Name Description Figure 73: General Settings for Adding a URL The settings on the remainder of this page include: External URL Display, Display URL name & Display page description Parameters Visible ID Number Figure 74: Other Settings for Adding a URL When you are done, click on Save and return to course. Page 48

49 Add a Video The Video resource allows you to post a page. By selecting the URL option, you will see Adding a new Video page. The general settings on this page include: Video Name Description Figure 75: General Settings for Adding a Video The settings on the remainder of this page include: Visible ID Number When you are done, click on Save and return to course. Page 49

50 Working with Activities The Add an activity menu allows you to add assignments, forums, and more. These activities provide facilitators with the means to provide varied and targeted learning experiences for their students. Figure 76: Add an Activity Drop Down Menu Moving an Activity Figure 77: Target Locations for Moving an Activity Page 50

51 Activities are from resources due to interactive nature of the activities such a taking a quiz or joining a WebEx session. The following table is a summary of the options available in the Add an activity drop-down menu: Activity Assignments Chat Choice Database Forum Glossary Lesson Quiz SCORM Package Survey Webex Wiki Workshop Summary of Activity Options Description Used to assign online or offline tasks; students can submit tasks in any file format (e.g. MS Office, PDF, image, a/v etc.). Allows real-time synchronous communication by students. Instructors create a question and a number of choices for students; results are posted for students to view. Use this module to create quick surveys on subject matter. A tool for creating shared collections of data. Threaded discussion boards for asynchronous group exchange on shared subject matter. Participation in forums can be an integral part of the learning experience, helping students define and evolve their understanding of subject matter. Create a glossary of terms used in a course. Has display format options including entry list, encyclopedia, FAQ, dictionary style and more. Allows instructor to create and manage a set of linked "Pages". Each page can end with a question. The student chooses one answer from a set of answers and either goes forward, backward or stays in the same place in the lesson. Create all the familiar forms of assessment including true-false, multiple choice, short answer, matching question, random questions, numerical questions, embedded answer questions with descriptive text and graphics. A tool for enabling Shareable Content Object Reference Model (SCORM) packages to be included in the course. This module aids an instructor in making online classes more effective by offering a variety of surveys (COLLES, ATTLS), including critical incident sampling. This module allows an instructor to set up and launch Webex session within the learning environment. A collaboratively edited web page. An activity for peer assessment of documents (Word, PP etc.) that students submit online. Participants can assess each other s project. Instructor makes final student assessment, and can control opening and closing periods Table 5: Summary of Activity Options Page 51

52 Assignment The assignment activity gives you an easy way to allow students to upload any digital content for grading. As shown in Figure, there are four types of assignments: 1. Advanced uploading of files 2. Online text 3. Upload a single file 4. Offline Activity Figure 78: Assignment Types Page 52

53 You can ask students to submit essays, spreadsheets, presentations, photographs, or small audio or video clips. You can review and grade submissions and provide additional feedback. You can create offline assignments and you can ask students to add/edit a text online. You can gather and track students submissions by date and time. Students can submit any type of electronic files to fulfill the assignment requirements. The following section will explain how to create assignments and describe the related settings for assignments. To create an Assignment, you need to be in Editing Mode by clicking Turn Editing On, and then choose an Assignment Type from the activity drop down menu. This will take you to the Adding a New Assignment page and you will then need to configure the assignment's settings according to its type. Figure 79: Adding a New Assignment Page General Settings Assignment name (required) Name of the Assignment to be created; a descriptive name is recommended. Description (required) - Describes the purpose of the Assignment; provide instructions or background information, links etc to participants. Grade - Sets the grade either as a number from 1 to 100 or as a custom scale set up in the "Scales" section. If you will not be giving a grade for the assignment, choose No Grade. Page 53

54 Available from - Sets the date of which the assignment will be available to students. This setting can be disabled. Due Date Set deadline for the assignment. This setting can be disabled. Prevent late submissions - When set to "Yes", assignment submission will be blocked after the Due date. When set to "No", assignment submission will be allowed after the Due date and will be marked "late". Other settings include: Maximum size Maximum size for any of the uploaded files. Allow deleting - If enabled, participants may delete uploaded files at any time before grading. Maximum number of uploaded files This is the maximum number of files each participant may upload. This number is not shown to students, so it s best to write the actual number of requested files in the assignment description. Allow notes - If enabled, participants may enter notes into a text area. It is similar to an online text assignment. This text box can be used for communication with the grading person, assignment progress description or any other written activity. Hide description before available date - If enabled, assignment description is hidden before the opening date. alerts to teachers - If enabled, instructors are alerted with a short whenever students add or update an assignment submission. Send for marking Figure 80: Settings for Advanced Uploading of Files Page 54

55 Most of the options for this activity are the same as the Advanced uploading of files activity. However, there are two different options in the Online Text section: 1. Allow resubmitting - By default, students cannot resubmit assignments once the instructor has graded them. If you turn this option on, then students will be allowed to resubmit assignments after they have been graded (for you to re-grade). This may be useful if the instructor wants to encourage students to do better work in an iterative process. 2. Comment inline - If this option is selected, then the original submission will be copied into the feedback comment field during grading, making it easier to comment inline (using a different color, perhaps) or to edit the original text. Common Module settings The following two settings are common to all activities and will always be available to you in any activity that you create: 1. Groups - Sets the group mode of this activity as indicated previously. No groups - there are no sub groups, everyone is part of one big community Separate groups - each group can only see their own group, others are invisible Visible groups - each group works in their own group, but can see other groups 2. Visible Gives the choice of showing or hiding the assignment from students. Figure 81: Common Module Settings for Assignments Creating an Assignment Select an Assignments type from the Add an activity drop-down menu. Advanced Uploading of Files This type of assignment allows a student to upload one or more files in any format. This type also allows the instructor to upload multiple response files. Response files may also be uploaded before submission in order to give each participant a different file to work with. Page 55

56 Students may also enter notes describing the submitted files, progress status or any other text information. Submission of this type of assignment must be manually finalized by the students. You can review the current status at any time; unfinished assignments are marked as Draft. You can revert any ungraded assignment back to draft status. Figure 82: Settings for Advanced Uploading of Files Options Set the maximum size for a file upload. (The top of the scale is set by your system administrator. There is also a maximum upload size in your course settings.) Choose whether students may delete uploaded files at any time before grading. Set the maximum number of files each participant may upload. Note that students can t see this number, so it s a good idea to write the actual number of requested files in the assignment description. Choose whether to enable students to enter notes into the text area. This can be used for communication with the grading person, for assignment progress description, or for any other written activity. Decide whether to hide the assignment description prior to the date when the assignment is available. Choose whether instructors should be alerted via whenever students add or update their submission. Click the Save changes button at the bottom of the form. Page 56

57 Online Text This type of assignment enables students to add or edit text online for the instructor to grade and provide comments. In addition, the instructor may add comments inline and/or edit a student's submission. To add an Online Text assignment, click on Online Text under the Add an activity menu. Figure 83: Settings for Online Text Assignments Options Decide whether to allow students to resubmit assignments after they have been graded (for you to re- grade). Choose whether instructors should be alerted via whenever students add or update an assignment submission. Choose whether the student s submission will be copied into the feedback comment field during grading, making it easier to comment inline or to edit the original text. Click the Save changes button at the bottom of the form. Upload a Single File This type of assignment enables a student to upload a file (for example a word-processed document or an image) for you to grade and provide comments. With this activity, each student will be able to upload a single file, of any type. This might be a Word processor document, or an image, a zipped web site, or anything you ask them to submit. Figure 84: Settings for Uploading a Single File Page 57

58 Options Choose whether to allow students to resubmit assignments after they have been graded (for you to re-grade). Choose whether instructors should be alerted via whenever students add or update their submission. Set the maximum size for a file upload. (As mentioned previously, the top of the scale is set by your system administrator and there is also a maximum upload size in your course settings.) Click the Save changes button at the bottom of the form. Offline Activity This assignment type assumes the assessed activity occurs offline. The instructor grades it so students can see their grade. Options Each question type has its own form and options. Fill in the form for the question type you are creating. Click the Save changes button at the bottom of the form. Chat Chat function allows participants to have a real-time synchronous discussion via the Web. This is a useful way to get a different understanding of each other and the topic being discussed the mode of using a chat room is quite different from asynchronous discussions. Chat contains a number of features for managing and reviewing chat discussions. Create a Chat To use the chat tool, you will need to create a chat room for you and your students and set a time when everyone will log in and meet. You can create one session for the entire course or set up repeating sessions for multiple meetings. To create a chat session: 1. Select Chat from the Add an activity drop-down menu in the course section where you would like to add the chat. 2. In the resulting page, shown, give the chat room a name and provide directions on how to use the room in Introduction text. 3. Set the time for the first chat session in Next chat time. 4. Select the general options for the chat room: A. Repeat sessions There are four options here: Don t publish any chat times - Creates a chat room that is always open and has no specified meeting times No repeats - Creates a one-time chat room that will meet only during the time specified in step 4 Page 58

59 At the same time every day - Creates an entry in the course calendar for a daily chat at the time specified in step 4 At the same time every week - Creates a weekly entry in the course calendar B. Save past sessions - When a chat is complete, the transcript will be available for the amount of time specified here. C. Everyone can view past sessions - This determines whether transcripts are available to students or just the instructor. Figure 85: General Settings for a Chat Activity 6. Select the common module options: Group mode - This is another location in which to set the group mode for the activity. If group mode is forced in the course settings, then this setting will be ignored. Visible -This determines whether students may view the activity or not. Page 59

60 7. Click the Save changes button. The name of the chat room will now be a link in the course section where you added it. 8. Figure 86: Common Module Settings for a Chat Activity Choice With the choice activity, the instructor asks a question and specifies a choice of multiple responses. It can be useful as a quick poll to stimulate thinking about a topic; to allow the class to vote on a direction for the course; or to gather research content. Choice requires some preparation time for creating your activity and thinking about what results you would like to achieve, but your participation with activity itself is likely to be minimal. Educational Benefits of Using Choice Pedagogically, the choice activity can be used to provide an opportunity to share starting points through which students are encouraged to think about and articulate existing knowledge and understandings of a topic. For example, you can ask students to make choices about a statement such as in learning to become an instructor, the most significant issue for me is (giving the following choices): trust, theoretical underpinnings, communication or delivering course material to students. This has two benefits: 1. Firstly, it forces participants to engage with their choice and think, in advance of a further related activity (you might wish to follow up such a choice activity with a forum discussion or a reflective activity like the online text assignment), about the context and consequences of this choice. 2. Secondly, it allows tutors and students to gain a better understanding of existing views/understandings/knowledge related to the question, idea or concept at hand in the Choice activity. Page 60

61 Create a Choice Unlike surveys, the choice tool allows you to ask any question you d like, as long as it s multiplechoice. Once you ve set up your choice, it acts as a poll in your course. Students click on the choice and select their answer. You can choose when and if students see the results of the choice and even let them change their minds. To create a choice: 1. Select Choice from the Add an activity drop-down menu. 2. On the Adding a new choice page, as shown, give the choice a descriptive name. 3. Enter the question text in the Introduction text area. Figure 87: General Settings for Creating a Choice 4. Choose whether to limit the number of responses allowed. If this is enabled, each response can be assigned a different limit. When the limit is reached, nobody else will be able to select the response. If limiting the number of responses is disabled, then any number of participants can select each of the responses. Figure 88: Limit Options for the Choice Activity Page 61

62 5. Enter responses in each choice field. If you require more than 5 fields, click the Add 3 fields to form button. You can fill in any number of choice fields if you leave some blank, they will not be displayed. Figure 89: Response Options for a Choice Activity Page 62

63 6. If you want the question to be available for a limited time, click the Restrict answering to this time period checkbox and set the opening and closing dates and times for the choice. Figure 90: Restriction Options for a Choice Activity 7. Select the miscellaneous options: Display mode - Choose whether the responses are displayed horizontally or vertically. A small number of responses looks better displayed horizontally and a large number of responses and/or long responses look better displayed vertically. Publish results - You have four options for revealing the results of the choice to students: o Do not publish results to students o Show results to students immediately after they answer o Show results to students only after the choice is closed (if you ve set a closing time above) o Always show results to students Privacy of results- Depending upon your Publish results setting, you can choose whether to display students names with their response in the results. Allow choice to be updated - If you want to allow students to change their minds after they ve answered, set this to Yes. Otherwise, students will be able to answer the question only once. Show column for unanswered - This option determines whether students will see the number of people who haven t answered the question when they see the choice results. Figure 91: Miscellaneous Settings for a Choice Activity Page 63

64 8. Select the common module options: Group mode - This is another location in which to set the group mode for the activity. If group mode is forced in the course settings then this setting will be ignored. Visible - This determines whether students may view the activity or not 9. Click the Save changes button. Figure 92: Common Module Settings for a Choice Activity Database The Database allows the facilitator and/or participants to build, display and search a bank of record entries about any conceivable topic. The format and structure of these entries can be almost unlimited, including images, files, URLs, numbers, text, and other items. From the Database page you can view a list of data, view a single data entry, search the entries, or add your own entry using the tabs. To search the data entries choose the Search tab. Enter keywords into the fields for your search; then press the Save settings button. To add an entry into the database, select the Add entry tab. Then fill each field with the appropriate information. Create a Database A database is made up of fields and templates. Fields define the type of data the database will store: text, dates, files, URLs, etc. Adding a Database The first step to creating a database is adding it to the appropriate section of your course. As with most activities, you first set the options for the database, then create the fields and templates. To create a database activity: 1. Select Database from the Add an activity drop-down menu in the course section where you would like to add the activity. 2. On the Adding a new database page, as shown in the Figure, give the database a name and a description Page 64

65 Figure 93: General Settings for a New Database 3. Select the general options: Available from/to - The dates the database is both visible to students and open for data entry. Viewable from/to - The dates the database is available for viewing, but not open for data entry. Required entries- The number of entries each student is required to enter before the database activity can be considered complete. The student will see a reminder message if she has not submitted the required number of entries. Entries required before viewing - The number of entries the student needs to submit before he can see entries by other students. If the student has not submitted the required number of entries, he will only see the entry page and not the list or single view pages. Maximum entries - The maximum number of entries the student can submit before she is blocked. This prevents people from spamming the system, either in the hope that one entry is good enough or, on a public site, as a way of advertising. Page 65

66 Comments - Enables commenting on entries. The comments field appears on the single view template when this is enabled. Require approval? - Allows you to require each entry to be approved by someone with the appropriate role before other users can view it. 4. Select the Grade option: 5. Select the Ratings options Figure 94: Grade Options for a New Database Figure 95: Ratings Options for a New Database 6. Select the common module options: Group mode - This is another location in which to set the group mode for the activity. If group mode is forced in the course settings then this setting will be ignored. Visible - This determines whether students may view the activity or not. 6. Click the Save changes button and you will be taken to the database setup page. Figure 96: Common Module Settings for a New Database Page 66

67 To create the fields for your database: 1. On the database setup page, select the field type you want to add from the Create a new field drop-down menu. 2. Enter a field name and a field description. The field name is used to create the templates, so make it unique and long enough to be descriptive, but not too long to retype. 3. If necessary, add/select the options for each field type. For example, you can set the height and width of the text area generated by the text area field. Figure 97: Creating a New Field Page Fields The field definitions create the basic structure of the database and determine what kind of information students can enter into your database. Figure 98: Create a New Field Drop Down Menu Page 67

68 You are provided with a choice of 12 data field types: 1. Checkbox - For students to select one or more checkboxes. To add multiple checkboxes, enter each option on a different line in the options text field. NOTE: If you want to ensure that a student actively selects only one of the options, it s better to use the radio buttons field. The menu (multi-select) field also achieves this, but clicking multiple checkboxes is usually a more obvious interface. 2. Date - For students to enter a date by picking the day, month, and year from a dropdown list. 3. File- For students to upload a file of any type from their computer. NOTE: If you want students to upload image files, it s better to use the picture field. 4. Latitude/longitude - For students to enter a geographic location by specifying the location s latitude and longitude. When students view the entry, links are automatically generated to geographic data services such as Google Maps, Google Earth, or Multimap. 5. Menu - For students to select an option from a drop-down menu. Enter each option on a different line in the options text field. 6. Menu (multi-select) - For students to select multiple options from a drop-down menu (by holding down the Control or Shift key as they click). NOTE: The checkbox field offers the same options as menu (multi-select) but with a more obvious user interface. 7. Number - For students to enter a number (positive, negative, or zero). 8. Picture - For students to upload an image file from their computer. 9. Radio buttons - For students to select just one option from a list. If used, radio buttons is a required field; a student may only submit his database entry after selecting an option. 10. Text -For students to enter text up to 60 characters in length. For longer text, or for text that requires formatting such as headers and bullet points the textarea field should be used. 11. Textarea - For students to enter text longer than 60 characters in length and/or include formatting such as headers and bullet points. 12. URL - For students to enter a URL. Selecting Autolink the URL will make the URL a clickable link, and entering a forced name for the link means that the name will be used for the hyperlink. Page 68

69 Forum Forums allow you and your students to post messages while keeping track of individual conversations. The forums are the primary tool for having a discussion online. Forums allow you and your students to communicate with your students at any time, from anywhere with an Internet connection. Students do not have to be logged in at the same time you are to communicate with you or their classmates. Conversations are tracked through time and readers can review the history of the conversation by simply reading the page. In addition to the news forum, there are four basic forum types: 1. A single, simple discussion - You can create only one discussion in this forum. This will keep the conversation focused on one particular topic. 2. Each person posts one discussion - Each person on the class can start only one discussion. This would be useful when each person needs to post an assignment or a question. Each discussion can then have multiple replies. 3. Q & A forum - This forum requires students to post their perspectives before viewing other students postings. After the initial posting, students can view and respond to others postings. 4. Standard forum for general use - There can be one or more discussions in this forum, and anyone with permission can post multiple discussions. Create a Forum 1. Select Forum from the Add an activity drop-down menu in the course section where you would like to add the forum. 2. On the Adding a new forum page, as shown give the forum a descriptive name. 3. Select the forum type you want to use. 4. Write a descriptive forum introduction. 5. Select the general options: Force everyone to be subscribed? - If you select Yes, everyone in your course will automatically receive s of new posts. Otherwise, people can choose whether to subscribe. Read tracking for this forum? - Read tracking highlights unread forum posts. Maximum attachment size - When students attach files to their posts, you ll want to limit the maximum size of their posts so you don t use up all your server space. Page 69

70 Figure 99: General Settings for a Forum 6. Select the grade options: Allow posts to be rated - Forum posts can be rated using either a numerical scale or a scale made up of words. By default, only instructors can rate forum posts, though you can use a role override to allow students to rate each others posts. This is a useful tool for giving students participation grades. Any ratings given in the forum are recorded in the gradebook. Grade - If you allow posts to be rated, you can choose a scale rating using the Grade drop-down menu. You can create your own scale (which we ll cover in Grades later), but for now, just pick the default Separate and Connected ways of knowing scale or a number between 1 and 100. The points you choose are the total for the entire forum. Page 70

71 Restrict ratings to posts with dates in this range - You can allow only posts within a certain date range to be rated. This is useful if you want to keep students focused on the most recent content. - Select the post threshold for blocking options, if appropriate. Students can be blocked from posting a certain number of times in a given period and warned when they are approaching the threshold. Figure 100: Grade and Ratings Options for a Forum 7. Select the common module options: Group mode- This is another location in which to set the group mode for the activity. If group mode is forced in the course settings, then this setting will be ignored. Visible - This determines whether students may view the activity or not. 8. Click the Save button. The forum name will now be a link in the course section where you added it. If you want to go back to change any of the options, you can click on the hand icon to return to the editing forum page. Figure 101: Common Module Settings for a Forum Page 71

72 Glossary With the glossary activity, you and your students can develop glossaries and integrate them into your course. The glossary activity allows you and your class to develop shared vocabulary lists, add comments to definitions in addition to linking every appearance of a word in a course to its glossary definition. You can also search and browse the glossary by alphabet, category, date, or author. Glossary entries are also located within the content of each course. Each glossary entry is indicated by a gray color and an underlined when you hover over the entry. By selecting the hyperlink, you will launch a pop-up window with the definition. Create a Glossary 1. Select Glossary from the Add an activity drop-down menu in the course section where you would like to add the glossary. 2. On the Adding a new Glossary page, as shown in the Figure, you can provide the glossary a name and description. Figure 102: Adding a New Glossary Page Page 72

73 3. Select the general settings. Figure 103: General Settings for Creating a Glossary Entry 4. Select the common module settings. 5. Save the changes. Figure 104: Common Module Settings for Creating a Glossary Entry Page 73

74 Add a Glossary Entry 1. From the course page, click on the glossary link. Figure 105: Glossy Link 2. From the glossary page, click the "Add a new entry" button. Figure 106: Add a New Glossary Entry 3. Enter the word you want to define in the Concept text field. 4. Add the definition of the word or concept. 5. You can include synonyms with the entry by adding them to the Keyword(s) text area. You need to enter one word per line. You can also add an attachment, such as an image or a document below the Keyword(s) text area. Figure 107: General Settings for a Glossary Page 74

75 6. Select the auto-linking options. 7. Click the "Save changes" button to add your word to the glossary. Figure 108: Auto-Linking Options for Glossary Entries Lesson With the lesson activity, you can create branching paths through the course material based on student selections. This activity allows you can create learning scenarios where each correct answer provides a new piece of information with an associated new question. You can also develop flash-card lessons, simulations and case studies to provide feedback to student selections. The two page types in the lesson activity are: 1. The question page This type provides a question that the student has to answer. After the answer is submitted, the response that you have created will be displayed and the student will be taken to another page or taken back to the same questions. The question pages are scored and added to the gradebook. 2. A branch tables page This type provides option to select a branch because there is no correct or incorrect answer and the scoring is not reflected in the gradebook. Create a Lesson The lesson activity may require some planning and design. Therefore, it is recommended that you create a diagram that illustrates the flow of your lesson. To create a lesson: 1. Select Lesson from the Add an activity drop-down menu. 2. On the Adding a new lesson page shown, give the lesson a descriptive name. 3. Choose whether a lesson attempt should be timed, and if so, what the time limit should be. If a time limit is used, then a student may finish the lesson activity after the time is up, though any questions answered after the time limit is up are not counted. 4. Choose the maximum number of answers/branches per page. This is the maximum number of selection options you want per page. Page 75

76 5. Select the grade options: Practice lesson - If set to Yes, then students grades are not recorded. Custom scoring - This allows you to add a score (positive or negative) for each answer. Maximum grade - Choose a value between 0 and 100 percent. If the maximum grade is set to 0, then the lesson does not appear in the gradebook. Student can re-take - You can set this only to Yes (to allow students to re-take the lesson) or No. You can t set the number of times a student can re-take a lesson. Handling of re-takes - If you allow students to re-take the lesson, you need to set a grading policy. You can use the mean of the student s grades for each lesson attempt or select the maximum grade. Display ongoing score - Set to Yes to show the student s ongoing score on each page. Figure 109: Adding a New Lesson Page Page 76

77 6. Select the flow control options: Allow student review - If set, the last page of the lesson contains a Review Lesson button for the student to navigate through the lesson again from the start. Maximum number of attempts should be set to more than 1. Display review button - If set, a Review button appears after an incorrectly answered question, enabling the student to reattempt it. The Review button cannot be used for essay questions. Maximum number of attempts - This represents the maximum number of attempts a student can make on any question. If a student has difficulty with a short-answer or numerical question, she can make this number of attempts before being moved to the next page. Action after correct answer - This determines how the system responds after a correct answer. Most of the time, you ll want the system to show the page you ve selected as a response. You can also elect to have the system randomly display a question the student hasn t seen yet or one he hasn t answered. Display default feedback - If set, for questions without specific feedback, the responses That s the correct answer and That s the wrong answer are used. Minimum number of questions - With this option, you can set the number of questions used as a base for calculating the student s grade. If you set a minimum number of questions, the student must answer at least this many questions to receive full credit. Number of pages (cards) to show - Set this parameter only if you are creating a flash-card lesson. If this is set to a number greater than 0, students will be shown that number of cards, then the lesson will end. If this is set to a number greater than the number of cards you ve created, it will display every card. 7. Select the lesson formatting options: Slide show - If set, the lesson is displayed as a slide show, with a fixed width, height, and custom background color, which you can also set. Display left menu - If set, the list of the pages is displayed. Progress bar - If set, a progress bar is displayed at the bottom of each page. 8. Set the available from and deadline for your lesson. 9. Set dependency options, if required: Dependent on - Access to this lesson can be made dependent on student performance in another lesson. Unless you have more than one lesson in a course, this menu will only allow you to select none. Time spent (minutes) - You can make access to this lesson dependent on the amount of time students have spent in a previous lesson. Page 77

78 Completed - To access this lesson, the student must have completed a previous lesson. Grade better than (%) - You can make access to this lesson dependent on the student scoring higher than a certain percentage in another lesson. 10. Choose or upload a file for a pop-up window at the beginning of the lesson, if required. 11. Select the other options: Link to an activity - To add a link to another activity on the last page of the lesson, select the activity from the drop-down menu. Use this lesson s settings as defaults - If set, the settings you have chosen for this lesson will be the default settings the next time you create a lesson in the same course. Visible - This determines whether students may view the activity or not. 12. Click the Save changes button. Figure 110: Other Settings for Creating a Lesson Page 78

79 You will be asked What would like to do first? : Import questions Import PowerPoint Add a content page Add a cluster Add a question page Figure 111: Options for Creating a Lesson Above each page table, you will see tabs for previewing and editing. Preview displays the lesson from the student s point of view. You can then start from the beginning of the lesson and work through the lesson. After you have created your first page, you can then add a new page, add a branch table, or edit an existing question. Page 79

80 Quiz The quiz activity allows you to create quizzes with different question types, randomly generate quizzes from pools of questions, allow students to retake quizzes multiple times. Creating a Quiz 1. Select Quiz from the Add an activity drop-down menu. 2. In the Adding a new quiz page, as shown, give the quiz a descriptive name. 3. Write an introduction for the quiz. Be sure to include any special instructions for taking the quiz, such as the number of attempts allowed or scoring rules. Figure 112: Adding a New Quiz Page 1. Choose opening and closing dates for the quiz. Open the quiz Close the quiz 2. Select the time limit: Time limit - Determine how long students have to complete the quiz. At the end of the allotted time, the quiz is automatically submitted with the current answers. 3. Select the attempts allowed: Attempts allowed - Use this option to set the number of times a student can take a quiz. You can set it to unlimited times or to a number from 1 to 6. Page 80

81 4. Select the grading method: Grading method - If you allow multiple attempts, you can choose which score is recorded. Your choices are highest grade, average grade, first attempt, and last attempt. Figure 113: Quiz Parameters 5. Select the layout options: Question order You can choose if you want the questions displayed as you created them or have them appear randomly New page You can decide where you would like the page breaks between questions to be Figure 114: Layout Options for a Quiz 6. Select the question behavior options: Shuffle within questions - Set this to Yes to randomly order the parts making up individual multiple choice or matching questions. Adaptive mode - In adaptive mode an additional Submit button is shown for each question. If the student presses this button, then the response to that particular question is submitted to be scored and the mark achieved is displayed to the student. The quiz will then allow the student to try again immediately, but a penalty will be applied to the score. The penalty is set in the Apply Penalties option. Apply penalties - This only applies if the quiz is run in adaptive mode. Each attempt builds on the last - If you allow multiple attempts, you can choose to let students build their answers over time. If you set this to Yes, the student s responses from the last attempt will be visible the next time she tries to take the quiz. Page 81

82 Figure 115: Quiz Question Behavior 7. Select the options for students to review the quiz. You may choose whether to show students their responses together with their scores, the correct answers, and general and/or specific feedback. Figure 116: Quiz Review Options 8. Select the Display options: Show the user's picture - If enabled, the student's name and picture will be shown on-screen during the attempt, and on the review screen, making it easier to check that the student is logged in as him or herself Decimal digits in grades - This setting specifies the number of digits shown after the decimal point when displaying scores or grades. It only affects the display of grades, not the grades stored in the database, nor the internal calculations, which are carried out to full accuracy. Decimal places in question grades - This setting specifies the number of digits shown after the decimal point when displaying the grades for individual questions. Show blocks during quiz attempts - If set to yes then normal blocks will be shown during quiz attempts. Page 82

83 Figure 117: Quiz Display Options 9. Select the security options: Require password - You can set a password for the quiz that students will need to enter before they can take the quiz. You can use this to restrict who takes a quiz and when they take it. Require network address - This option restricts access to the test to certain IP address ranges. Enforced delay between 1 st and 2 nd attempts - You can force a delay between multiple attempts of a quiz. Enforced delay between later attempts - If enabled, a student must wait for the specified time to elapse before attempting the quiz a third time and any subsequent times. Browser security - If "Full screen pop-up with some JavaScript security" is selected: The quiz will only start if the student has a JavaScript-enabled web-browser The quiz appears in a full screen popup window that covers all the other windows and has no navigation controls Students are prevented, as far as is possible, from using facilities like copy and paste Figure 118: Advanced Quiz Settings Page 83

84 10. Add overall feedback, i.e., text that is shown to a student after he has completed an attempt at the quiz. The text varies depending upon the quiz grade. Figure 119: Quiz Feedback Options 11. Select the common module options: Group mode - This is another location in which to set the group mode for the activity. If group mode is forced in the course settings then this setting will be ignored. Visible - This determines whether students may view the activity or not. 12. Click the Save button. Figure 120: Common Module Settings for a Quiz After saving your changes, you will see the editing screen where you will add and edit questions to include in the quiz. Page 84

85 Creating Questions for a Quiz You can create your quiz questions on the Editing quiz page. Figure 121: Editing Quiz Page To add questions: 1. From the Editing quiz page, you can add a question. 2. Select the question type you want to create from the Add a question dropdown menu: Calculated- This is a mathematical equation with placeholders for values that will be pulled randomly from a data set when a student takes the quiz. Embedded answers (Cloze) - This is a question with multiple question types embedded within it, such as multiple choice, short answers, and numerical. Multiple choice - Both single- and multiple-answer multiple-choice questions are possible. Essay - This is a question requiring a paragraph or two of text. Students are not assigned a grade until you have reviewed and manually graded the question. Matching - This is a standard two-column matching question. True/false - This is a simple multiple-choice question with only two possible answers. Numerical - This is a short-answer question that accepts a numerical value instead of a word. Random short-answer matching - The sub questions for the matching exercise are randomly drawn from short answer questions in the category. Short answer - Students answer this question by typing a word or phrase. You need to provide a list of acceptable answers. Page 85

86 Description - This is for embedding some text in the quiz. (It s not a question type.) It can be used to give mid-quiz instructions. Figure 122: Quiz Question Type 3. Fill in the form for the question type you are creating. Figure 123: Adding a Multiple Choice Question Page Page 86

87 Figure 124: Choice and Feedback Page 4. Click the Save changes button at the bottom of the form. Figure 125: Adding Quiz Tags Page 87

88 You can preview the quiz by clicking on the Preview quiz now button. Figure 126: Previewing a Quiz Figure 127: Submitting a Quiz Page 88

89 SCORM Package This activity allows you to upload content packages in a standard format which can be included in courses. There are various options for displaying content in a pop-up window, with a navigation menu or buttons etc. General Settings: Other Settings: Figure 128: Adding a SCORM Package Page Figure 129: Other settings for adding a SCORM Package Page Page 89

90 Survey The survey activity provides a number of verified survey instruments. You can use these to gather data that will help you learn about the class and reflect on your teaching. There are three types of surveys: ATTLS (Attitudes to Thinking and Learning Survey) - ATTLS seeks to measure the quality of interaction within a course. Critical Incidents - The Critical Incidents survey asks students to consider recent events and answer questions about their relationship to those events. COLLES (Constructivist On-Line Learning Environment Survey) - This is a set of 24 statements that asks students about the relevance of the course, provides opportunities for reflection and interactivity, provides peer and tutor support, and facilitates interpretation. Creating Surveys The limited nature of the surveys tool makes surveys very easy to create. Basically, you select the set of prewritten questions you d like to give, edit the introductory text, and you re done. 1. Select Survey from the Add an activity drop-down menu in the course section where you would like to add the survey. 2. On the Adding a new survey page, as shown, give the survey a name. 3. Select the type of survey you want to give from the drop-down menu. 4. If you wish, add an introduction to the survey. 5. Select the common module options: Group mode - This is another location in which to set the group mode for the activity. If group mode is forced in the course settings then this setting will be ignored. Visible - This determines whether students may view the activity or not. 6. Click the Save button. Figure 130: Adding a New Survey Page Page 90

91 Wiki A Wiki is a collection of collaboratively authored web documents. Basically, a wiki page is a web page everyone in your course can create together. Each author can add other pages to the wiki by simply creating a link to a page that doesn't exist yet. It can be used for things like Group lecture notes, Group Project management and Brainstorming Creating a Wiki 1. Select Wiki from the Add an activity drop-down menu in the course section where you would like to add the wiki. 2. On the Adding a new Wiki page, as shown in the Figure, give the wiki a name and description. Figure 131: Adding a new Wiki page 3. Provide First page name 4. Select a Wiki mode You can choose between Collaborative Wiki or Individual Wiki 5. Select the Default format from the drop-down menu. You can choose from the following: HTML (default) Creole NWiki 6. Set Force format. You can check the box to force the format throughout the wiki. 7. Select the common module options. Group mode Visible Page 91

92 Figure 132: Wiki Settings Workshop This activity allows peer assessment. Creating a Workshop 1. Select Workshop from the Add an activity drop-down menu in the course section where you would like to add the workshop. General Settings: Figure 133: Adding a New Workshop Page Page 92

93 Grade Settings: Figure 134: Grade Settings for a Workshop Submission Settings: Figure 135: Submission Settings for a Workshop Page 93

94 Assessment Settings: Access Control Settings: Figure 136: Assessment Settings for a Workshop Common Module Settings: Figure 137: Access Control Settings for a Workshop Figure 138: Common Module Settings for a Workshop Page 94

95 WebEx The WebEx module allows you to schedule and enter a WebEx course session from your course page. When a WebEx activity is created, a training session on the WebEx hosted service is simultaneously created. When a participant enters the WebEx activity, a direct link to the WebEx session appears. The course session can also be accessed from the calendar. Clicking this link will log them directly into the WebEx course session, which opens in a new window. Figure 139: WebEx Window WebEx Activity features include: Single Sign-on: If you are logged into a course and then open WebEx, you will be automatically logged in. Course Session link: The link to open the WebEx course session appears 15 minutes before the session start time and disappears 15 minutes after. This can be customized by an administrator. reminder: Participants can receive an reminding them of the course session, which is by default set to 15 minutes before the session starts. Recording: If recording is turned on, when you enter the WebEx activity the past sessions information area will contain a link. This will open the recorded Webex course session in a new window. External Presenters: Invite someone who does not have an account to attend the session. They will receive an with a direct link to log them into the WebEx session. Grade-book: Participants can be automatically assigned a grade for attending the WebEx session. Page 95

96 WebEx Session Participation A link that logs you directly into the WebEx session will appear inside the activity before the session starts. The activity also contains information about future sessions, links to past recordings, and more. To join and participate in a WebEx session: 1. Click the name of the session associated with the WebEx icon. 2. Note when the next scheduled session date and time is. The exact time this appears is configured by your administrator and is originally set to 15 minutes. This link will be visible until a set time into the session - also configured by your administrator and originally set to 15 minutes into the session. 3. Note the Agenda for the session, if any. 4. If you plan to participate with audio, note your option: VOIP or Call-in. 5. Click the "Join the WebEx session link in the Session Today row to launch the WebEx session in a new window. 6. When you are done with your session, close the browser window. You will be returned to the course. 7. If session recording is turned on, a link to access the recording will appear in the Past Sessions row. Figure 140: WebEx Session Info Page 96

97 Adding a WebEx session The following steps are involved in setting up a WebEx session: General Settings - name, agenda description, password. Date & Time Settings - when the session(s) is scheduled to occur. Audio & Notifications - preferences for how audio is used and if participants are sent reminders or notifications. Grades - is the session(s) graded, and if so how much is each worth? WebEx setup To add a WebEx course session: 1. Turn editing on 2. Choose WebEx from the Add an activity dropdown menu 3. Define the General Settings Name the Session Topic Enter agenda information Add a session password. Password criteria are configured on the Webex Server including whether or not a session password is optional or mandatory. Figure 141: Adding a New WebEx Page Page 97

98 4. Define the Date Time Settings Define the Date and Time the session will occur. Set the estimated duration of the session. Figure 142: Session Date and Time Settings Change the Session Type from onetime to recurring if your course session is scheduled to occur on a regular basis. If your session is not scheduled to recur, skip to defining your audio settings. Figure 143: Session Type Determine whether your session recurs on a daily, weekly, or monthly basis. Daily: This schedules a daily meeting. Figure 144: Daily Session You can change the Every x days setting to schedule a session that happens every other day, for example, by choosing 'every 2 days'. Figure 145: Daily Session Page 98

99 Weekly: Select the checkbox of the days when you want the meeting to occur. This allows regularly scheduled Tuesday/Thursday meetings, for instance. Figure 146: Weekly Session Monthly: Monthly sessions can be scheduled either on a numbered day of the month (i.e. every 3rd day of the month) or specified to a particular day, i.e. every 1st Sunday. Set an end for your session. You have two choices: Ending date: set a specific date, month and year for the sessions to end. Figure 147: Ending Options After: this option allows you to choose the total number of sessions you plan to schedule. For instance, if you set the session to end after 3, a total of 3 sessions will be scheduled according to whatever basis you defined in step 8 (daily, weekly or monthly). Figure 148: Ending After Option Page 99

100 5. Define the Audio & Other Settings Choose the way you would like to run the audio portion of your WebEx session. VOIP will have participants communicating with their computer's microphone, whereas Call in prompts participants to enter their phone number to speak via phone. Call in is recommended if participants have a slow internet connection or if any failure of sound quality is experienced. Figure 149: Audio & Other Settings Choose whether you want to record the session to be viewable later. If your WebEx server does not allow networked based recording, this will cause an error. If you want participants to receive a notification about the course session, or an reminder of the course session, define so here. Figure 150: Other WebEx Settings Page 100

101 6. Define the Grade Settings If you plan to assign a grade to your WebEx session(s), change Grade Attendance to Yes. Set the Attendance Grade Value. This is the amount of points each session(s) is worth. For example, if this is a recurring session over the course of 10 weeks and participation is worth 10 points a session, choose 10. Set the Attendance Time for a Grade (min). This is the minimum amount of time the participant is required to attend the WebEx session to receive a grade. If the participant leaves the WebEx session before this time is reached, they will receive a 0. Figure 151: Grade Settings If recordings are turned on, remember to click the button to start recording the session once it has begun. If Network Based Recording is turned on by default, recording will happen automatically. Figure 152: Common Module Settings for a WebEx Session When a WebEx activity is first created, everyone in the course is added as an attendee. If a participant is added to the course after, they will need to be manually added to the WebEx activity as an attendee. See the next section on Managing Participants for more information. Page 101

102 Managing Participants When a WebEx activity is first created, everyone in the course is added as an attendee. If a participant is added to the course after, they will need to be manually added to the WebEx activity as an attendee. The Participants tab of a WebEx activity allows you to add and remove attendees and invite a presenter who does not have an account. To Manage Participants: Enter the WebEx activity. Click the Participants tab. Figure 153: Adding a WebEx Activity Figure 154: Participants Tab To remove a participant, select their name and click the Remove attendees button. Figure 155: Current Attendees Page 102

103 To add a participant, select their name and click the Add attendees button. Only those enrolled in your course will appear in this list. Figure 156: Add Attendees To invite a presenter who does have an account, enter their name and here and click the Invite User button. They will receive an with a link that will log them into the WebEx course session. Figure 157: Invite External User You are done. Changes made to this area take effect automatically without any further need to save. Configuration To configure the WebEx module: 1. From the Site Administration menu, click Modules -> Activities 2. Click the Settings link associated with the WebEx activity. 3. Enter the Server URL. This is the URL for your hosted WebEx instance without the 4. A secure connection to the WebEx server is used by default. If you do not want to Encrypt Connection, uncheck this feature. 5. Enter your username for the administrator account on your WebEx instance. 6. Enter the password for the administrator account on your WebEx instance. 7. Click the Test Connection button. Define the default settings that will appear to users when they add the WebEx activity. See the page in this tutorial titled 'Default Settings'. Page 103

104 Default Settings Set the defaults that will appear for facilitators creating WebEx Sessions. Default options include: Estimated duration (min): It is the default estimated session duration in minutes for a WebEx Session. The default is originally set to 60 minutes. Audio Options: This sets the default option for the Audio field when creating a WebEx Activity. The default is integrated VOIP. You can choose Call-in instead. Grade Method: Set the default grading method for attendance in a WebEx Session, by choosing Percentage Complete, Sum, or Average. Grade Value: Set the default grade value for attending a WebEx Session. This is originally set to 100. Attendance time: The minimum attendance time for a participant to receive a grade for attending a WebEx Session. This default is set to 60. Allow meeting recordings: This sets the default option for the recording field when creating a WebEx Activity. This is turned off by default and will only work if Network Based Recording is turned on your WebEx server. Send notification now: This sets the default option for the send reminder now field. By default it is set to no. Send reminder This sets the default option for the send reminder field. By default it is set to no. Network based recording: This is turned on by default, and the WebEx activity requires Network Based Recording to be turned on in order to allow recordings. Open time: Time in minutes before the meeting start time that the URL to join the session is shown. By default it is set to 15. Close time: Time in minutes after the meeting start time that the URL to join the session is shown. By default it is set to 15. Minimum notification time: The minimum number of minutes before the meeting's start time that an is sent to a user notifying them of a training session, if notifications is set. Set this to the number of minutes your class is scheduled to run for best results. Page 104

105 Working with Blocks You can organize class information using blocks, which are located in the right and left columns of your course. Blocks can be moved around and turned on or off in order to meet the needs of your class. If you click on Turn editing on, you will see the following screen: Figure 158: Blocks with Editing Turned On With editing turned on, the blocks such as Latest News, Upcoming Events, and Recent Activity, contain additional icons as shown in the Figure below. Figure 159: Editing Icons in Blocks Page 105

106 Add a Block To add a new block, select an available block from the Add drop down menu. Moving a Block Figure 160: Available Blocks You can edit the block by clicking the edit icon. You can use the move arrows to move the block to a different column or position in a column. By clicking the move icon, you will see the following screen that provides the block placement options: Figure 161: Block Placement Options The following section covers the blocks that are not on by default and that can be added to your course at any time. Page 106

107 Activities Block The Activities block displays the categories of activities that are available in your class such as forums, quizzes, WebEx sessions, wikis. Figure 162: Activities Block Activity Updates Block Figure 163: Activity Updates BlockBlog Menu Block To add the Blog Menu block 1. Turn editing on 2. From the Blocks block, choose Blog Menu from the drop-down menu 3. You should now see the following block in your course Figure 164: Blog Menu Block Page 107

108 Blog Tags Block Figure 165: Blog Tags Block Calendar Block Figure 166: Calendar Block Figure 167: Detailed Month View Page 108

109 Comments Block Figure 168: Comments Block Community Finder Block Course Completion Block Figure 169: Community Finder Block My Courses Block Figure 170: Course Completion Block Figure 171: My Courses Block Page 109

110 HTML Block The HTML block allows you to create your own custom block by adding HTML content. There is no limit to the number of HTML blocks you can add. Mentees Block Figure 172: HTML Block Figure 173: Mentees Block Messages Block Figure 174: Messages Block My Private Files Block Figure 175: My Private Files Block Page 110

111 Online Users Block The Online Users block displays the name and picture of any user who has been online in the last five minutes. Figure 176: Online Users Block People Block Figure 177: People Block Personal Profile Block Figure 178: Personal Profile Block Quiz Results Block Recent Blog Entries Block Figure 179: Quiz Results Block Figure 180: Recent Blog Entries Block Page 111