Moodle user guide for CDC Pont-Viau cdc-pont-viau.org

Moodle user guide for CDC Pont-Viau cdc-pont-viau.org By Tami Belhadj Pedagogical Consultant 2017-2018 Version 1.0

Table of Contents Introduction 1 How it works? 1.1 Connetion to Moodle 1.2 Overview 1.3 Navigation 1.4 Main functionality in Moodle 1.5 Students registration 2 Resources 2.1 Add a folder 2.2 Add a label 2.3 Add a file 3 Activities 2.4 Add a web link (URL) 2.5 Add an HTML page 3.1 Add a forum 3.2 Add a chat` 3.3 Add an assignement 3.4 Add a Quiz 3.4.1 Setting up the parameters 3.4.2 Creating a question banque 3.4.3 Assigning questions to an existing quiz 4 Blocks 3.5 Add a glossary References/Resources pg. 2

Introduction The word «Moodle» is an acronyme for Modular Object-Oriented Dynamic Learning Environment. It is a software for "distance learning" or more accurately a "digital learning environment". It allows to distribute documents (text, audio, video, etc.) and support the interactions between teachers and students, using a variety of communication, evaluation and management tools. Here is an example of the online content available on the Moodle site for CDC Pont-Viau. As the Moodle platform is bilingual, it is possible to change the user interface from French to English (or any other language) using the drop-down menu at the top left of the screen at all times, as indicated by the red arrow. 1 How it works? With an internet browser of your choice (Internet explorer, Google Chrome, FireFox or other) enter the following address http://cdc-pont-viau.org/ to go to the page of the site Moodle. Then, using the identifier provided by the administration of the center, it is possible to Log in. pg. 3

1.1 Connetion to Moodle In the browser, after entering the following address: http://cdcpont-viau.org/ You must go to the upper right corner of the window and click on Login. If you do not know your Moodle Username or password, you should contact the Moodle Administrator: Maan Abou Hatab at CDC Pont-Viau. 1.2 Overview Moodle is the Learning Management System (LMS) available to teachers and students of the SWLSB Vocational Training Center to create learning communities around content and teaching activities. Moodle makes it possible to distribute documents (texts, images, audio and video) and to support interactions between teachers and students, using various communication, evaluation and management tools. In addition to the creation of courses using integrated tools (resources and activities) for trainers, Moodle offers interesting possibilities for organizing courses in the form of topics (categories and subcategories, cohorts... ), which gives it characteristics specific to the establishment of complete educational structure. Moodle is constantly evolving. The first version was released in August 2002. Version 1.9 of the application was launched in 2008, and has been maintained for 6 years. pg. 4

Since Moodle 2.0, new releases are made every 6 months. Currently, the Moodle site of the SWLSB uses version 3.1. Free educational resources are teaching, learning or research resources that are in the public domain or published with an intellectual property license allowing their use, adaptation and distribution free of charge. In this section teachers will be able to deposit documents related to the teaching subject that are in the public domain. For example, this guide is published under 'Creative Common 3.0' licenses [CC-BY-NC-SA]. With BY meaning that the work may be freely used, provided that it is attributed to the author by citing his name. NC means that the rightholder may authorize all types of use or on the contrary restrict non-commercial uses (commercial uses still subject to its authorization), and finally SA means that the rightholder may authorize modifications in advance. For more information see the Creative Commons website at https://creativecommons.org. 1.3 Navigation Navigation on the Moolde platform is similar to browsing a website. You just need to know how to use hyperlinks, and master the use of a browser (Internet Explorer, Google Chrome, FireFox or other), to exploit the Moodle environment. pg. 5

1.4 Main functionality in Moodle Moodle's core functions fall into two categories, RESOURCES and ACTIVITIES. Some are part of the functions included in Moodles, and others are "plugin" installed as additions or additional functions to Moodle. Such as the H5P resource, or for example the OpenMeetings, or BigBlueButton activities. The choice of activities and resources is related to the pedagogical planning of the course and the mode of interaction chosen by the teacher. However, more information about Moodle is available at this location: https://docs.moodle.org/32/en/teacher_quick_guide pg. 6

1.5 Students registration Student registration will be done by the Moodle Administrator, the teacher will give access to the courses based on the students' enrollment in the program's competencies. Each group tutor will be responsible for maintaining student enrollments in the Moodle. More information about course registration in Moodle is available at this location: https://docs.moodle.org/32/en/course_enrolment 2 Resources After clicking on any course, the page below will appear. Click on the green button "Turn editing on" in the top right corner of the page. To exit the edit mode, click the "Turn editing off". As indicated by the red arrow on the page below, on the right side of each section you will see a button Add an activity or resource. pg. 7

2.1 Add a folder In the section "Add an activity or resource", select "Folder"; 1 2 pg. 8

The page below will appear. First, in the breadcrumb area, you can see where the added folder will be located. Second, you have to give a name to the folder, it could be different from the actual folder name. A brief description could be added to explain the purpose of the resource in the course. Third, drag and drop any file into the content section, where the blue arrow (looking down) is located. Finally, click Save and View and the folder (including all files and subfolders) will appear on this section of the course page and will be accessible to your students. 1 2 3 4 Adding a folder, including all the necessary documents, is sometimes faster than adding files individually. More information about the module folder in Moodle is available at this location: https://docs.moodle.org/32/en/folder_resource pg. 9

2.2 Add a label A label is used to separate resources or activities from a Moodle course space. You can insert text, images, mp3 files, videos or even HTML. A label can be used to display banners; So it is a resource that can be useful also to improve the presentation of its course or to create subsections. Labels can be used to: Split up a long list of activities with a subheading or an image Display an embedded sound file or video directly on the course page Add a short description to a course section In the section "Add an activity or resource", select "Label"; 1 2 pg. 10

The page below will appear. First, in the breadcrumbs area, you can see where the added tag will be located. A label is a space between sections of a course. It can be used to add text to improve the appearance and / or navigation between parts of a course. 1 2 By clicking "Show Editing Tools" in the red rectangle above, the text editor with an extended toolbar (see below) will appear. It supports not only text input, but also images, multimedia, hyperlinks, or HTML code. Banners or descriptions can be added to the labels to distinguish sections of a course. pg. 11

In the extended editor, click the icon that looks a bit like a tree to add an image. Save and display and the label will appear on this section of the course page and will be visible to your students. More information about the module folder in Moodle is available at this location: https://docs.moodle.org/32/en/label 2.3 Add a file After activating edit mode in a course, click on Add an activity or resource and select "File" plus "Add" to confirm the choice. 1 2 pg. 12

The file module allows the teacher to provide a file as a learning resource in a course. Where possible, the file is displayed on the course page; Otherwise, participants will have the option to download it. It is possible to deposit any type of file but it will be necessary that the student has the right software to open it. A file can be used to: Share a slideshow or presentation with a class. Include a mini website as a course resource. Provide partially completed files that participants must modify and submit completed as their assignment. The page below will appear. First, in the breadcrumb area, it is possible to see where the added file will be located. 1 2 3 4 pg. 13

Second, you have to give a name to the file, this could be different from the actual file name. Also a brief description should be added to explain the purpose of the resource in the course. The file size restriction is 100 MB maximum, unless the Moodle site administrator decides otherwise. Third, drag and drop any files into the select section, where the blue arrow (looking down) is located. Finally, click Save and View and the document(s) will appear on this section of the course page and will be accessible to your students. More information about the module folder in Moodle is available at this location: https://docs.moodle.org/32/en/file_resource 2.4 Add a web link (URL) Click on Add an activity or resource and select "URL"; The page below will appear. 1 2 First, in the breadcrumbs area, you can see where the added web link will be located. Second, you have to give a name to the URL, this can be seen as a URL shorter. A pg. 14

description could be added to explain the purpose of the resource in the course and may be when it was last consulted. 1 2 3 4 Third, type the URL in the box. You can also click on Choose a link (this option is not available in Moodle 2.5) and a window will appear, offering you to choose from a builtin file, a URL downloader or Wikimedia. This last option will allow you to search for images under a Creative Commons license to access the Moodle course. Finally, click Save and View and the folder (including all files and subfolders) will appear on this section of the course page and will be accessible to your students. 2.5 Add an HTML page Using the Page resource, a teacher can display text, images, hyperlinks or multimedia files. Technically the student sees a page that the teacher creates with the HTML editor. pg. 15

It is often more convenient to display content on a page than to create a Word or PDF document (for example) and drop it. With a page, one avoids access problems for users who do not have the right software to open the document. Click on Add an activity or resource and select "Page"; The page below will appear. 1 2 3 4 3 Activities Usually an activity, in Moodle, is something designed for a student to interact with the subject tought, with other students and / or the teacher. There are at least 15 different types of activities in Moodle that can be found when editing is turned on. To create courses in Moodle, the site administrator must grant you such a privilege. Creating a course and enrolling students in a course are very simple procedures that are generally not the responsibility of a teacher and are not covered in this guide. pg. 16

However, such information is available at this location: https://docs.moodle.org/32/en/managing_a_moodle_site Once the course is created, it is necessary to include the teaching / learning activities according to a pedagogical scenario. To include an activity in a course, click on the course then click on the "Turn editing on" button at the top right of the page. Only a teacher can activate the edit mode of a course. To exit edit mode, click the "Exit edit mode" button. 3.1 Add a forum It is important to differentiate between News forum and forum. The News forum in every new Moodle course, and is created automatically, it is for teachers to post announcements. It is NOT a discussion forum for students. A discussion forum, is what can be added to a course, whenever necessary. pg. 17

There may be as many forums as there are sections in a course, or as necessary. In Moodle 5 types of forums are available: o Standard forum for general use: It is an open forum in which any participant can initiate a discussion at any time; this is the best choice for general use (eg questions about the course, for more information, request for clarification, etc.). It is this type of forum that is used by default; o A single simple discussion: only one topic of discussion developed on one page, which is convenient for short discussions on a specific topic. It is not possible to use this type of forum by separate groups; o Each person post one discussion: each person can start one discussion in which everyone can meet. This type of forum is useful when you want everyone gives his or her opinion on a topic and everyone can respond; o Q and A forum: Rather than initiate discussions, the participants ask questions in the initial message. Everyone can give a response back, but he cannot see the responses of other students to question before himself replied to the same discussion; o Standard forum displayed in blog like format: open forum in which any participant can initiate a discussion, but the display is similar to that blog. Discussion topics are displayed on a page, with a "Discuss this topic" link to respond; After activating edit mode in a course, click on 'Add an activity or resource' (same procedure as seen previously in this guide). It is possible to specify the size of files that the student can attach in the forum (10 Kb to 50 Mb). When a student is subscribed to a forum he or she receives by email a copy of all messages posted on this forum. It is therefore very important to properly configure the subscription mode for students to receive an email after each publication. There are 4 subscription modes forum: pg. 18

1. Subscription Optional: Participants can choose to subscribe or not to each forum; 2. Subscription imposed: all course participants are subscribed and cannot unsubscribe; 3. Automatic Subscription: all course participants are initially subscribers, but may choose to unsubscribe whenever they want; 4. Subscription off: the subscription is not allowed; 1 Important: Changes made to the subscription type only affect future enrolled in the course. If a subscription plan is modified after the students were enrolled in the course, you should ask students to go post a small sentence in this forum and ask them to click on the box "Subscribe me to this forum" before clicking the "Send" button. They will then be subscribed to this forum, and will receive a copy of every publication in their inbox; 2 pg. 19

1 2 3 4 Finally, click the "Save and return to course" and your forum will be ready for use. More information on the forum module in Moodle is available at this location: https://docs.moodle.org/32/en/forum_activity 3.2 Add a chat In the "Add an activity or resource" section, select "chat" and click "Add" ; the page above will appear. First, in the Dashboard area, you can see where the chat being added will be located. Second you have to give the chat a name. Finally, click on save and display and the chat will appear on that section of the course page and will be accessible to your students. pg. 20

The module "Chat" allows participants to hold a conversation in real time over the Internet. This is a very convenient way to share different points of view about a subject. It contains several tools to guide and monitor the discussions. It's like a phone conversation, but in writing instead of being heard. When a student wishes to communicate in real time with teachers or with students of the course, they must be connected to the same Moodle course and at the same time, each one would click on the "Chat" link. The "Chat" window will appear. 1 2 3 The chat activity module enables participants to have text-based, real-time synchronous discussions. The chat may be a one-time activity or it may be repeated at the same time each day or each week. Chat sessions are saved and can be made available for everyone to view or restricted to users with the capability to view chat session logs. pg. 21

Chats are especially useful when the group chatting is not able to meet face-to-face, such as Regular meetings of students participating in online courses to enable them to share experiences with others in the same course but in a different location A student temporarily unable to attend in person chatting with their teacher to catch up with work Students out on work experience getting together to discuss their experiences with each other and their teacher Younger children using chat at home in the evenings as a controlled (monitored) introduction to the world of social networking A question and answer session with an invited speaker in a different location Sessions to help students prepare for tests where the teacher, or other students, would pose sample questions More information on the forum module in Moodle is available at this location: https://docs.moodle.org/32/en/chat_activity 3.3 Add an assignement The assignment activity provides a space into which students can submit work for teachers to grade and give feedback on. This saves on paper and is more efficient than email. It can also be used to remind students of 'real-world' assignments they need to complete offline, such as art work, and thus not require any digital content. Student submissions are together on one screen of your course. You can require them to submit one or several files and/or to type text essays. It is possible to have them submit work as a group and you can also choose as a teacher to grade their work 'blind' in other words not to see the identities of those who have submitted assignments. Assignments can have deadlines and cut off dates - which you can also extend if necessary. Students can submit any digital content (files), such as word-processed documents, spreadsheets, images, or audio and video clips. Alternatively, or in addition, the assignment may require students to type text directly into the text editor. An assignment can also be used to remind students of 'real-world' assignments they need to complete offline, such as art work, and thus not require any digital content. Students can submit work individually or as a member of a group. pg. 22

1 2 When reviewing assignments, teachers can leave feedback comments and upload files, such as marked-up student submissions, documents with comments or spoken audio feedback. Assignments can be graded using a numerical or custom scale or an advanced grading method such as a rubric. Final grades are recorded in the gradebook. The assignment activity module enables a teacher to communicate tasks, collect work and provide grades and feedback. More information on the assignment module in Moodle is available at this location: https://docs.moodle.org/3x/fr/devoir 3.4 Add a Quiz The QUIZ activity allows the teacher to create self-assessment quiz and even exams completely online. These tests may consist of variety of different types of questions, including: Multiple choice; 3 pg. 23

Write a short answer; Write a text to development; True or false; Pairing; Etc. These questions, once created, are automatically saved in the "Quiz Bank" and can be reused in different teaching/learning situations. The multiple choice, true or false, matching or requiring short answers are corrected automatically by Moodle (no intervention on the part of the teacher is necessary for the correction), allowing the saving of considerable time to correct for large groups of students. Tests are created in four phases namely: 1. Create a test with parameters; 2. Create a bank of questions; 3. Assign questions to test previously created; 4. Set the value of the marks awarded to each question and the total test. 3.4.1 Setting up the parameters The Question behaviour is the most important specification. Seven different types of questions can be selected. Most of them are designed for formative evaluation. With CBM (Certainty-Based Marking), the student does not only answer the question, but they also indicate how sure they are they got the question right. No Question Type Behavior Purpose 1,2 Adaptive mode and Adaptive mode (no penalties) Allows students to have multiple attempts at the question before moving on to the next question. This behavior requires that the "Whether correct" box is ticked under "During the attempt" in the "Review options" section, at a minimum. Formative Evaluation 3 Interactive mode After submitting one answer, and reading the feedback, the student has to click a 'Try again' button before they can try a new response. They can be given hints to help them. Once the student has got the question right, Formative Evaluation they can no longer change their response. Once the student has got the question wrong too many times, they are just graded wrong (or partially correct) and get shown the feedback and can no longer change their answer. There can be different feedback after each try the student makes. The number of tries the student gets is the number of hints in the question definition plus one. pg. 24

4 5 6 7 Immediate feedback Immediate feedback with Certainty-based marking (CBM) Deferred feedback with Certainty-based marking (CBM) Deferred feedback Similar to interactive mode in that the student can submit their response immediately during the quiz attempt, and get it graded. However, they can only submit one response, they cannot change it later. With CBM, the student does not only answer the question, but they also indicate how sure they are they got the question right. The grading is adjusted by the choice of certainty, so that students have to reflect honestly on their own level of knowledge in order to get the best mark. With CBM, the student does not only answer the question, but they also indicate how sure they are they got the question right. The grading is adjusted by the choice of certainty, so that students have to reflect honestly on their own level of knowledge in order to get the best mark. Students must enter an answer to each question and then submit the entire quiz, before anything is graded or they get any feedback. Formative Evaluation Formative Evaluation Summative Evaluation Summative Evaluation Creating a new quiz is a two-step process. In the first step, you create the quiz activity and set its options which specify the rules for interacting with the quiz. In the second step you add questions to the quiz. More information about the behavior of the questions in Moodle is available at this location: https://docs.moodle.org/32/en/quiz_settings 3.4.2 Creating a question bank Once a quiz has been added to the course and the Quiz settings established, the teacher can start to build the quiz. Select "Question Bank", as indicated with the red arrow bellow, to start creating new question. Creating a Quiz in a course, is one thing, and filling out a questionnaire with questions is quite another thing. Moodle has a bank of questions to which all courses of the platform can access. Questions can be imported from other elearning platforms such as Blackboard and WebCT. Each of the following sections has an impact on how the quiz will behave; Duration, Response Options, Content Options, Current Settings, Restrict Availability, and Activity Completion. pg. 25

In the "Timing" section, a start and closing date can be set for the moment the quiz is opened, a time limit (in minutes) can be specified for the quiz. The notes can be automated and the layout of the quiz can be customized as well as the method of navigation (sequential or not). To add a question to a Quiz, it is possible to use a question that exists in the question bank or create a new question. The most frequently used question types are: Multiple Choice, True / False, Short Answer, Composition, Pairing, and Description. pg. 26

Question type Description Matching Multiple choice Essay pg. 27 The answer to each sub-question must be selected from a list of predefined options. Allows the selection of one or more answers from a predefined list. Allows a response from several sentences or paragraphs. This issue must be evaluated manually.

Short answer True/False Description Calculated Calculated multichoice Calculated simple Drag and drop Embedded answers (CLOZED) Numerical Random shortanswer Select missing word Allows a response or a few words evaluated by comparing various response patterns that can contain wildcards. A simplified form of multiple choice with only two options "True" and "False". It is not a real question. Rather, it is a way to insert information into the quiz, in the same way that the labels on the course page. Numerical questions whose numbers are drawn randomly from a set of data when the quiz is done. Multiple choice questions, in which the choice of items may include the results of random functions including variable values from one data set launched during the quiz. Simplified version of the calculated question type (numerical questions whose numbers are randomly drawn from a set of data when the quiz is done). Add the missing in the correctly numbered boxes in the 'Choice' section. (words or phrases, markers or images) consist of a passage of text (in Moodle format) that has various answers embedded within it, including multiple choice, short answers and numerical answers Let s a numeric answer, if necessary with the units, which is assessed by comparing different response patterns, including a tolerance. A question of pairing created from the short-answer questions from one category. Similar to the Drag and drop into text question type, but uses drop-down menus in the text instead of drag-boxes. Additional information on the Quiz activity is available at this location: https://docs.moodle.org/30/en/questions 3.4.3 Assigning questions to an existing quiz Once all your questions are created, they must be assigned to the Quiz to host them. First click on the name of the quiz with the edit mode disabled. pg. 28

1 The quiz should appear with the message "No questions have been added yet". This time, you must click on "Edit quiz", to be able to add questions. 2 pg. 29

Similar to the step of creating the question, this time questions will be added from the bank of questions to the Quiz. 3 4 Once the question or questions have been added, the change must be recorded. Afterwards it will be possible to preview what the students will see when doing the quiz, and test the performance of the questions before submitting them to the students. 3.5 Add a glossary The glossary activity module enables participants to create and maintain a list of definitions, like a dictionary, or to collect and organise resources or information. A teacher can allow files to be attached to glossary entries. Attached images are displayed in the entry. Entries can be searched or browsed alphabetically or by category, date or author. Entries can be approved by default or require approval by a teacher before they are viewable by everyone. If the glossary auto-linking filter is enabled, entries will be automatically linked where the concept words and/or phrases appear within the course. pg. 30

A teacher can allow comments on entries. Entries can also be rated by teachers or students (peer evaluation). Ratings can be aggregated to form a final grade which is recorded in the gradebook. Glossaries have many uses, such as A collaborative bank of key terms A getting to know you space where new students add their name and personal details A handy tips resource of best practice in a practical subject A sharing area of useful videos, images or sound files A revision resource of facts to remember 1 2 After activating edit mode in a course, click on 'Add an activity or resource' and select 'Glossary' and 'Add' to confirm the choice. pg. 31

The page below will appear. First, in the breadcrumb trail, it is possible to see where the added glossary will be located. 1 2 3 4 More information on the glossary in Moodle are available at this location: https://docs.moodle.org/32/en/glossary_activity 4 Blocks The blocks are rectangular information areas that can be displayed in the left or right side of the screen and stacked on top of each other. It is also possible to make them appear only to the left, or to the right, and for the dashboard to make them appear in the middle section of the course space pg. 32

Any block can be "sticky" so that it appears in all of the contexts below, such as throughout a course or a particular activity. After a block has been added, it can be configured by clicking on the 'Modify' icon in the heating block. For example, a teacher may want to display the 'Messages' block throughout the course. This would allow students to easily communicate with each other and their tutors not only on the course of the main page, but also on individual activities. The block would also be available on the administration pages. Note: The ability to add a particular block to a page is controlled by an ability to add instance, which is allowed for the teacher's default role. pg. 33

More information about blocks in Moodle is available at this location: https://docs.moodle.org/32/en/blocks References/Resources Moodle 2.0 E-Learning Course Development A complete guide to successful learning using Moodle William Rice (2011) https://www.packtpub.com/hardware-and-creative/moodle-20-e-learning-course-development The Official Youtube Channel of Moodle HQ https://www.youtube.com/user/moodlehq The Official Moodle Online Documentation https://docs.moodle.org/33/en/main_page Guide d utilisation Moodle de l UQAC Université du Québec A Chicoutimi Service des technologies de l information (2015) http://www.uqac.ca/tutoriel/guides/moodle_enseignants.pdf Moodle for Dummies, R. Dvorak (2016) pg. 34