Activities

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.

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 settings have many items, including grades, type of assessment, type of assignment, and more. Each item has a detailed description that can be found by clicking the question mark icon next to the item.

When you open an activity assignment, you can see an overview of how many participants your course has, how many assignments have already been submitted, etc. Below the summary are the buttons View all submissions and Grade. Click on Grade to start ranking all students and their assignments (submitted and not submitted). Clicking the View all submissions button will open a table with details of the students and their assignments. If you have set up a group submission mode within an assignment or course, you can filter participants by groups – so you can assess, for example, only a particular parallel.

We can use bulk actions after marking selected assignments. In the dropdown menu under the list of submissions (1), we have the options “Lock submissions” and “Unlock submissions”. Next, “Download selected submissions” to download (named) files to a zip archive (this archive will be named as courseName-nameOfAssignment-idOfAssignment.zip) and to provide an extension of time.

At the very bottom of the page, you have options where you can specify the form of display (number of tasks on the page, filter) (2).

When adding a new attendance modul, you must select Name (1) and decide whether you want to grade the attendance record. The grade can be a scale type (e.g., yes/no) or a points type. Also, you can set additional restrictions on IP addresses (2). For example, you can allow students to take attendance from the school network only.

Further settings follow after saving the activity by clicking on Save and display (3).

The attendance can be recorded in the Sessions tab (1) by clicking on the Play icon (2). You can edit the already registered attendance by clicking on the wheel icon (3).

You can define the details of each parallel in the Add session tab (1). If your course has only one joint parallel, select the “All students” type. If you want to create attendance separately for individual groups, select “Group of students” (2) and create the individual sessions in three steps:

1. Choose the group from the offer (2). With Moodle integration with KOS, you have the individual parallels prepared in advance.
2. Fill in date and time.
3. Click the Add button (3).

You can change the possible values for attendance entry in the Status set tab. Here you can modify the name of the attendance status, the corresponding point rating, or the automatic pre-filling, which can be manually edited if necessary.

Choice results may be published after students have answered, after a certain date, or not at all. Results may be published with student names or anonymously (though teachers always see student names and their responses). This module can be used as a quick poll to stimulate thinking about a topic or to quickly test students’ understanding.

Enter a choice question in the Description field when setting up the module. Then prepare answers to vote from. The choice module has many different settings. It is possible to have more than one option matched, limit availability, and set whether or not to display the results after the poll is closed.

• Display mode for the options – you can choose how to display the answers – horizontally or vertically.

  

• Options allow you to set whether students can mark multiple choices or change their votes. Also, you can add more answer options here. Click the `Add 3 fields to form’ button to add new choice fields. If you need fewer choices, leave the unused fields blank, they will remove themselves the next time you edit them.

• Availability determines the period in which the choice can be accessed.

• Results set if and when they will be shown to students. You can also add extra columns to the poll results.

The appearance of the collection, individual records, and the editing form can be controlled using database templates. Database activities can be shared between courses as presets, and the teacher can also import and export database entries.

If the automatic database linking filter is enabled, all database entries will be automatically linked wherever words or phrases appear in the course.

As a teacher, you can comment and rate entries. You can also allow students to rate and comment on entries (peer evaluation). Ratings can be aggregated to form a final grade, which is recorded in the gradebook.

If the Database auto-linking filter is enabled, any entries in a database will be automatically linked where the words or phrases appear within the course.

This module can be used to create a collaborative collection of links, books, etc. or to display student-created photos, websites, etc. for peer comment and review.

Feedback responses may be anonymous if desired, and results may be shown to all participants or restricted to teachers only. Any feedback activities on the site home may also be completed by non-logged-in users.

Feedback activities may be used to enable participants to sign up for course modules, events etc.; for course evaluations, helping improve the content for later participants or for anti-bullying surveys in which students can report incidents anonymously.

Forums have many uses, such as for course announcements (using a news forum with forced subscription); for teacher-only discussions (using a hidden forum); a help centre where tutors and students can give advice; a one-on-one support area for private student-teacher communications (using a forum with separate groups and with one student per group) etc.

You must name the forum, and if necessary, you can add a description. It is crucial to choose the type of forum. The forum will look and behave differently based on the type you choose. Forum types:

• A single simple discussion – a single discussion topic which everyone can reply to (cannot be used with separate groups).
• Each person posts one discussion – each student can post exactly one new discussion topic, which everyone can then reply to.
• Q and A forum – students must first post their perspectives before viewing other students’ posts
• Standard forum displayed in a blog-like format – an open forum where anyone can start a new discussion at any time, and in which discussion topics are displayed on one page with “Discuss this topic” links.
• Standard forum for general use – an open forum where anyone can start a new discussion at any time.

You can also set the time window for opening the forum, limit the number and size of attachments, limit the maximum number of words allowed per post and limit the number of posts per user for a given period, and close the discussion in case of inactivity. In addition, classic settings such as forum accessibility and forum evaluation are configurable.

The important thing is to set up subscription. Participants can subscribe to a forum to receive notifications of new forum posts. A teacher can set the subscription mode to optional, forced or auto, or prevent subscription completely. If required, students can be blocked from posting more than a given number of posts in a given time period; this can prevent individuals from dominating discussions.

Forum posts can be rated by teachers or students (peer evaluation). Ratings can be aggregated to form a final grade which is recorded in the gradebook.

A teacher can use the Lesson to create a linear set of content pages or instructional activities that offer a variety of paths or options for the learner. In either case, teachers can choose to increase engagement and ensure understanding by including a variety of questions, such as multiple choice, matching and short answer. Depending on the student’s choice of answer and how the teacher develops the lesson, students may progress to the next page, be taken back to a previous page or redirected down a different path entirely.

A lesson may be graded, with the grade recorded in the gradebook.

Lessons may be used for self-directed learning of a new topic or for scenarios or simulations/decision-making exercises.

Once created, you have several sections to choose from. With Preview you can see the current form of your lesson, and in the Edit section, you can select pages to edit. In Reports, you can view a general overview of student success and a detailed report. In the last tab Grade essays you will see the student responses to grade.

After creating the Offline quiz module, press the Save and display button. In the Group Questions (1) tab, add questions to the quiz. You can select questions from the question bank or create new ones (2). The next step is downloading the forms in the Create forms tab (3). Here you will find 3 types of documents:

1. Question form – a list of all question and possible answers.
2. Answer form – a form for students to complete, which must then be scanned.
3. Correction form – a list containing the solutions to the test and the scores for each answer.

The completed quiz must be scanned and uploaded to the Offline quiz activity in the Results tab. The uploaded tests will then be automatically evaluated within 10 minutes. In case of incorrectly filled in parts of the quiz (e.g., wrong identifier, illegible fields), it is necessary to manually correct the incorrectly filled in parts in the results tab.

The module allows you to create lists of students who should be present at a given test in the Participants tab. Here, in the same way, as for the test itself, the examiner can generate a form with a list of students, for which they then check whether they were present at the quiz. This form can then be uploaded and evaluated in this tab.

The teacher can allow the quiz to be attempted multiple times, with the questions shuffled or randomly selected from the question bank. A time limit may be set.

Each attempt is marked automatically, with the exception of essay questions, and the grade is recorded in the gradebook.

The teacher can choose when and if hints, feedback and correct answers are shown to students.

Quizzes may be used as course exams; as mini tests for reading assignments or at the end of a topic; as exam practice using questions from past exams; for self-assessment etc.

The newly created quiz does not contain any tasks. You can change this in the editor by clicking the Edit quiz button. You can find the button right on the page (1) or in the menu under the gear icon (2).

Now you have an editor in front of you where you can set the maximum grade and add questions. The “Maximum grade” value is written into the grading module. It is good if the “Maximum grade” value matches the “Total of marks” (1). You can add new questions by clicking the Add button (2). It is possible to randomly add tasks from the question bank, create a new one, or choose them from the question bank. You can remove a question with the trash icon (3), see the details with the magnifier icon (4), and you can change the number of points for a task with the box with the pencil icon (5). If you want to adjust the pagination (number of questions per page), use the Repaginate button (6).

Content is usually displayed over several pages, with navigation between the pages. There are various options for displaying content in a pop-up window, with a table of contents, with navigation buttons etc. SCORM activities generally include questions, with grades being recorded in the gradebook.

SCORM activities may be used for presenting multimedia content and as an assessment tool.

Wikis have many uses, such as study guides or group lecture notes; as a personal journal for examination notes or revision (using an individual wiki); for students to collaboratively author an online book, creating content on a topic set by their tutor.

When creating a wiki, you must name it, name the first page, and determine whether it will be edited collectively or individually. Then you need to select the markup language for the layout. The options are standard HTML tags, the wiki markup language Creole, for which you can use the editing toolbar, and the Nwiki markup language.

More information about each language:

• html editor
• Creole cheat sheet
• Nwiki markup

After you have created the wiki, the first page settings will appear. Here you confirm the choice of markup language and set the wiki editing for all or for the selected group in the case of group editing. You will then see the following sections in the wiki:

• View – preview of the created wiki
• Edit – modifies the code for creating a wiki page
• Comments – here you can comment on individual wiki pages
• History – shows the history of changes to the wiki
• Map – displays wiki summaries as links, posts updated pages
• Files – here you can upload external files
• Administration – here it is possible to delete a page and guarantee its version

Submissions are assessed using a multi-criteria assessment form defined by the teacher. The process of peer assessment and understanding the assessment form can be practiced in advance with example submissions provided by the teacher, together with a reference assessment. Students are given the opportunity to assess one or more of their peers’ submissions. Submissions and reviewers may be anonymous if required.

Students obtain two grades in a workshop activity - a grade for their submission and a grade for their assessment of their peers’ submissions. Both grades are recorded in the gradebook.