This is a Moodle activity module for Moodle 1.9 and Moodle 2.0+ that allows a teacher to create a checklist / todo list / task list for their students to work through. The teacher can monitor all the students' progress, as they tick off each of the items in the list. Items can be indented and marked as optional. Students are presented with a simple bar showing how far they have progressed through the required/optional items and can add their own, private, items to the list.
- Choose whether students or teachers can check-off items
- Students can add their own notes to their checklist
- Dates can be added to items (and exported to the calendar)
- Teachers can comment on an individual student's items
- Progress is exported to the gradebook
- Choice of colours for each checklist item
- Heading items (without checkboxes)
- (Optional) Import list of current course activities and automatically check-off as activities completed
There are two other plugins that further enhance this activity
The MCCC is a way for you to demonstrate your skills in using Moodle as a teacher. The assessment contains a course project, a short narrative document, and an online exam. You will be assigned an MCCC-certified mentor-assessor to help guide you through this process. When you pass the certification you are given a code that lets you (or anyone else you give it to) download your personalised certificate as a PDF from this site.
The MCCC is not a training course, it assumes that you already know what you need to know and just want to be assessed and certified. However, Moodle Partners may provide training courses that allow you to fulfill the project and narrative elements of the MCCC - please talk to your Moodle Partner about this.
This report gives a statistical (psychometric) analysis of the quiz, and the questions within it. The top section of this report gives a summary of the whole quiz. The next section gives an analysis showing all questions in a table format. There are links in this section to edit individual questions or drill down into a detailed analysis of a particular question. The last section of this report is a bar graph of the percent of correct answers (Facility index) and the Discriminative efficiency index.
The full report (overview, and detailed analysis of all questions) can be downloaded in a variety of formats, as can the quiz structure analysis table.
ELIS (Enterprise Learning Intelligence System), by Moodle Partner Remote-Learneris an extension of Moodle that allows more management tools to track students at a glance and intervene as necessary. There are a lot of features added on top of Moodle which augment the system and extend Moodle to a host of new capabilities. According to the site there are 5 components of ELIS:
This block displays a list of all Teachers for the current course page (except for the current user, if they are a teacher). Each name links to the messaging system allowing the user to quickly message their teacher.
The roles that are considered to be "Teachers" can be configured, allowing control over who is actually displayed in the block.
GISMO is a graphical interactive monitoring tool that provides useful visualization of students' activities in online courses to instructors. With GISMO instructors can examine various aspects of distance students, such as the attendance to courses, reading of materials, submission of assignments. Users of the popular learning management system Moodle may benefit from GISMO for their teaching activities. With respect to the standard reports provided by Moodle (which basically allow teachers to see if an individual student has viewed a specific resource or participated on a specific activity on a specific day), GISMO provides comprehensive visualizations that gives an overview of the whole class, not only a specific student or a particular resource. With GISMO, instructors can perform analysis of the whole class, and may have a "clear picture" of what the class is doing, or has done in a period in the past.
JBranching allows users to have a unique experience based on their interaction within an activity. It is a great way to simulate decision-making scenarios of real life events. In today’s post, I’m going to discuss techniques for designing branching exercises and suggest a few activities in Moodle to use for building them.
Building the Exercise in Moodle
Once you finish designing the activity, you are ready to build it. This is when your scenario will come to life. Two of my favorite activities in Moodle are Lesson and SCORM. Both are excellent choices for adding branching into your online course. Let’s take a look at each of them.
The Lesson activity allows you to create question pages with automated feedback, and you can use it to remediate or incorporate conditional branching. Let’s say you want to make a scenario in your course so that students can apply a concept covered in the current week’s lesson plan. You would start by creating a Lesson activity. Then, you would provide the students with the scenario and question. Each time the student answers the question it will branch/jump them to a different page in the lesson, each having its own result. This means there will be multiple learning paths.
When using the Lesson activity in Moodle:
- Hide the lesson menu on your pages. This will completely immerse the students into the activity and force them to make decisions, rather than jumping to different pages using the menu.
- Enable a time limit when timing is critical to complete the exercise. It can also make the activity feel more like a game, which can add a level of engagement.
- Display the progress bar to students if you want them to know how they are progressing.
- Allow retakes so that students can try again, experience the different paths, and learn from their mistakes.
Finally putting an end to the need for a streaming server (or a Java applet) to allow students to record audio clips for Moodle assignments, the Online Audio Recording assignment uses Flash (10.1+) to record audio from a microphone, convert it to MP3 format and upload it to Moodle via HTTP POST.
The Engagement Analytics block provides information about student progress against a range of indicators. As the name suggests the block provides feedback on the level of "engagement" of a student, in this plugin "engagement" refers to activities which have been identified by current research to have an impact on student success in an online course.
The Decaf theme created by Lei Zhang was one of my favorites to hit Moodle 2.x due to the non-Moodle look and feel, and ease of use with heads up Administrative settings in the top navigation it brought to the LMS. Recently the theme was updated for Moodle 2.4+ by Lei Zhang and Paul Nicholls it has some pretty slick new options and features:
- use mod chooser tiles: a new look at the activity and resource picker which uses tiled icons (larger) rather than the small icons with text
I got an email today from the excellent Paul Allison asking about the moodle assignment I was actually going to talk about during that presentation and never got around to. Paul shares my concern about Moodle being a platform that can easily lead to a very hierarchical teacher centric approach to online learning. It doesn’t have to be that way, of course, but it’s default separation of roles, separation by topic or week, and linear structure can easily guide you to a checkbox, step by step approach to online learning.
I want students to be responsible for much of the curriculum that is covered in the course. I particularly don’t want to create a scenario where the students believe that learning happens when the instructor lays out clear objectives that they are to conquer. I understand that many people think of this as contravening best practice, but i tend to think that it creates a power relationship around learning that can lead to students ‘not’ learning when someone isn’t around to sanction it for them. I think of life long learning as a much messier, disjointed struggle than that. I think that if you are trying to prepare students for confronting decision making about a particular topic, then you need to, in some degree, mirror the uncertainty to daily life so that they can practice that decision making with a guide or mentor close to hand. The course is at http://ed366.com if you are interested. The ‘textbook’ for the course is at http://davecormier.pressbooks.com
So i wanted to use moodle, show my students how a discussion forum worked, but i didn’t want to be controlling it
Recently I did a presentation on Virtual Classroom options available for Moodle. One of the things that came up in the discussions during the session was the need to have the ability to integrate seamlessly between to the systems – preferably with IMS LTI.
I have done a few posts and videos on IMS LTI (Learning Tool Interoperability)  and how this can be used to integrate learning tools with Moodle. So once I saw the Bigbluebutton had released their beta with the LTI integration available I had to try it.
I have done a short screen cast to demonstrate the setting up and use of the connection.
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